Choosing Literature Competencies

Which literature competencies would you like to teach? Why?

How will you teach them to your learners?

You will create two literature matrix plans - one for Poetry and one for Prose. Select the competencies relevant to these
major branches of literature.

Start planning on how to teach literature by selecting appropriate texts to the competencies.

Good luck teachers!

INSTRUCTIONS:

Complete the Column 1 (Chosen Literature Competencies) and Column 2 (Aligned Assessment Task to the
competencies) of the literature plan matrix. Then you may start thinking of what to place in your Column 3 (Genre of Text),
Column 4 (Title of Text to be Used and Author), and Column 5 (Aligned Activities to Teach the Competency).

GRADE 7

LITERATURE MATRIX PLAN (POETRY)

Name of Pre-Service Teacher: Grade Level: 7 Quarter: 2nd Quarter

Eicess Kim S. Medel

Name of Instructor/Evaluator: Academic Year:

Sir Darven Bacus, LPT 2024-2025

Chosen Literature Assessment Task Aligned Specific Title/s of Activities Aligned to Teach the
Competencies to the Competencies Genre/s of Text/s and Competencies
Poetry to be Author/s
Taught
Discover the conflicts presented Assessment Title: Two Two Exploring Narrative Poetry - "The
in literary selections and the Resolving Conflicts selected selected Road Not Taken" and
need to resolve those conflicts Through Poetry Genres: poems: Confessional Poetry- "Daddy" by
in non-violent ways. Sylvia Plath
Directions: Narrative The Road
Read and analyze each Poetry Not Taken" Directions:
poem individually, focusing and by Robert
on identifying the conflicts Confessional Frost o Students will identify
presented within the text. Poetry conflicts presented in the
"Daddy" by two selected poems.
Assessment Criteria: Sylvia Plath o Discuss non-violent
Understanding of the Texts resolutions to the conflicts
– 40% identified in each poem.
Application of Competency o In small groups, compare
(30%) and contrast the conflicts
Critical Thinking and and resolutions presented
Analysis (20%) in both poems.
Creative Expression and o Reflect on personal
Reflection (10%) experiences or
observations where
conflicts were resolved
non-violently, drawing
connections to the
themes presented in the
poems.

GRADE 8

LITERATURE MATRIX PLAN (POETRY)

Name of Pre-Service Teacher: Grade Level: 8 Quarter: 1st Quarter
Eicess Kim S. Medel
Name of Instructor/Evaluator: Academic Year:
Sir Darven Bacus, LPT 2024-2025

Chosen Literature Assessment Task Specific Title/s of Activities Aligned to Teach the
Competencies Aligned to the Genre/s of Text/s and Competencies
Competencies Poetry to be Author/s
Taught
Appreciate literature as a means Assessment Title: Confessiona Rowing Exploring Confessional Poetry-
of understanding the human Literature and Human l Poetry by Anne “Rowing”
being and the forces he/she Understanding Sexton by Anne Sexton
needs to contend with. Reflection
Directions:
Directions: Read and analyze the poem,
Read and analyze the focusing on understanding the
poem, focusing on human experiences, emotions,
understanding the and challenges presented.
human experiences, Write a reflective essay discussing
emotions, and how the poem provides insight
challenges presented. into understanding the human
Write a reflective being and the forces he/she
essay discussing how needs to contend with, drawing
the poem provides connections to personal
insight into the human experiences or observations.
condition and the
forces individuals
need to contend with.

Assessment Criteria:
Understanding of the
Text – 40%
Application of
Competency (30%)
 Critical Thinking and
Analysis (20%)
Organization (10%)

GRADE 9

LITERATURE MATRIX PLAN (POETRY)

Name of Pre-Service Teacher: Eicess Kim S. Grade Level: 9 Quarter: 1st Quarter
Medel

Name of Instructor/Evaluator: Sir Darven Bacus, Academic Year:

LPT 2024-2025

Chosen Literature Assessment Task Specific Genre/s Title/s of Text/s Activities Aligned to Teach the
Competencies Aligned to the of Poetry to be and Author/s Competencies
Competencies Taught

Analyze literature as a Assessment Task 1: 1. Social 1. "Still I Rise" Activity 1: Poetry Analysis
means of valuing other Poetry Analysis Justice by Maya
people and their various Poetry Angelou Directions:
circumstances in life. Assessment Task 2: 2. Empathy 2. “Alice Fell, o Introduce the concept of
Poem Creation Poetry or Poverty” analyzing poetry as a
3. Narrative by William means of understanding
Assessment Task 3: Poetry Wordsworth and valuing diverse
Social Awareness 4. Inspirational 3. "Richard perspectives and
Essay Poetry Cory" by circumstances.
Edwin o Read and discuss
Assessment Task 4: Arlington selected Social Justice
Poetry Recitation Robinson and Empathy poems,
and Reflection 4. “If” by focusing on their
Rudyard themes, messages, and
Kipling the portrayal of different
people's circumstances.
o Instruct students to
analyze "Still I Rise" by
Maya Angelou,
discussing its themes of
resilience,
empowerment, and
valuing oneself despite
adversity.
o Provide feedback and
encourage peer sharing
of analyses.

Activity 2: Poem Creation

Directions:
o Explore the process of
creating poetry as a
means of expressing
empathy, understanding,
and valuing others'
experiences.
o Read and discuss “Alice
Fell, or Poverty” by
William Wordsworth
 focusing on their
storytelling and
motivational aspects.
o Instruct students to
create their own poem
inspired by a chosen
genre, reflecting on the
importance of valuing
other people and their
circumstances.

Activity 3: Social Awareness

Essay

Directions:
o Discuss the role of
poetry in raising social
awareness, promoting
empathy, and
advocating for social
justice.
o Read and analyze
"Richard Cory" by Edwin
Arlington Robinson,
focusing on its portrayal
of societal perceptions
and the consequences
of making assumptions.
o Instruct students to write
an essay discussing
how poetry can be used
to promote social
awareness, empathy,
 and the importance of
valuing other people and
their various
circumstances in life.

Activity 4: Poetry Recitation

and Reflection
Directions:
o Emphasize the
importance of oral
interpretation and
performance in
understanding and
appreciating poetry.
o Instruct students to
prepare and present a
recitation about “If” by
Rudyard Kipling,
followed by a brief
reflection discussing its
themes, messages, and
relevance to the
competency of valuing
other people and their
circumstances.
o Facilitate recitations and
encourage class
discussions on the
presented poems.

GRADE 10
 LITERATURE MATRIX PLAN (POETRY)

Name of Pre-Service Teacher: Grade Level: 10 Quarter:

Name of Instructor/Evaluator: Sir Darven Bacus, LPT Academic Year:

2024-2025

Chosen Literature Assessment Task Specific Genre/s of Title/s of Text/s Activities Aligned to Teach the
Competencies Aligned to the Poetry to be and Author/s Competencies
Competencies Taught

Evaluate literature as a Assessment Task 1: 1. Confessional 1. Daddy" Activity 1: Poetry Analysis

way of expressing and Poetry Analysis Poetry by Sylvia Directions:
resolving one’s personal 2. Emotional Plath 1. Introduce the concept
conflicts. Assessment Task 2: Poetry 2. "The of analyzing poetry as a
Poem Creation 3. Reflection Love means of
Poetry Song of understanding and
Assessment Task 3: 4. Inspirational J. Alfred expressing personal
Reflective Essay Poetry Prufrock" conflicts.
by T.S. 5. Read and discuss
Assessment Task 4: Eliot Daddy" by Sylvia Plath,
Poetry Reflection 3. "Mirror" focusing on their
by Sylvia themes, messages, and
Plath the portrayal of
4. "Invictus" personal struggles and
by conflicts.
William 2. Instruct students to
Ernest analyze "Daddy" by
Henley Sylvia Plath, discussing
its themes of identity,
trauma, and resolution.

Activity 2: Poem Creation

Directions:
o Explore the process of
creating poetry as a
means of expressing
and resolving personal
conflicts.
o Read and discuss “The
Love Song of J. Alfred
Prufrock” by T.S. Eliot
focusing on its
introspective and
emotional aspects.
o Instruct students to
create their own poem
inspired by a chosen
genre, reflecting on
their personal conflicts
and feelings.

Activity 3: Reflective Essay

Directions:

o Discuss the role of

poetry in exploring and
resolving personal
conflicts.
 o Read and analyze
"Mirror" by Sylvia Plath,
focusing on its reflective
and introspective
nature.
o Instruct students to
write an essay
discussing how poetry
can be used to express,
explore, and potentially
resolve personal
conflicts and struggles.

Activity 4: Poetry Reflection

Directions:

o Emphasize the
importance of oral
interpretation and
performance in
understanding and
appreciating poetry.
o Instruct students to
prepare and present a
recitation of “Invictus”
by William Ernest
Henley, followed by a
brief reflection
discussing its themes,
messages, and
relevance to the
competency of
evaluating literature as
 a way of expressing
and resolving personal
conflicts.

SENIOR HIGH SCHOOL (SHS)

LITERATURE MATRIX PLAN (POETRY)

Name of Pre-Service Teacher: Grade Level: SHS- 21ST Century Quarter: 1st Quarter
Literature from the Philippines and the
World

Name of Instructor/Evaluator: Sir Darven Bacus, Academic Year:

LPT 2024-2025

Chosen Literature Assessment Task Specific Genre/s of Title/s of Text/s Activities Aligned to Teach the
Competencies Aligned to the Poetry to be Taught and Author/s Competencies
Competencies

Value the contributions Assessment Task 1: 1. Contemporar 1. "Walang Activity 1: Poetry Analysis
of local writers to the Poetry Analysis y Filipino Halong
development of regional Poetry Biro" by Directions:
literary traditions. Assessment Task 2: 2. Regional Juan o Introduce the concept
Local Poet Study Poetry from Miguel of analyzing poetry to
the Severo appreciate the
Assessment Task 3: Philippines 2. Selected contributions of local
Comparative Essay on 3. World Poetry works writers to regional
Local and International Influenced by from literary traditions.
Poetry Filipino Bisaya, o Read and discuss
Writers Ilocano, selected Contemporary
and Filipino and Regional
Tagalog Poetry, focusing on
poets their themes, styles,
3. "The and cultural influences.
Song of o Instruct students to
the analyze "Walang
Mango" Halong Biro" by Juan
by Miguel Severo,
Alberto discussing its
Florentino relevance, impact, and
contribution to Filipino
literature.

Activity 2: Local Poet Study

Directions:
o Explore the works of
local poets from
different regions of the
Philippines.
o Read and discuss
selected works from
Bisaya, Ilocano, and
Tagalog poets,
focusing on their
unique styles, cultural
influences, and
contributions to
regional literary
traditions.
 o Instruct students to
study and present a
local poet, highlighting
their contributions to
Philippine literature and
regional literary
traditions.

Activity 3: Comparative Essay

on Local and International
Poetry

Directions:
o Discuss the importance
of valuing the
contributions of local
writers to regional and
global literary traditions.
o Read and analyze "The
Song of the Mango" by
Alberto Florentino,
focusing on its themes,
cultural influences, and
representation of
Philippine literature.
o Instruct students to
write a comparative
essay discussing the
similarities and
differences between
selected local and
international poems,
emphasizing the unique
 contributions of Filipino
writers to world poetry.

LITERATURE MATRIX PLAN (POETRY)

Name of Pre-Service Teacher: Grade Level: Quarter: 1st Quarter

SHS- HUMSS – Creative
Non-Fiction

Name of Instructor/Evaluator: Sir Darven Bacus, LPT Academic Year:

2024-2025

Chosen Literature Assessment Task Aligned Specific Title/s of Text/s Activities Aligned to Teach the
Competencies to the Competencies Genre/s of and Author/s Competencies
Poetry to be
Taught
Identify dominant literary Poetry Analysis and Sonnets, Sonnet 18 by Activity: Poetry Analysis and
conventions of a particular Comparison Free Verse, William Comparison
genre Haiku Shakespeare,
"The Road Not Directions:
Taken" by o Introduce each poetry
Robert Frost, genre through reading and
Various Haikus discussion. Analyze
from Matsuo "Sonnet 18" to identify its
Bashō structure, rhyme scheme,
and themes.
o Explore "The Road Not
Taken" to understand its
free verse form and
underlying messages.
o Study various haikus to
recognize their 5-7-5
syllable pattern and
seasonal themes.
o Compare and contrast the
dominant literary
conventions of each genre
through group discussions
and written reflections.
 GRADE 7

LITERATURE MATRIX PLAN (PROSE)

Name of Pre-Service Teacher: Eicess Kim S. Medel Grade Level: 7 Quarter: 1st Quarter

Name of Instructor/Evaluator: Sir Darven Bacus, LPT Academic Year:

2024-2025

Chosen Literature Assessment Task Aligned to Specific Title/s of Text/s Activities Aligned to Teach the
Competencies the Competencies Genre/s of and Author/s Competencies
Prose to be
Taught
Activity 1: "Research Project”
Discover literature as a Assessment Task 1: 1. Memoir 1. "The Diary of
means of connecting to a Research Project a Young Girl" Directions:
significant past. 2. Historical by Anne Frank o Introduce the memoirs as
Assessment Task 2: Fiction personal narratives that
Essay Assignment 2. "The Book provide insights into
3. Historical Thief" by historical periods.
Assessment Task 3: Non-fiction Markus Zusak o Read and discuss the
Creative Writing Assignment selected excerpts from
4. Classic 3. "The Guns of "The Diary of a Young
Assessment Task 4: Literature August" by Girl."
Group Discussion and Barbara W. o Explain the research
Presentation Tuchman project where students
select a memoir from a
4. "Pride and different time period and
Prejudice" by analyze how it connects
Jane Austen readers to that era.
o Present the research
findings to the class.

Activity 2: Essay Assignment

Directions:
o Introduce the concept of
historical fiction and its
role in connecting readers
to the past.
o Read and analyze "The
Book Thief" focusing on its
portrayal of historical
events.
o Discuss the themes,
characters, and historical
context of the novel.
o Instruct the students to
write an essay exploring
how the novel serves as a
means to connect to a
significant past.

Activity 3: Creative Writing

Assignment

Directions:
o Explore the characteristics
of historical non-fiction
and its importance in
documenting past events.
o Read and discuss the key
 chapters from "The Guns
of August."
o Instruct the students to do
creative writing
assignment where
students choose a
significant historical event
and write a non-fiction
piece detailing its impact
and relevance to the
present.
o Encourage them to have a
peer review and feedback
session on the creative
writing pieces.

Activity 4: Group Discussion and

Presentation

Directions:
o Introduce the classic
literature and its enduring
significance in
understanding past
societies and cultures.
o Divide the class and have
group reading and
discussion of "Pride and
Prejudice," focusing on its
portrayal of Regency-era
England.
o Instruct the students to
present their work where
 students compare and
contrast the societal
norms and values
depicted in the novel with
those of contemporary
society.

GRADE 8

LITERATURE MATRIX PLAN (PROSE)

Name of Pre-Service Teacher: Eicess Kim S. Medel Grade Level: 8 Quarter:

Name of Instructor/Evaluator: Sir Darven Bacus, Academic Year:

LPT 2024-2025

Chosen Literature Assessment Task Aligned Specific Genre/s of Title/s of Text/s Activities Aligned to Teach the
Competencies to the Competencies Prose to be Taught and Author/s Competencies

1. Nature Writing 1. "Walden" Activity 1: Reflection Paper

Appreciate literature as Assessment Task 1: 2. Environmental by Henry
an art form inspired and Reflection Paper Literature David Directions:
influenced by nature. 3. Romantic Thoreau o Introduce the concept
 Prose 2. "Silent of nature-inspired
Criteria: 4. Naturalist Spring" literature and its
Content (50%) Prose by significance as an art
Organization and Rachel form.
Structure (25%) Carson o Read and discuss
Language and 3. Selected selected excerpts from
Expression (25%) Romantic "Walden" by Henry
Prose David Thoreau.
Assessment Task 2: Excerpts o Instruct students to
Comparative Analysis 4. "A Sand reflect on their personal
Essay County connections to nature
Almanac" and write a prose
Criteria: by Aldo reflection inspired by
Content (50%) Leopold their experiences.
Organization and o Provide feedback and
Structure (25%) encourage peer sharing
Language and of reflections.
Expression (25%)
Activity 2: Comparative
Analysis Essay
Assessment Task 3:
Creative Writing Directions:
Criteria: o Explore environmental
Content (50%) literature and its role in
Organization and raising awareness
Structure (25%) about nature and
Language and conservation.
Expression (25%) o Read and analyze
"Silent Spring" by
Assessment Task 4: Rachel Carson,
Nature-Inspired Prose focusing on its impact
Presentation on environmental
awareness.
Criteria: o Instruct students to
Content (50%) write a comparative
Organization and analysis essay
Structure (25%) comparing the themes
Delivery and Engagement and styles of "Silent
(25%) Spring" with another
nature-inspired prose
text.
o Facilitate peer review
and feedback sessions
on the essays.

Activity 3: Creative Writing

Directions:

o Introduce the
characteristics of
Romantic and
Naturalist prose,
emphasizing the
influence of nature on
these literary
movements.
o Read and discuss
selected Romantic
prose excerpts,
focusing on the
depiction of nature and
emotions.
o Instruct students to
engage in creative
nature writing, where
 they craft a prose piece
inspired by a natural
setting or experience.
o Encourage students to
share and discuss their
creative writings in
small groups or class
discussions.

Activity 4: Nature-Inspired
Prose Presentation

Directions:
o Discuss the enduring
appeal of nature-
inspired literature and
its relevance in
contemporary society.
o Assign students to
research and select a
piece of nature-inspired
prose from any genre
studied.
o Instruct students to
prepare a presentation
where they analyze the
chosen prose piece,
highlighting its themes,
stylistic elements, and
connection to nature.
o Facilitate presentations
and encourage class
discussions on the
 presented works.

GRADE 9

LITERATURE MATRIX PLAN (PROSE)

Name of Pre-Service Teacher: Grade Level: 9 Quarter: 1st Quarter

Name of Instructor/Evaluator: Sir Darven Bacus, Academic Year:

LPT 2024-2025

Chosen Literature Assessment Task Specific Genre/s of Title/s of Text/s Activities Aligned to Teach
Competencies Aligned to the Prose to be Taught and Author/s the Competencies
Competencies

Analyze literature as a 1. Autobiographical 1. "The Activity 1: Self-Reflection

means of discovering/ Assessment Task 1: Prose Catcher in Essay
enhancing self Self-Reflection Essay 2. Bildungsroman the Rye"
(Coming-of-Age) by J.D. Directions:
Criteria: Literature Salinger o Introduce the concept
Content (50%) 3. Identity and 2. "The of literature as a tool
Organization and Self-Discovery Outsiders" for self-discovery and
Structure (25%) Prose by S.E. personal growth.
Language and Hinton o Read and discuss
Expression (25%) 3. Selected selected excerpts from
Total: 100% Personal "The Catcher in the
Essays Rye" by J.D. Salinger,
Assessment Task 2: 4. "I Know focusing on the
Character Analysis and Why the protagonist's journey
Personal Connection Caged of self-discovery.
Essay Bird o Instruct students to
Sings" by write a self-reflection
Criteria: Maya prose essay
Content (50%) Angelou discussing how
Organization and literature has
Structure (25%) influenced their own
Language and understanding of self
Expression (25%) and identity.
Total: 100%
Activity 2: Character Analysis
Assessment Task 3: and Personal Connection
Personal Narrative Essay
Essay
Directions:
Criteria: o Explore the
Content (50%) Bildungsroman
Organization and (Coming-of-Age) genre
Structure (25%) and its emphasis on
Language and personal growth and
Expression (25%) self-discovery.
Total: 100% o Read and analyze
"The Outsiders" by
S.E. Hinton, focusing
on character
development and
personal connections.
o Instruct students to
write an essay
analyzing a character
from the novel and
discussing personal
connections to the
 themes of identity and
self-discovery.
o Facilitate peer review
and feedback sessions
on the essays.

Activity 3: Personal Narrative

Directions:
o Introduce the genre of
memoir and personal
essay, emphasizing
the role of literature in
shaping personal
narratives.
o Read and discuss
selected personal
essays, focusing on
the connection
between literature and
personal experiences.
o Instruct students to
write a personal
narrative inspired by a
literary work of their
choice, exploring
themes of self-
discovery, identity, or
personal growth.

GRADE 10
 LITERATURE MATRIX PLAN (PROSE)

Name of Pre-Service Teacher: Grade Level: 10 Quarter: 2nd Quarter

Name of Instructor/Evaluator: Sir Darven Bacus, Academic Year:

LPT 2024-2025

Chosen Literature Assessment Task Aligned Specific Genre/s of Title/s of Text/s and Activities Aligned to Teach
Competencies to the Competencies Prose to be Taught Author/s the Competencies

Evaluate literature as 1. Prose Analysis 1. Realistic 1. "To Kill a Activity 1: Prose Analysis
a vehicle of 2. Conflict Dialogue Fiction Mockingbird
expressing and Creation 2. Historical " by Harper Directions:
resolving conflicts 3. Comparative Fiction Lee o Introduce the concept
between and among Essay 3. Dystopian 2. "The Book of analyzing prose as
individuals or groups 4. Prose Reflection Fiction Thief" by a means of
4. Social Markus understanding and
Commentary Zusak expressing conflicts
3. "1984" by between and among
George individuals or groups.
Orwell o Read and discuss
4. "Animal selected Realistic and
Farm" by Historical Fiction texts,
George focusing on their
Orwell themes, characters,
and conflicts.
o Instruct students to
analyze "To Kill a
 Mockingbird" by
Harper Lee,
discussing its portrayal
of racial prejudice,
social injustice, and
the resolution of
conflicts.

Activity 2: Conflict Dialogue

Creation

Directions:
o Explore the process of
creating dialogue as a
means of expressing
conflicts between and
among individuals or
groups.
o Read and discuss
"The Book Thief" by
Markus Zusak
focusing on its
narrative style,
characters, and
conflicts.
o Instruct students to
create their own
dialogue inspired by a
chosen genre,
reflecting on
interpersonal or
societal conflicts.
Activity 3: Comparative
Essay

Directions:
o Discuss the role of
prose in exploring,
expressing, and
potentially resolving
conflicts between and
among individuals or
groups.
o Read and analyze
"1984" and "Animal
Farm" by George
Orwell, focusing on
their themes of
totalitarianism, societal
control, and rebellion.
o Instruct students to
write a comparative
essay discussing how
these texts use prose
to portray and address
conflicts between
individuals, groups, or
societies.

Activity 4: Prose Reflection

Directions:
o Emphasize the
importance of oral
interpretation and
 performance in
understanding and
appreciating prose.
o Instruct students to
prepare and present a
reading or excerpt
from "Animal Farm" by
George Orwell,
followed by a brief
reflection discussing
its themes, messages,
and relevance to the
competency of
evaluating literature as
a vehicle for
expressing and
resolving conflicts
between and among
individuals or groups.
o Facilitate
performances and
encourage class
discussions on the
presented prose.

SENIOR HIGHSCHOOL (SHS)

LITERATURE MATRIX PLAN (PROSE)

Name of Pre-Service Teacher: Grade Level: SHS- 21ST Quarter: 1st quarter
Century Literature from the
Philippines and the World

Name of Instructor/Evaluator: Sir Darven Bacus, LPT Academic Year:

2024-2025
Chosen Literature Assessment Task Aligned to Specific Title/s of Text/s Activities Aligned to Teach the
Competencies the Competencies Genre/s of and Author/s Competencies
Prose to be
Taught
Produce a creative Prose to Production Short 1. "Dead Activity: “Show and Tell”
representation of a literary Stories Stars" by Directions:
text by applying Paz o Students select and
multimedia skills Marquez analyze a segment or
Benitez theme from the text.
o Using multimedia tools,
they create a 3–5-minutes
presentation incorporating
visuals, sound effects, and
narration to enhance
storytelling while staying
true to the original text's
meaning.
o After showcasing their
multimedia projects to
peers for feedback,
students engage in a
reflective discussion on
their creative process, the
impact of multimedia
storytelling on literature
interpretation, and the
unique ways different
 media convey themes and
emotions.

LITERATURE MATRIX PLAN (PROSE)

Name of Pre-Service Teacher: Grade Level: SHS-HUMSS- Quarter:

Creative Non-Fiction

Name of Instructor/Evaluator: Sir Darven Bacus, LPT Academic Year:

2024-2025

Chosen Literature Assessment Task Aligned to Specific Title/s of Text/s Activities Aligned to Teach the
Competencies the Competencies Genre/s of and Author/s Competencies
Prose to be
Taught
Compare and contrast the Prose Analysis and Personal "The Art of the Activity: Crafting Comparative
different forms and types Comparative Essay Essays, Personal Narratives
of creative nonfictional Memoirs, Essay" by
texts. Literary Phillip Lopate, Directions:
Journalism "The Year of o Introduce students to the
Magical various forms of creative
Thinking" by nonfiction such as
Joan Didion, "In personal essays,
Cold Blood" by memoirs, and literary
Truman Capote journalism through
 readings and discussions.
o Analyze "The Art of the
Personal Essay" to
understand the
characteristics and
conventions of personal
essays.
o Study "The Year of
Magical Thinking" to
explore the narrative
techniques and emotional
depth in memoir writing.
o Examine "In Cold Blood"
to identify the journalistic
approach and storytelling
methods used in literary
journalism.
o Assign students to
compare and contrast the
different forms and types
of creative nonfiction
through a comparative
essay, highlighting their
unique features, styles,
and impact on readers.

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