Detailed Lesson Plan (DLP)

School Grade Level Grade 12

Learning
Teacher Creative Nonfiction
Area
Time & Dates Quarter 2nd

I. OBJECTIVE
A. Content The learner understands that mastery of the basic forms, types,
Standards techniques and devices of creative nonfiction enables him/her to
effectively critique and write creative nonfiction.
B. Performance The learner writes a clear and coherent critique and an
Standards interesting and engaging creative nonfiction.
C. Learning Write a mini critique of a peer’s work based on coherence and
Competencies / organization of paragraphs, development of literary elements use
Objectives of factual information, and other qualities concerning form and
Write the LC code for content (HUMSS_CNF11/12-IId-e-18)
each At the end of the lesson, the learners are expected to:
A. define a mini critique;
B. explain the importance of writing a mini critique; and
C. apply the guidelines in writing mini critique.
II. CONTENT WRITING A MINI CRITIQUE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide N/A
pages
2. Learner’s N/A
Materials pages
3. Textbook pages N/A
4. Additional N/A
Materials from
Learning Resource
(LR) portal
B. Other Learning Internet Source
Resources Materials:
PowerPoint Presentation
Cabbage ball
Rubric
V. PROCEDURES
Introductory A. Preliminaries
Activity 1. Prayer
2. Checking of Attendance
Activity/Strategy
CATCH ME AND GUESS!
 The teacher will inform the class that the cabbage ball
containing statements on the forms and techniques in
creative nonfiction will be passed around.
 As soon as the learner catches the ball, he/she will be
asked to peel off the cabbage ball. He/she has to guess
the word/s or phrase/s described in the statement.
 The process will continue until all the cabbage ball has
 been completely peeled off.
 Presentation of Objectives
Analysis The teacher will ask the following questions:
a. What do you notice with the statements?
b. What are the qualities of a nonfictional text as mentioned
in the activity?
c. How important are these qualities in a text?
Abstraction The teacher will facilitate the discussion on the guidelines in
writing a mini critique:
MINI CRITIQUE
 A critique is a short paper, usually about one book or
article.
 First, it gives a short summary of what the author has said.
 Second, it looks at the work critically.
 It may focus on the content, value highlighted, correctness
of facts, logical arrangement of ideas, tone and the
expected audience of the text.
 assess the strengths and weaknesses of the piece of
writing
 It is important to remember that criticism can be positive as
well as negative.
Why write a critique?
 exercise in judging the value of a piece of writing or
research
 a way of improving your own skills by looking at the way
other writers work
 exercise in the careful reading of text that will increase
your understanding of a particular subject
GUIDELINES in WRITING A MINI CRITIQUE
 Analyse the text
 set out the main purpose of the author’s article.
 identify the main point that the author is making.
 discuss the arguments that are used to support the main
point and the evidence that supports them.
 Identify the target audience of the author
2. Evaluate the text
You will need to comment not only on the content of the
piece but also on the way in which it has been written.
 Is the text logical?
 Is the text well organized, clear and easy to read?
 Are the facts accurate?
 Do the arguments support the main point?
 what did you like or not like about the piece?
3. Write in standard essay form
A critique should be written in an essay format. It will need the
following:
 Introduction (1 paragraph)
 Define the subject of your critique and your point of
view
 Summarize the author’s main points and purpose
 Main body (1 or 2 paragraphs)
 Is the writer trying to be humorous, serious,
straightforward, etc? Does this emotion/tone work
for the piece?
 Who is the audience?
 What are the details and examples to illustrate what
he/she is trying to get across?
  Does the piece follow a logical order?
 Conclusion (1 paragraph)
 Re-emphasise your point of view
 what do you like or not like about the piece?
Application 1. The students will be grouped into 3.
2. Each group will be given a copy of a creative nonfiction text.
3. Each group will be told to form a circle to read and discuss the
text using the guidelines in doing mini critique.
4. Each group will be assigned of the following roles in critiquing
the text.

A. Group ___
 Content Evaluator. Their job is to look for details
and examples that illustrate the point or main idea of the
text. It is also their job to identify if the details connecting
to the main idea are good or if it requires to be developed
more.
 Value Analyzer: Their job is to identify what do they
like best in the text and what they do not like in the text.
B. Group ___
 Fact Finder Their job is to look for factual details in
the text that make it a nonfictional text.

 Logic Trailer: Their job is to identify if the text follow

a logical order and list the words that make it logical. It is
also their job to share if there were points in the text that
needs to be rearranged.
C. Group __
 Word Emoticon Finder: Their job is to write down
any words that suggest the tone and patterns of the author
and identify if it suggest humorous tone? Serious?
Straightforward or angry tone?
 Audience Tracker: Their job is to identify the target
audience of the text.

3. Each group will be instructed to write their answers on the

board and they must assign somebody to present it in class.
4. The following rubric will be used for the rating:
 Depth of Understanding - 10 points
 Appropriateness of the Ideas - 10 points
 Presentation - 5 points
TOTAL 25 points
Assessment The students will be asked to answer the following questions.
1. What are the characteristics of a mini critique?
2. How do we achieve a mini critique that has a definite
structure and easy to follow?
Assignment The students will be told to write a mini critique of their
classmates’ biographies using the guidelines presented.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the formative
assessment.
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?