School Pavia National High School Grade Level Grade 12

Teacher Jessica Ribeiro Learning Area Creative Nonfiction

Teaching Dates and Time June 10-14, 2019 Quarter 1st Quarter

GRADES 11 DAILY LESSON

LOGS

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
I. OBJECTIVES be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)
B. Performance Standards The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output.
C. Learning Competencies/ HUMSS_CNF11/12-Ia- HUMSS_CNF11/12-Ia-1 HOLIDAY: Independence HUMSS_CNF11/12-Ia-1
Objectives 1 Identify dominant Identify dominant literary Day Identify dominant literary
Write the LC code for each literary conventions of a conventions of a conventions of a
particular genre particular genre particular genre
HUMSS_CNF11/12-Ia- HUMSS_CNF11/12-Ia-2 HUMSS_CNF11/12-Ia-2
2 Compare and contrast Compare and contrast Compare and contrast
how the elements are how the elements are how the elements are
used in the different used in the different used in the different
genres genres genres
HUMSS_CNF11/12-Ia- HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ia-3
3 Analyze and interpret Analyze and interpret the Analyze and interpret the
the theme and theme and techniques theme and techniques
techniques used in a used in a particular text used in a particular text
particular text 1. Define Literary Genres 1. Define Literary Genres
Objectives: and conventions and conventions
1.Define “Creative 2. Identify dominant 2. Identify dominant
Nonfiction” literary conventions of literary conventions of
 3. Identify dominant a particular genre a particular genre
literary conventions 3.Analyze and interpret 3.Analyze and interpret
of a particular genre the theme and the theme and
techniques used in a techniques used in a
particular text particular text
 II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
Aguila, et. al. “Telling the Truth: The art of Creative Nonfiction for Senor High School”. C&E Publishing, Inc., 2017
Students are asked to
differentiate fiction from
nonfiction and
enumerate the types of
fictional genres.
Objectives:
1.Define “Creative
Nonfiction”
2. Define Literary
Genres and conventions
3. Identify dominant
literary conventions of a
particular genre
“Reality vs Expectation”
memes are presented to
students and discussed
by the class briefly.
Students are presented
with the “Literature
Concept Map” which
visually represents and
categorizes literary
genres into poetry and
Introduction to Literary Genres
Students are asked to
define creative nonfiction
and give some examples.
1. Define Literary Genres 1. Define Literary Genres
and conventions and conventions
2. Identify dominant 2. Identify dominant
literary conventions of literary conventions of
a particular genre a particular genre
3.Analyze and interpret 3.Analyze and interpret
the theme and the theme and
techniques used in a techniques used in a
particular text particular text
Students are tasked to
group into 3’s and recall a
story, play or movie that
they have read or seen
that has had an impact to
them. They are given with
an activity sheet that
they should fill in. (See
attached activity sheet)
The elements of fiction
and drama are discussed.
The class goes back to
the previous activity from
now and then to relate it
to the lesson.

E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
prose. This
representation is
intended for students to
see the whole picture
and understand what
literary genre they are
about to deal with.
The definition of Conventions and devices
“Creative nonfiction” is between fiction and
presented through a drama are compared and
PowerPoint contrasted through a
presentation. The discussion. Each element
previous activity is is extensively discussed
related to the lesson, and given an example so
emphasizing the students would clearly
difference between understand.
fiction and nonfiction.
Sample excerpts from a Students are tasked to The selection is
news stories are read the selection discussed by the class
presented to students. “Tungkung Langit and through the following
These excerpts are Alunsina” (Students may guide questions:
compared as students continue reading the 1.How is the story
are asked about their selection at home as their different from the Bible
differences. Cited assignment) story of creation?
differences are 2.How do you compare
attributed to the and contrast the
characteristics of personalities of
creative nonfiction. Tungkung Langit and
Alunsina?
3.What do you think is
the conflict in the
story?
4.What general message
do creation stories
convey?
Examples of creative The importance of Some themes of the
nonfiction that are used conventions of literary story are discussed and
today are mentioned genres of literature to related to students’ lives.
and discussed such as: students’ lives are
personal essays, travel emphasized.

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
writing, meditation on
ideas, nature writing,
autobiography,
biography, literary
journalism, cultural
commentary, letters and
journals, memoirs, and
other hybridized prose
forms.
Students are asked: Students are asked:
 What is the difference 1. What are the
between fiction and elements of fiction
non-fiction? and drama?
 How is creative 2. What are the parts of
nonfiction different a plot of both fiction
from other nonfiction and drama?
works? What are its 3. Enumerate the five
characteristics? narrative devices.
 Give examples of
prose forms under
creative nonfiction that
we read today.
Students are tasked to Writing exercise:
get ¼ sheet of paper. Students are given
 Part 1(5 minutes): paragraph exerpts from
in 2-3 sentences, the tale of Tungkung
write about a recent Langit and Alunsina.
or past event that They should rewrite the
actually happened excerpt in dialogue form.
(ex: opening of Students should visualize
classes, your the quarrel scene of the
birthday, summer two gods and write
vacation, Carroza imaginary dialogues. The
festival etc.). Just teacher gives a guide on
give plain this writing activity.
information. Do not
include your feelings. After writing, students
 Part 2(10 peer edit each others’
minutes): Exchange drafts based on the
paper with your following:
 classmate. Improve a. Clarity of dialogue;
your classmates work b. Appropriateness of
by making it more dialogue;
interesting or c. Dramatic content
appealing to the of dialogue; and
readers. Make sure d. Realistic content of
that it would appeal the dialogue.
to the readers’ Once this is
interest or sympathy. accomplished, students
You are free to should revise their works
write. and submit the final
version.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
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?
For improvement, enhancement and /or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph