Writing Module II

By: T. Ma. Teresa Walang

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 PREFACE

Unlike its academic counterpart of writing classes that

teach students to compose work based on the rules of the

language, creative writing is believed to focus on students’

self-expression. While creative writing as an educational

subject. In this module we teach the students to be more

expressive in writing their ides.

Variety of activities are designed to stimulate creativity

among the students, allowing them to freely and confidently

write letters, essays, and reaction papers following the rules

they have learned from their Writing module Class I.

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 Writing Class Guide

A. What is WRITING class?

• Writing class is designed for those students who have finished
one month. It is assumed that after finishing one month, a
student, more or less, is ready to write and organize his/her
thoughts in writing.
• There are several activities to sharpen the writing skills of the
students. Each activity is made to motivate the students to write
at least a simple reaction or idea of his/her own.

B. What is the PURPOSE of the class?

• The purpose of the class is to enhance previously learned skills in
man to man classes (reading comprehension, story telling, et
cetera). It is not to push the students to write formally, but to
motivate them to write at their own free will. This is the reason
why all the activities are made in variety form.
• To reinforce skills learned during total reading class
• To develop the student’s ability to organize ideas with less
grammatical error.
• To develop creativity.
• To provide less pressured time for the students while learning.

Important!!!
The class is designed to give the students space, but it does not
mean that the class should be taken so lightly. The teacher is there to
guide the students to do their work independently and not to give
lectures. The students are expected to work under a minimum
supervision.

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 In case there are parts the students can’t understand the teacher
has to address the matter in general.
Week 1: Introduction to Writing

 Day 1: “Show and Tell”

Objective: To be able to gauge the student’s ability in writing and to

know how creative he/she can be.

Activity:

• Let the students bring something in class or let them choose

from their existing materials
• The students should tell the class about the things they brought
or they should tell the class about the things they chose
• Finally after the students get used to the manner of presenting
the idea, they are to write a poem, a song, or a short story about
the things they brought
• One requirement for this activity is to use creative images that
“show” readers the object and why are they important to the
owner

Example: Bag

My bag is color blue; it has four side pockets, and has a ribbon in
the middle. My mother gave it to me on my birthday; she said that,
she bought that in a department store near the office where she
works. I love this bag and I will always keep it. I bring it to school
everyday; my friends say it is very beautiful, I hope to make use of it
for along time.

 Day 2: “Jumble Story”

Objective: To be able to identify the important elements of a story

Activity:

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 • Let the students enumerate characters that they wish to feature
in their story
Example: a mother
a photographer
a teacher
• Let the students enumerate settings that they wish to use in
their story
Example: near a National Forest
a wedding reception
a shopping mall

• Let the students enumerate time/period that they wish to use in

their story

Example: after a big meal Last winter In summer

• Let the students enumerate situations that they wish to use in

their story

Example: someone had a birthday party

How she found a chest of pure gold
A person died in an accident

 Day 3: “Scavenger Hunt I”

Objective: To be able to use descriptive words to visualize things

around

Activity
• Let the students visualize step by step the things they do in the
weekends
• Let the students write captions below the their works
• After finishing all the captions asks the students the story
behind their works
•

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 “My friends and I on our way home” “My sister and I when we went
for a walk”

“My older sister and my older twin brothers”

“Me singing in my room”
 Day 4: “Scavenger Hunt II”

Objective: To be able to construct a simple story tracing events

Activity:

• Let the students write the story behind the pictures they used in
the first scavenger hunt activity
• Let them weave the details, words, and phrases from the
descriptions shown in the pictures the words should fit in what
the pictures show

• The boy is standing behind

the two girls
• The younger boy is sitting in
front of the older man in
glasses
• One of the girl has short
brown hair
• The girls are wearing white
berets

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  Day 5: “Embellish an Ad”

Objective: To be able to use printed materials like news paper clippings

to portray ideas

Activity

• Let the students choose an advertisement from the newspaper

• Let them take not of the following:
1. What was the writers’ motivation in
writing?
2. Where was the story’s setting?
3. What are the important points the writer
wants to impart to the readers?

“The News Turkey Time”

The people of Louisiana think that it’s
about time they eat turkey for the yearly celebration of the
“Turkey” festival. The people feasted and celebrated with all the
best food and best wine. Some of the neighborhood even invited
friends from different states.

Week 2: Writing Paragraphs

 Day 6: “Plotting of Events”

Objective: To be able to plot the events based on how they were

presented in the story

Activity:

• Choose a simple fable

• Rewrite the story using cues (pictures)

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 • Allow the students to explore the ideas in the pictures

The Bald Knight

A BALD KNIGHT, who wore a wig, went out to hunt. A sudden puff
of wind blew off his hat and wig, at which a loud laugh rang
forth from his companions. He pulled up his horse, and with
great glee joined in the joke by saying, "What a marvel it is
that hairs which are not mine should fly from me, when they have
forsaken even the man on whose head they grew."
Thy pride is but the prologue of thy shame

An who wore a wig, went out to hunt. A sudden puff

of wind blew off his and wig, at which a loud laugh rang

forth from his companions. He pulled up his and with

great glee joined in the joke by saying, "What a marvel it is

that hairs which are not mine should fly from me, when they have

forsaken even the on whose head they grew."

Thy pride is but the prologue of thy shame

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  Day 7: “Historical Fiction”

Objective: To be able to complete sentences that may explain the

historical figure’s wish, dream, or fear

Activity:

• Choose a historical figure

• Compose a short story by choosing one of the following sentence
beginning
1. The thing that I regret most in my life is _________________
2. If I could accomplish one more thing, that I
would________________
3. The accomplishment that I am proudest of is _____________
4. If I could live anywhere in the world, I would choose _______
5. The saddest moment in life was when __________________
6. My favorite childhood memory is _________________
7. The thing that scares me the most is _______________

Example:

The thing that I regret the most in my life is not giving

more effort to please my parents. I regret not following their
instruction regarding what to do and how to do things the best. When I
was young I used to tell my parents I am old enough to do things on
my own. I hate it when they tell me what to do especially how to do
things...

 Day 8: “Confess a Secret”

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Objective: To be able to write a diary or a journal that would explore a
person’s secret

Activity:

• Let the students confess their secrets

• Let them write those secrets in their diaries or journal
• This should be done in three consecutive days
• The contents of the diaries should be in a narrative form of
telling a story the students should tell the story as if it just
happened previously
• To add spice to the story and to do away with the usual diary,
allow the students to incorporate pictures that would further
show the meaning they want to convey

 Day 9: “Random Word Epigraph”

Objective: To be able to make use of some selected dictionary words in

poem writing and short story writing

Activity:

• Step 1: Let the students randomly choose words from their

dictionary by flipping the pages or pointing to the words with
their eyes closed
• They can choose the word above or the word below the word
they pointed to make one pair of words
• Step 2: Shape the word list into a poem using ten of the word
pairs (they can of course add more words to fit in the idea they
want to convey). The use of articles, conjunctions, and
prepositions is allowed
• Step 3: Use the poem as an epigraph fro a short story. Compose
the story by incorporating the themes and the images used in
the poem. The relationship of the poem and the short story
should be clear to the readers

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 Note: You could of course let the students only do Step 2, or having
the students write a short story only.

Example:
Huge-house Build-castle Conquer-wide
Happy-price Evil-monster Soldiers-enemies

The Huge Castle

In a huge castle lived an evil monster,
A happy price went to conquer,
The monster that went to battle,
Wide troops of soldiers came to fight the angry
ogre,
After the fight the soldiers build a fire around the
monster’s castle, and that’s the end of the ogre

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 The Ogre Monster

Once upon a time there lived an ogre monster in a huge castle.

The people don’t want to pass by the castle’s gate, they are afraid that
the monster might kill or do them harm. Meanwhile in a not so far
kingdom there also lived a brave prince named Happy. He heard of the
monster and set off to see how he could help the people. With his wide
troops of soldiers he went to fight the monster ogre.
The fight lasted four days and three nights, finally the prince
Happy won and the people livings near the ogre monster’s castle lived
happily ever after.

 Day 10: “Inspirational Essay”

Objective: To be able to use the things we see around to serve as an

inspiration in writing

Activity:

• Go outside the class and let the students look around

• After the students looked around let them choose one of the
things they saw and then let them draw it on their writing pad
• Below their drawings let them write simple sentences that would
explain the picture
• After writing captions below the pictures let them choose one of
the sentences they wrote to be used as the topic sentence in
their essay
• Allow the students enough time to construct the beginning,
body, and conclusion of their essay

Week 3: Writing a Simple Comics Script

Objective: To be able to bring out the creative side of the students in a
script writing activity.

Activity:

• Let the students choose the kind of script they want to make (it
may be in animation form let them also choose the genre of the
script)
• During the first day allow them time to discuss in class the title
of their work, the characters, the setting, and the kind of drawing
they will make use of
• Let the students explore do not limit the time, let them
conceptualize on their own
• On the second day let them start writing the draft of their scripts
• The script should contain at least the basics in script writing
which are the characters and their dialogue balloons
• The draft should contain the characters and the dialogues’
balloons only the conversations should be done at the end week
of the class to let the students focus more
• The dialogues should match the characters therefore teacher’s
guidance should be there at all times
• After filling all the dialogue balloons let the students finalize their
work by coloring and removing the extra sketch marks on their
pads
• The end part of this activity requires the students to present
their work in front of the class for evaluation

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 Example:
I 뭢 really
A B to see
happy
you guys!

Week 4: Writing a Simple Photojournalism

Objective: To le the students write a simple essay based on the

pictures they took
Activity:

1. Let the students take pictures around the campus

2. Give the students the opportunity to choose the objects, the
scenery, or any subjects they want to write about
3. Let each student take at least 5 pictures of the same essence
4. Let the students write titles for the pictures
5. Let the students discuss in class their reasons in choosing the
pictures they took
6. Let the students write their simple essay supporting the pictures
on their workbook for editing ( the pictures should not be placed
yet)
7. Rewrite the final essay, then place the pictures next to the essay
8. Let the students present their work in class

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 Note! Gather comments from the class and then write an evaluation
report on the result for future purposes.

Example:

• Day 1

“Flowers in Bloom”
• Day 2
“Flowers in Bloom”
We usually see flowers in bloom in spring and there are many
things flowers can give us.
When I feel lonely I just go to the park to see flowers and after a
while of walking I feel better. For some people they say that flowers
are therapeutic. For couples it symbolizes love.
• Day 3

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 “Flowers in Bloom”

We usually see flowers in bloom in spring and there are many

things flowers can give us.
When I feel lonely I just go to the park to see flowers and after a
while of walking I feel better. For some people they say that flowers
are therapeutic. For couples it symbolizes love.

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Workbook

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46
 ========== REWRITTEN ==========

Date: ____________
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 ========== ORIGINAL ==========

Date:____________
Objective:_______________________________________________
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Title

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48
 ========== REWRITTEN ==========

Date: ____________
Objective:_______________________________________________
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49
 ========== ORIGINAL ==========

Date:____________
Objective:_______________________________________________
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Title

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50
 ========== REWRITTEN ==========

Date: ____________
Objective:_______________________________________________
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Title

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51
 ========== ORIGINAL ==========

Date:____________
Objective:_______________________________________________
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Title

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52
 ========== REWRITTEN ==========

Date: ____________
Objective:_______________________________________________
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Title

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53
 STUDENT’S PROGRESSIVE REPORT SUMMARY

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PREPARED BY:
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