STANDARD -BASED LEARNING PLAN

Quarter I: Creative Non-Fiction Week: 3-4

Content Standard: The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)

(Learning Competencies)
Learning Goals
Differentiate economics as social science
a

 Analzye and interpret the theme and techniques used in a particular text.
 Create samples of the different literary elements based on ones experience
 Write a draft of a short piece using of the literary conventions of genre
 Peer-edit each others draft
 Revise the draft of a short piece using any of the literary conventions of a genre

Learning Outcomes Knowledge: Need to know Skills: Need to do (these skills are listed in the order in
which they should be explored rather in order of complexity,
of these
know and be able to
students must be abl
order to be proficient
pathway to proficienc

from bottom to top)

 –in
o
all
 Themes and Literary Techniques  Answer the following questions regarding to the topic.
 Acting the word
 Create samples of the different literary  Using graphic organizer in answering
elements based on one’s experience  Writing one form of poetry from the choices:
diamante, tanka, cinquain, epigram, epithat and haiku
 Write a draft about your experiences of lockdown due to COVID-19
 Other Literary Forrms of Genre scare. Compose a title of your poem and identify its
form. [eg. The Frontliners (Haiku)].

Transfer Goal: Application in Real –Life Situation Activities

Teaching
You are ablePlan Week 1
to clearly and coherently uses a chosen element conventionally Instructional
identified with a genre for a written output. Attitude/Values
Strategy

Day 1: Day 1:
Day 1: Introduction to themes and techniques
Writing “Valuing the
 Prayer importance of
studying different
 Classroom Management
literary genres”
 Motivation
 Giving their own ideas themes and techniques
 Introduction to the topic
Day 2:
Day 2: Analyzing the Themes and Techniques used in a text
Day 2: “Valuing the
 Prayer Pictures importance of
Group Activity studying different
 Classroom Management
literary genres”
 Motivation
 Showing videos that has different themes and techniques
 1. What part of the video used the techniques?
2. What is the video all about?
 Discussion (10minutes)
 Activity
Day 3:
Day 3:
 Reading the text and identify the theme and techniques used in a Pictures
“Valuing the
Writing
text using the creative writing analysis framework. importance of
Graphic Organizer
studying different
Day 3: Literary Elements
literary genres”
 Prayer
 Classroom Management
 Motivation
 Showing video clip about a short story.
Guided Questions:
1. What do you see in the video?
2. What is the video all about?
 Activity
 Create samples of narrative elements based on your personal
experience. To be able to do this, 2-3 sentences for each writing Day 4:
Acting Day 4:
prompt.
Writing
“Valuing the
Day 4: Tips to improve creative writing importance of
studying different
 Prayer
literary genres”
 Classroom Management
  Motivation
 Shows a video regarding to improve your creative writing.
Guided Questions:
1. Based on the video, what are the things you need to do if you
are doing your creative writing?
2. Do you think that those tips helps you create an amazing
Day 5:
written artwork? Graphic Organizer
Writing
 Activity
Day 5:
 Write a short piece that depicts or describes your favorite place
in your town or city “Valuing the
importance of
Day 5. Activities and Assessment studying different
 Activity literary genres”

Compare and Contrast the different genre forms by filling out the graphic
organizer
 Assessment
Final Activity
Writing one form of poetry from the choices: diamante, tanka, cinquain,
epigram, epithat and haiku about your experiences of lockdown due to COVID-
19 scare. Compose a title of your poem and identify its form. [eg. The
Frontliners (Haiku)].
 Proficient: Writing one form of poetry from the choices: diamante, tanka, cinquain, epigram, epithat and haiku
about your experiences of lockdown due to COVID-19 scare. Compose a title of your poem and identify its form.
Data Based Assessment and
Differentiation [eg. The Frontliners (Haiku)].

Below Proficient: Asking a question or Recitation

Reference: https://www.studocu.com/ph/document/colegio-de-dagupan/micro-perspective-of-tourism-and-hospitality/creative-non-fiction-module-
2/24847244
https://www.vscribd.com/view-doc/588048351?
q=aHR0cHM6Ly93d3cuc2NyaWJkLmNvbS9kb2N1bWVudC81ODgwNDgzNTEvY3JlYXRpdmVub25maWN0aW9uLXEzLW1vZDFvZjYtYW5hbHl6a
W5ndGhldGhlbWVzYW5kdGVjaG5pcXVlc3VzZWRpbnRoZXRleHQtdjItZG9jeA==&f=UERG

Prepared by: Angielyn L. Sta. Ana (Grade 12)

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