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 13-17, 2020 (MW/TTh) Quarter THIRD

Session 1-2 Session 3-4

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 delineation between creative and the nonfictional elements of
nonfictional elements of creative nonfictional text. creative nonfictional text.

B. Performance Standard
C. Learning Competency/Objectives
II. CONTENT
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
The learner clearly and coherently uses multiple elements conventionally
identified with a genre for a written output
The learners:
Do a close reading of creative nonfictional texts-HUMSS_CNF11/12-Ie-f-8
Identify the fictional elements in the texts- HUMSS_CNF11/12-I-e-f-9
Analyze and interpret factual/nonfictional aspects in the texts-
HUMSS_CNF11/12-Ie-f-10
Evaluate the relationship of creative and nonfictional elements of the texts
-HUMSS_CNF11/12-Ie-f-11
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.
Principles, Elements, Techniques, and Devices of Creative Nonfiction
1. Using Elements of Creative Nonfiction: a. Plot; b. Characters; c.
Characterization; d. Point of View; e. Angle; f. Setting and Atmosphere; g.
Symbols and Symbolisms; h. Irony; i. Figures of speech; j. Dialogue; k.
Scene; l. Other elements and devices 2. Developing themes by combining
multiple elements
The learner clearly and coherently uses multiple elements conventionally identified with a
genre for a written output
The learners:
Write a draft of a short piece using multiple elements conventionally identified with the literary
genres following these pointers: a. Choosing a topic, 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, HUMSS_CNF11/12-Ig-j-12
Peer-edit each other’s draft based on a. clarity of ideas, b. appropriate choice of literary
elements, c. appropriate use of the elements, d. effective 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
Principles, Elements, Techniques, and Devices of Creative Nonfiction
1. Using Elements of Creative Nonfiction: a. Plot; b. Characters; c. Characterization; d. Point
of View; e. Angle; f. Setting and Atmosphere; g. Symbols and Symbolisms; h. Irony; i. Figures
of speech; j. Dialogue; k. Scene; l. Other elements and devices 2. Developing themes by
combining multiple elements

Page 1 of 3
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
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing and
Writing and Shaping Creative Nonfiction by Brenda Miller and Suzzane Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola; A Masterclass in Narrative
Paola; Elements of Fiction and Nonfiction (youtube) Nonfiction with Ben Rawlence (youtube)
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Recalling the previous lessons/activities:
Fiction Stories: A Christmas Carol and Klaus
Ask: What again are the characteristics of non-fiction prose? How about
prose fiction?
Reviewing previous topics through 3rd Quarter Examination Give some examples of reading materials categorized under non-fiction prose:
• Autobiography • Biography• Essay • Oration or Speech • Diary • Newspaper stories
• Magazine articles • travelogue
Watch: A Masterclass in Narrative Nonfiction with Ben Rawlence 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)
In-depth discussion of the elements of Nonfiction: a. Plot; b. Characters; c. Application of the following elements per reading piece/material: Plot, Characters,
Characterization; d. Point of View; e. Angle; f. Setting and Atmosphere; g. Characterization, Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms,
Symbols and Symbolisms; h. Irony; i. Figures of speech; j. Dialogue; k. Irony, Figures of speech, Dialogue, Scene, Other elements and devices
Scene; l. Other elements and devices
Continuation of discussion Continuation of discussion
Continuation of discussion The learners will talk about and write a draft of a non-fiction: Editorial, travelogue
Pointers to follow:
a. Choosing a topic
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
Ask: What benefit does learning the different elements of non-fiction bring Continuation of draft writing
you? How important are these elements in bringing life to a certain literary
piece?
Activity: The learners will be given a sample of a nonfiction and literary piece Continuation of draft writing
they will do a collaborative reading and discussion of its literary analysis with
a partner. Short Story: The Gift Of Magi by O. Henry
Continuation of reading and post-reading discussion of the simple literary Peer-editing of draft
Page 2 of 3
 analysis and criticism of the story using the elements of non-fiction

J. Additional activities for application Take-home activity: Continue reading the remaining literary material for further discussion
or remediation To be submitted:
HUMSS1: Short Story and editorial
HUMSS 3: Short Story and travelogue
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 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:

JABEL ANTHONY L. NUŇALA

HT III-OIC

Page 3 of 3