Republic of the Philippines

Tarlac State University

COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-accredited Level III by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACUP), Inc.
/I'm
EDUC 303 – TEACHING INTERNSHIP

DETAILED
LESSON PLAN

Prepared by:
Rosela B. Gayan
BSEd English 4B

Submitted to:
Ms. Andrei Marnelli M. Baluyut
Cooperating Teacher
 A Detailed Lesson Plan in Creative Nonfiction

I. Objectives
At the end of the instruction, the students will be able to:
1. Identify the guidelines in critiquing creative nonfiction.
2. Critique a creative nonfiction text according to form and content.

II. Subject Matter

a. Topic: Guidelines in Critiquing a Creative Nonfiction Text

b. References: Quipper School, Creative Nonfiction, General Academic Strand,
Humanities and Social Sciences

Benedict, Carol. “Guidelines for Nonfiction Critiques.” The

Writing Place. September 28, 2009.
https://thewritingplace.wordpress.com/2009/09/28/guidelines-for-
nonfiction -critiques/.

Masterclass. “Learn About Nonfiction: Definition, Examples, and

9 Essential Nonfiction Genres.” Masterclass. May 5, 2021.
https://www.masterclass.com/articles/ learn-about-nonfiction#quiz-0.

Masterclass. “What Is Creative Nonfiction? Learn How to Write

Creative Nonfiction.” Masterclass. May 5, 2021.
https://www.masterclass.com/articles/what-is- creative-nonfiction#quiz-0.

Ready Writers. “Critiquing Non-Fiction: 6 Points to Note.” The

Ready Writers Consult. June 26, 2017.
https://thereadywriters.com/critiquing-non-fiction-6-points-to-note/.

Venturino, Steven J. The Complete Idiot’s Guide to Literary

Theory and Criticism. New York, NY: Penguin Group, 2013.c. Materials:
Laptop, PowerPoint presentation, Camera, Audio/Microphone, Quizizz,
Rubric

d. Values Integration: Rationality, Sympathy, Mutual trust

e. Methodology: Deductive Method

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. Prayer

“Good morning, everyone! I hope you are all (A student will lead the prayer)
well today. Before we start the class, let us
pray first.”

2. Greetings

“Once again, good morning, class!” “Good morning, Ma’am...”

“How is everyone?” “We’re good, Ma’am”

“That’s great to here! Let us check your

attendance.”
3. Checking of Attendance

“May I know who’s absent in the class (The mayor of the section will inform the
today?” teacher the name of the absentee if there is.)

“Good to know that everyone is here today,

thank you for coming to my class.”

4. Review

“Thank you, everyone! “For our review, who

can give us a recap about the lesson we had,
last meeting?” (Student answers: Last meeting we had
“Very good! Thank you!” Last meeting, we discussed the analysis of a well-organized
have discussed about literary analysis. creative non-fiction text.)
Wherein analysis calls with breaking down of
a non-fiction texts’ structure, content and
literary elements.”

That’s all for our review.

Chefs are both cooks and food critics. Their

passion toward the art of making food can be
seen through the way they create and assess
one.

Creative nonfiction writers, just like chefs,

can be both creators and critics.

In this lesson, you are going to learn about the

specific guidelines in critiquing nonfiction
texts.

With that, here’s is the lesson map of our

discussion for today.

 Objectives
 Pre-discussion activity
 Lesson Proper
 Conclusion

With that, at the end of this lesson you are

expected to:

 Identify the guidelines in critiquing

creative nonfiction.

 Critique a creative nonfiction text

according to form and content.

“To start, let us fix and identify the term

being referred in every sentence.”

The following are the ones that we will

encounter as we go along with our
discussion.”

ORFM 1. Anything that helps a writer support 1. FORM

his or her view about a specific theme.
GRENE 2. This varies among historical, 2. GENRE
biographical, journalistic, travel, and
humorous or commentary. 3. PLOT

TPLO 3. This is the series of occurrences that 4. CONTENTT

happened in a text. 5. PURPOSE
TENCNOT 4. The text is primarily shaped by
its theme and moral.

URPSOPE 5. This why the text was written.

“Thank you and good job, everyone!”

“I believe you are now ready for today’s

discussion.”

B. Lesson Proper

Discussion

When critiquing a Creative Nonfiction Text,

there are some guidelines that we need to
follow to achieve a well-written critique. In
critiquing we give focus on the text’s form
and content. With that, let us start with form
and the underlying elements that it has.

Form

 Anything that helps a writer support

his or her view about a specific theme
is part of a text’s form.
 The form of a text is important
because it indicates the writer's
intentions, characters or key themes.
 The form is the way of arrangement of
the content of a text. Basically, it
explains how the text presents the
information. In a literary work, the
form can refer to the style, structure or
tone of a work.

In here, the form a non-fiction text includes its

genre, plot, point-of-view, characters,
imagery, and figures of speech.

Genre

 Is the particular type of creative non-

fiction literature.
 There are five genres of creative
nonfiction: historical, biographical,
journalistic, travel, and humorous or
commentary.
 History. Historical nonfiction consists
of true accounts of historical eras and
events. Some histories dwell purely in
objective facts, and other histories are
refracted through the lens of the
 author’s personal beliefs. In either
case, history books must present true
stories in order to qualify as
nonfiction.
 Biographical. This includes
Biographies, autobiographies, and
memoirs. This subset of nonfiction
focuses on the life story of a particular
subject.
 Journalistic. This includes
journalism. Where journalism is a
broad subgenre of nonfiction and one
that encompasses many media.
Journalism can also take the form of
books. This includes narrative
nonfiction and true crime books.
 Travel. Which includes travel guides
and travelogues.
 Humorous or Commentary. Humor
and commentary. These subgenres are
forms of creative nonfiction, where
analysis and reflection on real-world
events are distilled through the prism
of an author’s point of view.

Plot

 This is the series of occurrences that

happened in a text.

 Plot is one of the basic elements of

every story: put simply, plot refers to
the actual events that take place within
the bounds of your narrative.

Point of View

 The position from which your story is

told will help shape your reader’s
experience, the language your narrator
and characters use, and even the plot
itself.
 The point-of-view includes 1st person,
2nd person, 3rd person limited, 3rd
person omniscient.

Characters

 These are the people whose lives are

part of a text.
 A major requirement of any story is
the use of characters. Characters bring
life to the story.

Imagery

 This is the literary device that triggers

the reader's’ senses.

 It is the way the writer paints the

scene, or image, in the mind of the
reader. It usually involves descriptions
 of one or more of the five senses:
sight, sound, smell, touch, or taste.

Figure of Speech

 This refers to any literary device that

uses words and phrases that go beyond
what is literal to evoke a message.
 This is just a review of what has been
discussed before, what are the figures
of speech you know

“Very good!”

When critiquing the form of a non-fiction text

consider the following questions:

 What figures of speech are utilized in (Students answer various figures of speech
the text? like simile, metaphor, personification,
hyperbole, etc.)
 How are they used in the text? Are
they effective in establishing
symbolism and motif?

 Does any imagery in the text help

establish the theme or any motifs?
 Is the choice of words appropriate for
the text? Are they easy to understand?

 Does the diction vary during certain

parts of the text? Is it appropriate that
the diction change now and then?
 How effective are the sentences and
paragraphs in pointing out the theme
or the main idea of the text? Are there
any cliches in the text that make it less
interesting?

 Are there any grammatical, spelling,

and punctuation errors in the text?

 Do the illustrations, charts, graphs,

etc., support the theme of the text?

“That would be all about critiquing the form

of a nonfiction text.”

“Do you have questions?”

“If you do not have questions, let us proceed

with the guidelines in critiquing the content of
a non-fiction text.”

Content

 Content is basically what a text says. It

explains what’s the text is about. In
other words, it’s the information the
text presents.
 The content of a text is primarily
shaped by its theme and moral.
Theme

 It pertains to what the literary text is

all about.

 It is the text’s primary concern.

 It is the underlying meaning that the
writes want to explore.

Moral

 It is the lesson that the text teaches to

its readers.
 The moral may be left to reader, to
determine for themselves.

Context

 It refers to the factors surrounding the

text, like the time period in which it
was written or the circumstances of the
author when he or she wrote the text.
 Where and when does the story begin
and end? What is its focus? What
background information and details
does the story require?

Purpose

 It is what you are looking at when

critiquing a text’s theme and moral in
relation to its context

 why the text was written.

 Most nonfiction is written to express
or to inform. If the author's purpose is
to express, the concepts expressed are
always based on true, real-life
situations. Because of this, one could
argue all nonfiction serves to inform
the reader, as well.

When critiquing the content of a non-fiction

text consider the following questions:

 What are the themes that the text I

read contain?

 Which of the thematic issues

mentioned in the text is the most
important issue to consider?

 What universal truth does the thematic

issue I have chosen possess?

 How well does the text discuss this theme

or its thematic issue?
 How well does the use of its story
elements further establish this theme?
(Student shares their answer in the class.)
 How accurately did the work portray
the time in which it was written?
  How relevant are the themes explored
in relation to its context?

For you to try critiquing,

Read Butch Dalisay’s “To fall in love with the

world, again” and try to prepare a critique of it
using the guidelines from the previous slides.

https://docs.google.com

/presentation/d/1cDcJag

5MDaZTj1o0CEyNOHhkSJr

CIJIAqeofTGjsrCg/edit?usp=sharing

To help you more with critiquing a nonfiction

text, remember the following points:

 Your objective in creating a critique

paper is to provide an upbuilding and
constructive criticism towards the
form and content of the text. The
information that you should provide is
factual and accurate.
 Have at the back of your mind that the
essence of writing a critique is to offer
constructive advice and professional
opinion. So, even if it is not the finest
work you have read, ensure your
contributions are invaluable and true.
 Reading your critique paper before
publishing it might help you to see if
there are things that you need to
change or clarify in the text. Also,
check if you have committed syntactic
and semantic errors in creating it.
 Look out for spelling errors,
arrangement of words, and ambiguous
sentences.
 Your target audience should be
determined before creating a critique
paper.

 Know and understand the target

audience for a specific nonfiction text.
This way, your assessment is accurate.

 Avoid attacking the author. Criticize

the author’s work, not his or her
personality and lifestyle.
 Do not go personal on the author. Deal
with the work and not its writer. You
are entitled to your opinion of the
person of the author, but it is highly
unprofessional to let this opinion come
between you and the work. No
personal attacks.
  Request for anyone’s feedback on
your critique paper to determine if it is
constructive.

“That would be all about the guidelines in

Critiquing a Creative Nonfiction Text.

“Do you have questions?”

Before we end, let us try to answer the

following.”
(Students answer: Yes, or none Ma’am)
Analysis

Modified True or False. Write true if the

statement is correct. Otherwise, rewrite the
underlined words to make them true.

1. You need to look at both form and content

for a critique.

2. The form includes the work’s theme and

context.
1. True
3. The content consists of the work’s
elements, like the plot. 2. Content
4. Your critique should focus on the summary 3. Form
of the work.
4. form and content of the work
5. The conclusion of your critique should have
your recommendation. 5. true

C. Generalization

 Form refers to the elements of a text

that helps the writer support his or her
decided theme.
 Content refers to the theme, moral,
context, and purpose of the text.

 The theme is what the text is mainly

about, the moral is its lesson or
message, context is the outside factors
surrounding the text, and purpose is
the reason for writing the text.

 When critiquing the text, it is

important to see if the form of the text
is able to support the content.

 Your critique should have an

introduction, summary, critique
proper, and conclusion.

“Do you have questions?”

“If none, that would be all for today’s

discussion. I hope you have learned a lot and I
hope that you will be able to reach the
 learning outcomes that are expected from (Student’s answer is yes or none)
you.”

“Good bye, everyone! Thank you and have a

nice day!”

“Good bye, Miss. Thank you!”

D. Application

 Now, is the time to write your critique

of the text given earlier, “To fall in
love with the world, again.” You may
use the discussion to guide your
critique, but be sure to add some
points of your own and analyze and
critique additional elements and
content. Your work must also have a
clear introduction, summary, critique,
and conclusion.

IV. Evaluation

A. Identification. Identify what is being described in each statement.

_________1. Refers to the actual events that take place within the bounds of your narrative.

_________2. The ______ of a text is important because it indicates the writer's intentions,
characters or key themes.

_________3. This a genre or subset of nonfiction focuses on the life story of a particular subject.

_________4. It is the way the writer paints the scene, or image, in the mind of the reader.

_________5. It refers to the factors surrounding the text, like the time period in which it was
written or the circumstances of the author.

_________6. It is primarily shaped by its theme and moral.

_________7. It is what you are looking at when critiquing a text’s theme and moral in relation to
its context.

_________8. It is the lesson that the text teaches to its readers.

_________9. It is the text’s primary concern.

_________10. This refers to any literary device that uses words and phrases that go beyond what
is literal to evoke a message.
V. Reinforcement

Create a guideline sheet for critiquing creative nonfiction text.

1. Recall the guidelines and guide questions in critiquing creative nonfiction text from the study
guides.
2. List key points that should be considered when doing a critique.
3. Elaborate the key points by comprehensively describing how certain parts and features of the
text should be analyzed and criticized.
4. Write the guideline sheet on a long bond paper. You may use the following format for your
guide or use a different graphic organizer for your key points in critiquing.

Parts and What you should What you should not Tips in Critiquing
Features of do do
the Text
The rubric below can be used to check students’ output.

Teacher’s Feedback

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___