Learning Area Creative Nonfiction Grade Level 11/12

W1 Quarter Fourth Date

I. LESSON TITLE
II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 10 minutes)
Commentary/ Critique on Creative Nonfictional Text
Present a commentary/critique on a chosen creative nonfiction text representing
a particular type or form (Biography/Autobiography, Literary Journalism/
Reportage, personal Narratives, Travelogue, Reflection Essay, True Narratives,
Blogs, Testimonies, other Form
Critique on Creative Nonfictional Text

Learning Task 1: What do you know about the word “CRITIQUE?”

Directions: Brainstorm and provide eight (8) words/terms you can think that is connected or relative to the word Critique.
Copy this graphic organizer on a separate sheet and start brainstorming.

Now, let me define to you, what critique is?

According to Meriam Webster, Critique is a somewhat formal word that typically refers to a careful judgment in
which someone gives an opinion about something. Review can refer to an essay analyzing a literary or artistic work but can
also sometimes imply a more casual or personal opinion.
From Carina Bertero (2016) on how to write a commentary or critique.
• Do not summarize the focal article; just give the reference. Assume the reader has just read it. Move directly to
identifying the key issues you want to raise.
• Do not include general praise for the focal article.
• Use only essential citations, for commentary purposes, cite only works essentials to support your point.
• Do not include an abstract.
• Use a short title that emphasizes your key message. (It should be clear in context that all commentaries are a
reaction to a particular paper).
• Do not include an abstract.
• Make clear your take-home message.
• Make sure there is full author information (name, affiliation, address, phone, email) for all authors. Authors must be
individuals.
D. Development (Time Frame: 50 minutes)
Learning Task 2. Read the text carefully. Then, write a commentary about it.
Iloilo City's Rabiya Mateo crowned Miss Universe Philippines 2020
Metro Manila (CNN Philippines, October 25)
Rabiya Mateo of Iloilo City is the Philippines' new representative to the Miss Universe pageant.
The 23-year-old Ilongga beauty was crowned as the first winner of the Miss Universe-Philippines franchise under a new
management, besting over 40 other candidates during the coronation event held at the Baguio Country Club on Sunday.
Paranaque's Ysabella Ysmael was named first runner-up, while Quezon City's Michele Gumabao clinched second runner-up
honors.
Pauline Amelinckx of Bohol and Kimberly Hakenson of Cavite meanwhile rounded up the top five of the much-awaited
pageant.
Following the victory, Mateo donned the newest "Filipina" crown, which she received from Miss Universe-Philippines 2019
winner Gazini Ganados.
Mateo, who won the Best in Swimsuit Award during the preliminary rounds, likewise turned heads during the finale's question-
and-answer portion with her honest take.
If given the chance to create a new paper currency with the image of any Filipino she could choose, Mateo said she would
pick the late Miriam Defensor-Santiago, whom she labeled as the "best president that we never had."
"For those who don't know, she was an Ilongga," Mateo said during the Q and A round. "But what I admired about her is that
she used her knowledge, her voice to serve the country. And I want to be somebody like her somebody who puts her heart,
her passion into action. And after all, she is the best president that we never had."
Asked about the importance of pageants during difficult times, Mateo said that such events give an individual the power to
make a difference.
"I am here carrying hope and as a symbol of light in the darkest times… I want to help my community, I want to use my
strength to make an impact, and that is the essence of beauty pageants, it gives us the power to make a difference," she
said.
During the initial interviews, Mateo, who is a lecturer, also highlighted the importance of education in communities.
U
U
U

E. Engagement (Time Frame: 60 minutes)

Learning Task 3:
Directions. Write an autobiography using 500-1000 words. Write up to the SHS exit that you would like to
pursue.
Then submit it to your classmate or friend to give comments on your autobiography. Be guided on the
rubric below.

A. Assimilation (Time Frame: 60 minutes)

Learning Task 4: Critique the following type of nonfiction.
U
A DAY AROUND CEBU - FT. SSEAYP 42 PY – TRAVELOGUE
by Ester Phang
Many tourists visit Cebu to chill by the beach, swim with the whales and maybe go island hopping. However, these activities
are not my cup of tea. I didn't join my friends for these activities, so I had one full day for myself. Honestly, I didn't plan
anything as it was a last-minute decision to opt-out from all the water activities. I could totally imagine myself staying by the
beach, napping and going to the beach club to enjoy some me-time.
However, there was a change of plan on the actual day of the trip. I posted an image of the Ibiza Beach Club on my
Instagram Story and Dolly, one of my friends from SSEAYP, knew where I was. She happened to be in Cebu as well, and we
decided to catch up.
Dolly and her friends bought me around Cebu to understand the culture of the locals. I went to a church, a heritage house
which displayed the life of a Filipino family, a temple built by a wealthy person and he dedicated it to his late grandmother
and the Top of Cebu. I was really excited to go to the Top of Cebu, as I am more of a mountain person.
The Top of Cebu was beautiful. It's really cooling up in the mountain, and I loved the breeze. The view of Cebu in the evening
was gorgeous. We also dined at one of the restaurants located at the top of Cebu. We had al fresco dining at the rooftop. It
was a great place to enjoy the view and star gaze at the same time. It reminded us of the days in SSEAYP.
Honestly, that most memorable part of the trip was to be able to catch up with Dolly. This trip was totally unexpected and
unplanned. Sometimes, life had its way to make it happened. Being spontaneous and going with the flow at times feel pretty
good too. It was a good day.

V. ASSESSMENT (Time Frame: 60 minutes)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Learning Task 5. Read the sample blog carefully and write your critique on a separate sheet of paper.
Your grade will be based on the rubric below.
Education in the Midst of a Pandemic: Four Key Takeaways

A blog by Lauren Scher, March 25, 2020

We are living in unprecedented times. To reduce the spread of COVID-19, more than 130 countries have closed schools
entirely, impacting 80 percent of the world’s student population. Here in the United States, at least 46 states have shut down
their schools, sending more than 50 million children home. Parents don’t know how long they will need to care for and
educate their children while simultaneously attending to employment obligations—if they are lucky enough to still have jobs.
School closures pose especially serious challenges for students with disabilities, children who rely on schools to provide
breakfast or lunch daily, and families who lack reliable Internet access or computers. Meanwhile, educators across the
country are trying to figure out how to serve students from a distance, effectively and equitably.
I’m grateful to work for an organization that maintains a pulse on the impact of real-time issues affecting students and
education in the midst of a pandemic. Mathematica works with our partners to use data to measure how access to resources
affects student outcomes. As a member of my town’s local school board for the past four years, I’ve also had the honor of
supporting school administrators facing difficult decisions.
Based on my experiences as an education researcher, a parent, and a school board member, I suggest four key takeaways
we should be considering right now.
1. Effective digital learning requires resources and coordination. Many schools will close for more than a few weeks and
perhaps through the end of the school year. Schools must seek alternatives to classroom-based instruction. A smooth
transition to digital learning requires that (1) all students have access to technology and the Internet; (2) teachers have the
training, support, and expertise to use remote technology to drive instruction aligned with their planned curriculum; and (3)
parents and caregivers are equipped to support and oversee students’ participation in digital learning activities. Achieving
these requirements takes time and coordination.
2. Serving all students equitably requires intentional effort. Educators are being flooded with links to online learning resources
and must comb through them to determine whether they align with their curriculum and are accessible to all youth as
required by law. Federal statutes require this accessibility to everyone, including those with disabilities or language barriers,
unless provisions are made to provide alternate access. Such provisions would include, for example, speech recognition
software for those who are visually impaired, or closed-captioning or translation services for those with hearing or language
barriers.
School districts initially received guidance from the federal government that they could not mandate learning activities that
did not serve all students equitably. Many districts then launched “enrichment” activities rather than requirements. More
recent guidance encourages schools to provide distance education and think creatively about ways to support those with
special needs (for example, individualized phone conversations and teletherapy). Special education leaders are
brainstorming how to deal with a variety of issues, such as whether and how to develop individualized education plans and
what kinds of compensatory services will make up for lost time once this crisis has ended. Organizations such as the Public
Broadcasting System are stepping up to partner with state education agencies to support educational programming and
resources. Despite best intentions, students with greater needs might fall behind at a faster pace than their classmates.
3. Some families rely on schools for their children’s nutritional needs. School closures have made one fact highly visible: many
children rely on schools for healthy breakfasts and lunches. Given business closures, more families than ever might be
struggling to put food on the table. Communities across the country have rallied to support these families—for example,
public and private organizations in my town have partnered to identify families in need and prepare and distribute daily
meals.
4. Supporting the physical and social emotional well-being of youth is as important as supporting their learning. Emotional
health was a rising priority for educators even before the coronavirus epidemic. Now it has become critical. Shielding children
from the news is nearly impossible. They have been asked to shelter at home and avoid physical interaction with their friends.
In response, schools are promoting resources on mindfulness and yoga. Museums and not-for-profit organizations are
providing enriched online programming. And we’ve all come to understand the power and promise of art and music to lift
spirits, with famous writers, artists, and musicians sharing their work online. Although this underscores the critical importance of
emotional health, physical activity plays a key role in well-being, as studies of programs like Playworks, which is now offering
online recess programming, have shown.
Poor Fair Good Excellent
Rubrics
1 pts 2 pts 3 pts 4 pts
Introduction The essay does not The essay begins with an The essay begins with a The essay begins with a
begin with a clear introduction. It is made clear introduction. The strong clear introduction.
introduction. The thesis up of three to five thesis statement is part of It is made up of two to
statement may not in the sentences. It is the introduction, but it three clearly written
introduction at all or it somewhat clear. could be sentences. The thesis
may not be clear. clearer/stronger. statement is the last
statement.
Body The paragraph is not There is a paragraph The body of the The body of the
clear enough. It which follows the paragraph is good. The paragraph is strong. All
attempts to support the introduction. It attempts sentences all work of the sentences clearly
Careful consideration of thesis but does not do so to support the thesis but together to support the connect to each other.
evidence & opposing clearly. Too much may not do so clearly or thesis statement. The The paragraph contains
views. necessary information consistently. Not enough paragraph contains 3 3 clear reasons which
has been left out. Not specific details and reasons with support. support the thesis and
enough specific details examples have been Specific details and are backed up. Enough
and examples have used. examples have been specific details and
been used. used. examples have been
used.
Conclusion Conclusion does not Conclusion contains a Conclusion contains a The conclusion of this
contain a concluding concluding statement concluding statement essay is strong. It reminds
statement and/or does and wraps up the topic. and wraps up the topic the reader what was
not wrap up the topic. clearly. being proven in the
essay. It is likely to
persuade the reader.
Standards of usage Paper contains a lot of Paper contains few Paper contains minimal Paper contains few or no
errors that negatively errors that sometimes errors that do not effect errors. Sentence
affect or weaken the effect the paper's the paper's content. structure and the writer's
meaning of the writing. content and hurt the grasp on grammar
quality of the writing. enhance the quality of
the writing.
VI. REFLECTION (Time Frame: _________)
Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for
Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/p erform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8
VII. REFERENCES Int J Qual Stud Health Well-being. 2016; 11: 10.3402/qhw.v11.31390.

Published online 2016 Mar 11. doi: 10.3402/qhw.v11.31390

https://cnnphilippines.com/entertainment/2020/10/25/Rabiya-Mateo-Iloilo-City-Miss-
Universe-Philippines-2020.html

https://mathematica.org/blogs/learning-in-the-midst-of-a-pandemic-four-key-education-
takeaways
Prepared by: Mara M. Reyes Checked by: Cherrilyn D. Taleon
Don Jose Integrated High School Raissa P. Marquez