Republic of the Philippines
Department of education
Region V
SOLIS INSTITUTE OF TECHNOLOGY
Managanaga, Bulan, Sorsogon
LESSON PLAN
Q1-W1
GRADE LEVEL: 11 GAS SEMESTER: 3rd Quarter
COURSE SUBJECT TITLE: CREATIVE NON-FICTION NO. OF
HOURS/SEMESTER:
COURSE DESCRIPTION: Focusing on formal elements and writing techniques, including
autobiography and blogging, among others, the subject introduces the students to the
reading and writing of Creative Nonfiction as a literary form. The subject develops in
student’s skills in reading, and thinking critically and creatively, that will help them to be
imaginative readers and writers.
I. CONTENT STANDARDS AND LEARNING COMPETENCIES
A. CONTENT STANDARD The learner understands the literary conventions that
govern the different genres. (e.g., narrative convention
of fiction, etc.)
B. PERFORMNCE The learner clearly and coherently uses a chosen
STANDARD element conventionally identified with a genre for a
written output
C. LEARNING Peer-edit each other’s draft based on
COMPETENCIES a. clarity of idea
b. appropriate choice of literary element
c. appropriate use of the element
d. effective combination of the idea and the chosen
literary element
D. LEARNING Identify the appropriate use of various literary
OBJECTIVE elements in a given text.
Evaluate the effectiveness of the combination
between the central idea and the chosen literary
element in contributing to the overall meaning
and impact of the work.
Write a short literary work of their choice (using
any writing convention of a genre) and edit at
least one work of their peer based on a set
criteria/standard and revise their own work based
on the peer feedback.
E. CONTENT Using the Literary Conventions of a Genre in Writing
F. INTEGRATION Integration of peer feedback in the revision
process.
Applying critical reading skills to identify
strengths and weaknesses in writing.
Use of technology (blogs) for publishing and
sharing work online
G. LEARNING SHS - CREATIVE NON-FICTION
RESOURCES Quarter 1 – Module 5:
Using the Literary Conventions of a Genre in Writing
III. TEACHING AND LEARNING PROCEDURES
A. ACTIVATING PRIOR To begin the lesson, the teacher will ask the students
KNOWLEDGE with their prior knowledge about "What is creative
nonfiction? How does it differ from fiction?", and will
also ask students to share examples of their own
reading or writing experiences with Creative Nonfiction.
B. ESTABLISHING To engage the students and spark their interest in the
LESSON PURPOSE topic, the teacher will let
(AIMS) the students write a short literary work of their choice
(using any writing
convention of a genre) and edit at least one work of
their peer based on a set
criteria/standard and revise their own work based on
the peer feedback.
C. DEVELOPING AND For the Activity #1, the teacher will provide students
DEEPENING with a sample draft of Creative Nonfiction
UNDERSTANDING (autobiography or blog). Have them read it and identify
(TASK AND the literary elements used. After reading, the teacher
THOUGHTS) will be asking the following questions:
What literary elements did the writer use?
How did these elements contribute to the overall
theme and message of the piece?
For the Activity #2, the teacher will divide students into
small groups. Each student will exchange drafts and
give peer feedback based on the following criteria:
Clarity of idea
Use of literary elements (appropriate to the
genre)
Effective combination of ideas and elements
And, give students 15 minutes to revise their drafts
based on peer feedback.
D. MAKING Following the class presentation, the teacher will lead a
GENERALIZATIONS class discussion to analyze the appropriate use of the
element and how the peer-editing process helped refine
their writing. The teacher can also ask question like:
What common strengths did you notice in your
peers' writing?
What common weaknesses or areas for
improvement did you see in the drafts?
E. EVALUATING In this activity the students will apply their knowledge
LEARNING on the appropriate use of the element in peer-edit each
other’s draft. The teacher will task the students to write
a short piece that depicts or describes your favorite
place in your town or city of at least three (3) elements
of your choice. After writing your piece, have your
classmate/peer edit your work based on the standards
listed in the table below. You peer, on the other hand,
will edit your work using the same standards. To edit
your peer’s work, read the text thoroughly before giving
constructive feedback and comments. Comments
should be based on the standards listed below. You
can also give suggestions for the improvement of your
peer’s work.
F. TEACHER’S Provide feedback on student performance and
REMARKS participation during the discussion.
G. RRFLECTION Ask the students to reflect in their journals about the
experience of receiving and giving feedback.
Prepared By:
SHYRRA A. SANONE
Pre-Service Teacher
