School: Grade Level:

NORTHERN ANTIQUE VOCATIONAL SCHOOL XII – HUMANITIES & SOCIAL SCIENCES

DAILY LESSON Teacher: Learning Area:
LOG RHIANN N. TONOG CREATIVE WRITING FICTION
Teaching Dates & Time: Semester/Quarter:
2nd SEMESTER/THIRD QUARTER

I. OBJECTIVES
A. Content Standards The learner understands the delineation between creative and the nonfictional elements of creative nonfictional
text.
B. Performance The learner clearly and coherently uses multiple elements conventionally identified with a genre for a written
Standards output.
C. Learning Competency Evaluate the relationship of creative and nonfictional elements of the texts.
LC CODE for each HUMSS_CNF11/12-Ie-f-11
At the end of the lesson, the students should be able to:
1. compare and contrast nonfiction and creative nonfiction;
Learning Objectives
2. analyse sample nonfiction and creative nonfiction text;
3. write their own definition of creative nonfiction.
II. CONTENT Principles, Elements, Techniques, and Devices of Creative Nonfiction:
(Subject Matter) INTRODUCTION TO CREATIVE NONFICTION
LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages The Art of telling the Truth: Creative Nonfiction
Wording the World: The Art of Creative Writing (Aguila, Augusto Antonio et al).
2.Learner’s Materials
Manila Paper, Hand-outs on cells, Marker, Projector, Slide Deck
Pages
B. Other Learning https://owl.purdue.edu/owl/subject_specific_writing/creative_writing/creative_nonfiction/index.html
Resources
III. PROCEDURES Teacher’s Activity Students’ Activity Remarks

Preliminary Activities The in-charge for the day This is a daily routine
▪ Prayer will lead the class in prayer that sets the class in
▪ Greetings and present the quotation of order. It is a signal for
▪ Quote of the Day the day. the students to stop
A. Reviewing previous whatever their doing
lesson or presenting new and focus on what they
lesson (5 minutes) are about to learn.

• Ask the students to clap their hands for the in- Asking the students to
change of the day. clap their hands for the
in-charge is a way of
giving positive
• Instruct the class monitor to check the The class monitor checks the feedback/motivation
attendance. attendance. for them to continue to
do the same.

Review of Previous Lesson Answers for Questions 1-4

1. Fiction, Nonfiction,
SAY: Before we proceed to our new lesson, let us Drama, Poetry and
first check if you can still recall our past lesson. Folktales
2. Fiction (Science Fiction, Instead of directly
• Ask the students the following questions: Historical etc.); Drama reviewing the past
(comedy, tragedy, lesson, I ask the
1. What are the five major genres of melodrama etc.); students to answer
Literature? Poetry (sonnet, haiku, questions to ensure
elegy, etc.), Folktales their active
2. Can you name some of the examples of (myth, legend, tall participation in class.
these genres? tales, etc.)
3. They differ on their
purpose & content. Review of the previous
3. How does each genre differ from the 4. Students’ answers may lesson will also
other? vary establish connection
• To inform the between the past and
reader/audience what the the new lesson.
story/show will be like.
4. Why is it important to know these genres
• To know the appropriate
of literature? genre to use to attract the
target audience.
• To know the aim of the
story/movie.
• To engage the target
audience.

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 Note:
Ask the students to read the objectives for the lesson.

OUR GOAL!
After an hour of discussion, I expect everyone to be
B. Establishing a able to: The reading of the
purpose for the lesson 1. compare and contrast nonfiction and creative The students will read the objectives will give the
(2 minutes) nonfiction based on the video and the text read; objectives. students a sense of
2. identify factual and fictional elements in direction on what they
creative nonfiction; are about to learn.
3. write your own definition of creative
nonfiction.

Present the new lesson by checking if the students

can distinguish fiction from non-fiction.

Activity 1: FICTION VERSUS NONFICTION

In this part of the
Instructions: lesson, I use student’s
1. Identify whether the following movies The students will clap once prior knowledge of
and books are examples of fiction or or twice as they identify if fiction and nonfiction
nonfiction. the pictures shown are to establish a
2. Clap your hands once if it is fiction and examples of fiction or connection between
twice if nonfiction. nonfiction. my previous topic and
the new topic and as a
springboard to start
ANSWERS: the new lesson.
1. Fiction
2. Fiction I also demonstrated
3. Nonfiction knowledge in ICT
4. Fiction integration by
C. Presenting
5. Nonfiction providing pictures and
examples/instances of the
6. Fiction preparing slides with
new lesson (5 minutes)
7. Fiction animations.
8. Nonfiction

SAY: Very good! You can now distinguish fiction Possible answers by may vary:
from nonfiction. Now, who among you here can tell Nonfiction is based on
me what nonfiction is? truth/facts.
It informs, it instructs and
What are some of the examples of nonfiction? sticks to the facts.

Histories, biographies,
Are there any questions about nonfiction? Can we journalism, and essays, etc.
now move on? Are you ready? are all considered
nonfiction.

None ma’am. Yes, ma’am.

Activity 2: Global Warming
https://www.youtube.com/watch?v=oJAbATJCugs

Instructions:
In this part of the
1. Carefully watch and listen to the video
lesson, I integrated
presentation.
lesson in Science by
2. Observe how the author presented the facts
using indirect
(You’ll need this for the next activity).
instruction. First, I ask
3. Answer the guide questions given.
them to observe and
4. Present you answer to the class.
answer the guide
D. Discussing new questions.
concepts and practicing new
skills #1 (10 minutes) The facts presented in
the video will give the
students idea on how
the author presented
concepts on global
warming which will
later be compared to a
different video of the
same content.
GUIDE QUESTIONS:

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 1. What are the factors that contribute to
global warming?
2. How does global warming affect us?
3. What can you do to help save earth from
global warming?

ACTIVITY 3: “Dying Beauty: Global Warming”

https://www.youtube.com/watch?v=2_mUOflPoCw
Students’ answers may vary.

Possible answers.
1. I am touched by the
message of the second
video because it does
GUIDE QUESTIONS: ICT skills is evident in
not only tell me about
1. What did you feel while watching the the used of videos,
global warming but
second video? pictures and slide
also asks for my help to
2. Which of the two videos has a greater presentation.
take action not to stop
impact on you? Why? nature from growing.
2. The second video has a
3. How is the presentation of Global greater impact on me
Warming on first video different from because of the
second video? creativity used by the
author. I feel like the
E. Discussing new 4. Can you tell me, which of the two is video is personally
concepts and practicing new creative nonfiction? Explain your answer. speaking to me
skills #2 (8 minutes) informing me about
GW.

Did you know that the highest COs emission is in 3. The first video purely
Asia and the Pacific? presented facts about
Global warming. It
Present Infographics on Global Warming doesn’t use rhetorical
figures that would
entertain me and touch
my innermost being.

4. The second video is the

I used this infographic
example of creative
to integrate numeracy
nonfiction. It uses
skills.
rhetorical figures in
presenting facts and
considers my thoughts
https://www.adb.org/news/infographics/climate-change-asia-and-pacific c and feelings as the
audience.
Activity 4: Text Analysis

Students will read and

analyse the texts given.
I used text about cell to
integrate content
across subject areas
and text analysis to
integrate content
within the subject. It
also develops students’
literacy skills.
F. Developing
Mastery (Leads to Formative Please refer to the activity sheet for the content.
Assessment 3) (10 Minutes)
Ask the students to do the following:
Possible answers:
1. Form a group of five based on your cleaning
Similes “ a cell looks a lot
assignments. Activities 1-4 is done
like a fried egg”; Metaphors
2. Choose a facilitator, secretary and a reporter. individually, by pair
(little cytoplasmic factories
3. Analyse the texts about cells and point out the and by group to let the
work 24/7); personification (
similarities and differences. students explore,
the genome... makes sure
4. Identify the factual and fictional elements of the discover and do hands-
cells do their jobs) etc.
texts given. on activities.
5. List down the literary devices used in the
Cell description number 2 is
paragraphs and how it is used to point out how
the example of creative
a cell is organized and how it functions.
nonfiction because it
6. Identify which of the texts given is an example
creatively presents facts
of creative nonfiction. Explain your answer.

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 about cells using different
literary devices.
What do you think is the importance of knowing
G. Finding practical and understanding creative nonfiction? Students’ answer may vary.
applications of concepts and
daily living (5 Minutes) How are you going to used what you have learned
today, in your future writing activity?
LET’S SUM IT UP!

What is creative nonfiction?

How is creative nonfiction different and similar from

nonfiction?
The content of the
Input the following after the students have shared lesson will be drawn
their answers on the questions above. out from the students
based on the examples
Creative nonfiction is the “artistic” way of relating presented. This is
H. Making factual events to the reader. It is nonfiction that anchored to the theory
generalizations and emphasizes the creative elements, particularly of constructivism.
Students’ answer may vary.
abstractions about the lesson fictional elements of the piece even though the goal
(5 Minutes) of the writer is to tell the truth as it is, to relate
events as they happen, and describe people as they I gave them input on
appear and act. what creative
nonfiction is and how
Nonfiction focuses purely on facts, giving it differs to purely
information and instructions etc. while creative nonfiction. This is for
nonfiction presents facts in a creative manner. the students to check if
Creative nonfiction employs the elements of fiction the concepts they have
to make the story more interesting with the goal of are correct or not.
telling the truth. Both nonfiction and creative
nonfiction presents facts/truth.

SAY: Let’s find out if you have learned something

from our lesson today. Do the following in a ½ sheet
of pad paper.
I. Evaluating Learning
1.Write your own definition of creative nonfiction.
(10 minutes)
2.Using a Venn diagram, compare and contrast
nonfiction and creative
nonfiction.
3.Give examples of creative nonfiction.
J. Additional activities for Research on the Principles, Elements, Techniques,
application or and Devices of Creative Nonfiction. Write your
remediation answer in your notebooks.
(4 minutes)
*Different Strategies/ Indirect Instruction, Inquiry-based Learning, & Collaborative Learning. This lesson is based on the
Methods Used constructivist approach to teaching.
IV. REMARKS ML/ID:
V. REFLECTION:
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional acts
for remediation who
scored below 80%
C. Which of my teaching
strategies worked
well/not worked well?
Why did these work/not
work?
D. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:

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RHIANN N. TONOG
Teacher II

Observed by:

ROCHEL M. TUMANGDAY, Ph.D. JOSILLE M. DY BUCO CRISTITA O. ALONSAGAY

Asst. Principal II, Academics Asst. Principal II, JHS Principal III

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