GRADE 12 School STA.

MONICA HIGH SCHOOL Grade Level 12

Teacher AMIE S. TABI Learning Area CREATIVE NONFICTION
DAILY LESSON LOG Teaching Dates and Time
January 27-31, 2020 (MW/TTh) Quarter THIRD

Session 1-2 (M/T) Session 3-4 (W/TTh)

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must 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 to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.

A. Content Standard The learner understands the delineation between creative and the The learner understands the distinction between and among creative nonfiction types
nonfictional elements of creative nonfictional text. and forms.

B. Performance Standard The learner clearly and coherently uses multiple elements conventionally The learner competently delivers an artistic presentation summarizing and analyzing the
identified with a genre for a written output form, theme and techniques of a chosen creative nonfictional text.

C. Learning The learners: The learners:

Competency/Objectives >Write a draft of a short piece using multiple elements conventionally Explain the relationship of elements and ideas found in the various forms and types of
identified with the literary genres following these pointers: a. Choosing a creative nonfictional texts through a close reading-
topic, b. Formulating a thesis statement c. Organizing and developing HUMSS_CNF11/12-IIa-15
ideas, d. Using multiple literary conventions of a genre e. Ensuring that Compare and contrast the different forms and types of creative nonfictional texts
theme and technique are effectively developed, HUMSS_CNF11/12-Ig-j- HUMSS_CNF11/12-IIa-16
12 Deliver an artistic presentation summarizing, analyzing, and commenting on a chosen
>Peer-edit each other’s draft based on a. clarity of ideas, b. appropriate creative nonfictional text representing a particular type or form -
choice of literary elements, c. appropriate use of the elements, d. effective HUMSS_CNF11/12-IIb-c-17
combination of the ideas and the chosen literary elements,
HUMSS_CNF11/12-Ig-j-13
>Revise the draft of a short piece using multiple elements conventionally
identified with the literary genres HUMSS_CNF11/12-Ig-j-14
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
III. Principles, Elements, Techniques, and Devices of Creative Nonfiction Forms and Types of Creative Non fiction
1. Using Elements of Creative Nonfiction: a. Plot; b. Characters; c. a. Understanding various forms and types
Characterization; d. Point of View; e. Angle; f. Setting and Atmosphere; g. b. Autobiography/ Biography c. Literary Journalism/Reportage
Symbols and Symbolisms; h. Irony; i. Figures of speech; j. Dialogue; k. d. Personal narratives e. Travelogue f. Reflection essay g. True narratives
Scene; l. Other elements and devices 2. Developing themes by combining h. Blogs i. Testimonio j. Other types and forms
multiple elements
Delivering a presentation on a chosen type or form of creative nonfiction

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A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
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
Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a
Writing and Shaping Creative Nonfiction by Brenda Miller and Suzzane
Paola; A Masterclass in Narrative Nonfiction with Ben Rawlence (youtube)
Recalling of previous lesson; continuation of reading, discussion and
analysis of fiction and non-fiction literary materials, with additional
materials for continuity of students’ exposure to the different writing styles
and techniques of various authors of different genres.
Give some examples of reading materials categorized under non-fiction
prose: • Autobiography • Biography• Essay • Oration or Speech • Diary •
Newspaper stories • Magazine articles • travelogue • Character Sketch •
Personal Narrative • Reportage • Reflection essay
Reading of the following fiction and non-fiction literary pieces:
- The Giving Tree (poem)
- Standing Up To Bullies (non-fiction editorial)
- I Am A Filipino (non-fiction essay)
- Hope for the flowers (prose fiction); Trees by Joyce Kilmer; and Richard
Cory by Edward Arlington Robinson
Application of the following elements per reading piece/material: Plot,
Characters, Characterization, Point of View, Angle, Setting and
Atmosphere, Symbols and Symbolisms, Irony, Figures of speech,
Dialogue, Scene, Other elements and devices
Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing and
Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola; A Masterclass in
Narrative Nonfiction with Ben Rawlence (youtube)
Have you been elected to a certain position? How was the experience? What did you
feel?
What can you say about the pictures (The teacher shows caricature)
Who do you think is the author of the text? What position do you think did the author
assume?
Comprehension Questions:
1. What again is the genre of this piece? How about the sub-genre?
2. Who do you think is Nelson Mandela and What makes him a iconic, if not a
controversial individual?
3. Where is the setting of the speech?
4. To whom did Nelson Mandela dedicate his speech?
5. What results were received by the
African National Congress prior to Mandela’s speech?
6. How did Nelson Mandela visualize a better life for all South Africans?
7. If you are to give a public speech about change in front of your countrymen, what
would you say and why? How would you persuade them towards believing your
aspirations for your country?
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E. Discussing new concepts and Continuation of discussion 1. What elements of nonfiction can be found in the text? What makes it nonfiction?
practicing new skills # 2 2. What is the tone of the speech by Nelson Mandela? How about the
mood/atmosphere?
3. What are your inferences on the traits of the speaker based form his speech?

F. Developing mastery
(leads to Formative Assessment
3)
The learners will talk about and write a draft of a non-fiction: Editorial, 1. What elements of nonfiction can be found in the text? What makes it nonfiction?
travelogue 2. What is the tone of the speech by Nelson Mandela? How about the
Pointers to follow: mood/atmosphere?
a. Choosing a topic 3. What are your inferences on the traits of the speaker based from his speech?
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using multiple literary conventions of a genre
e. Ensuring that theme and technique are effectively developed

G. Finding practical application of Continuation of draft writing Activity: Pretending that you are one of the South African people during the time of
concepts and skills in daily living Nelson Mandela’s speech, how would you react as a citizen?

H. Making generalizations and Continuation of draft writing What is nonfiction genre?

abstractions about the lesson What are the two types of this genre?
What elements and/or features can be found in an informational an essay or speech

I. Evaluating learning Peer-editing of draft Continuation of Lesson

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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

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 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?
Prepared by:
AMIE S. TABI
Teacher
Checked by:

GLAIZA A. SERADOR
SHS Coordinator
Approved by:

MARILYN M. BADILLA
HT III-OIC

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