Republic of the Philippines

Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEdCamarines Norte

CODE CNF11S2W4D1

GRADES 11 School Grade Level 11 Semester 2nd

DAILY
Teacher Learning Area CREATIVE NONFICTION
LESSON
PLAN Teaching Date and Time

The learner understands the literary conventions that govern the

A. Content Standards different genres. (e.g., narrative convention of fiction, etc.)

The learner clearly and coherently uses a chosen element

B. Performance Standards conventionally identified with a genre for a written output.

Peer-edit each other’s draft based on

a. clarity of idea
I. OBJECTIVES

b. appropriate choice of literary element

c. appropriate use of the element
d. effective combination of the idea and the chosen literary
element
C. Learning Competencies/ HUMSS_CNF11/12-Ib-d-6
Objectives
Specific Objectives:

1. Identify and correct errors in a text

2. Peer-edit one’s short piece
3. State importance of editing

II. CONTENT (Subject Matter/Lesson) Peer-Editing

1. Teacher’s Guide
pages
A. REFERENCES

2. Learner’s Materials
III. LEARNING RESOURCES

pages
3. Textbook pages
4. Additional Materials
from Learning
Resource portal
http://bowenpeters.weebly.com
www2.le.ac.uk
B. Other Learning Resources i.pinimg.com
http://images.pcmac.org
twp.duke.edu

“SDO Camarines Norte: Facilitating Dreams…, Valuing Aspirations…”

 Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEdCamarines Norte

The teacher will ask questions as a form of recapitulation.

A. Reviewing previous lesson or

1. What are the first 3 steps in writing? (Planning,
presenting the new lesson
Organizing, Drafting)
2. What are some ways in Pre-writing? (Free-writing,
Outline, Storyboard)

The teacher will ask the students to identify what is wrong with
the sentence. “Sipping on a straw, the spider bit me.”
IV. PROCEDURES

B. Establishing a purpose for the

lesson i.pinimg.com

Logically, a spider can’t sip on a straw. Thus, the words are not
clearly placed. In writing, we usually commit the same mistake.

The sentence contains dangling modifier. A dangling modifier is a

phrase or clause that is not clearly and logically related to the
word or words it modifies or describes.

The teacher will ask the students how to make the sentence
logical and clear.

“While I was sipping on a straw, a spider bit me.”

“SDO Camarines Norte: Facilitating Dreams…, Valuing Aspirations…”

 Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEdCamarines Norte

The example presented above is one of the common mistakes in

writing. Another mistake is writing without coherence. Coherence
refers to the overall sense of unity in a passage, including both
the main point of sentences and the main point of each
paragraph.

Which of the following observes coherence?

For me, the worst thing
about waiting tables is
the uniform. All the
waitresses had to wear
C. Presenting
examples/instances of the this ugly brown striped
new lesson jumper. The shirts were
polyester. Sometimes
someone you know
comes in. Now I have a
job in an office.
-writing.colostate.edu
The second example shows
sentences are logically
connected with one another.
Thus, achieving a clear and
unified paragraph.
For me, the worst thing
about waiting tables was
the uniform. At the last
place I worked, all the
waitresses had to wear
an ugly brown striped
jumper. Underneath it we
had to wear an even
uglier polyester shirt.
Sometimes someone I
knew would come in and
I'd feel embarrassed by
my outfit. Now I have a
job in an office, where I
can wear my own
clothes. -writing.colostate.edu

The teacher will tell the students to exchange their notebooks

with their peers. They will be doing peer-editing. In order to do
so, the teacher will facilitate through giving questions.

1. Is clarity of idea observed in the text? Tell the

D. Discussing new students to read the text first. Then, look for the thesis
concepts and practicing new statement. Check if the details presented agree with the
skills #1 thesis statement.

2. Are the literary elements (Characters and Setting)

used effectively in text? Check if the characters are
developed, if the setting is clearly described and if the
elements support the thesis statement.

E. Discussing new concepts and

The teacher will instruct the students to focus as well on the
practicing skills #2
Purpose, Subject, Audience and Genre. Guide questions will be

“SDO Camarines Norte: Facilitating Dreams…, Valuing Aspirations…”


Eco Athletic Field, F. Pimentel Ave.,
Daet, Camarines Norte
F. Developing mastery
G. Making generalizations
and abstractions about the
lesson
H. Finding practical
applications of concepts and
skills in daily living
I. Evaluating learning
“SDO Camarines Norte: Facilitating Dreams…, Valuing Aspirations…”
Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
DepEdCamarines Norte
given to help them do so.
• Is the subject interesting?
• For whom is the writing? Is it appropriate for the
audience?
Students will engage in peer-editing. Teacher will give the rubrics
and reiterate to refer to the guide questions given earlier in
checking.
Rubrics:
a. clarity of idea – 5 points
b. appropriate choice of literary element – 2 points
c. appropriate use of the element – 3 points
d. effective combination of the idea and the chosen literary
element – 5 points
Ask:
• Why is it essential to observe coherence in a text?
• Why should literary elements be developed in writing?
Allow students to make connection not just in writing but life in
general as well.
• Why is it important to edit one’s work?
• How does clarity of idea help in conveying a message?
Identify if the text is coherent. Justify.
As a reminder, please promptly return the lecture notes you
borrowed. Slide the notes under my door if I am not there. I may
become agitated if you are late, much like my Uncle Chester after
several eggnogs on Christmas Eve. Most Christmases I liked to
stay up and open my stockings after midnight. Staying up late
was exciting and would be repeated a week later at New Year’s.
So would Uncle Chester’s disgraceful behavior. - twp.duke.edu
Sample answers:
• The passage is not coherent.
• The topic of each sentence is different from the previous.
• Thus, the paragraph lacks focus.
 Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEdCamarines Norte

J. Additional activities for

application or remediation
V. REMARKS

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the lesson work?
No. of learners who have
caught up w/ the lesson
VI. REFLECTION

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?

“SDO Camarines Norte: Facilitating Dreams…, Valuing Aspirations…”