GRADE 12 School STA.

MONICA HIGH SCHOOL Grade Level 12

Teacher AMIE S. TABI Learning Area CREATIVE NONFICTION
DAILY LESSON LOG Teaching Dates and Time
February 24-29, 2020 (MW/TTh) Quarter FOURTH

Session 1-2 (M/T) Session 3-4 (W/TTh)

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standard The learner understands the distinction between and among creative The learner understands that mastery of the basic forms, types, techniques and
nonfiction types and forms. devices of creative nonfiction enables him/her to effectively critique and write
creative nonfiction.

B. Performance Standard
C. Learning Competency/Objectives
The learner competently delivers an artistic presentation summarizing and
analyzing the form, theme and techniques of a chosen creative nonfictional
text.
The learners:
Explain the relationship of elements and ideas found in the various forms and
types of creative nonfictional texts through a close reading-
HUMSS_CNF11/12-IIa-15
Compare and contrast the different forms and types of creative nonfictional
texts
HUMSS_CNF11/12-IIa-16
Deliver an artistic presentation summarizing, analyzing, and commenting on a
chosen creative nonfictional text representing a particular type or form -
HUMSS_CNF11/12-IIb-c-17
The learner writes a clear and coherent critique and an interesting and engaging
creative nonfiction.
The learners:
Write a mini critique of a peer’s work based on coherence and organization of
paragraphs, development of literary elements use of factual information, and other
qualities concerning form and content HUMSS_CNF11/12-IId-e-18
Analyze and interpret a well-written creative nonfictional text based on the peer
critique
HUMSS_CNF11/12-IIf-19
Deliver an artistic presentation summarizing, analyzing, and commenting on a
chosen creative nonfictional text representing a particular type or form -
HUMSS_CNF11/12-IIb-c-17

Write a draft of creative nonfiction piece based on the learner’s memorable real-life
experience
HUMSS_CNF11/12-IIg-j-20

Peer-edit and revise each other’s draft based on desirable qualities of well-written
creative nonfiction
HUMSS_CNF11/12-IIg-j-21

Write the final version of one’s own creative nonfiction in a composition of five
paragraphs or more

Page 1 of 5
 HUMSS_CNF11/12-IIg-j-22

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Forms and Types of Creative Non fiction B. Reading and Writing Creative Nonfiction
a. Understanding various forms and types 1. Reading creative nonfiction
b. Autobiography/ Biography c. Literary Journalism/Reportage a. Analysis, interpretation and commentary
d. Personal narratives e. Travelogue f. Reflection essay g. True narratives
h. Blogs i. Testimonio j. Other types and forms 2. Writing Creative Nonfiction
a. Mini critique
Delivering a presentation on a chosen type or form of creative nonfiction b. Creative nonfiction

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing
Writing and Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola; and Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola; A
A Masterclass in Narrative Nonfiction with Ben Rawlence (youtube) Masterclass in Narrative Nonfiction with Ben Rawlence (youtube)
III. PROCEDURES
A. Reviewing previous lesson or New Lesson: Reportage/ Literary Journalism Next lesson: aPersonal Narrative and Testimonio/Testimony
presenting the new lesson

B. Establishing a purpose for the Ask: What current issues or events do know about? Can you mention
lesson anything that has been reported in full detail including the story behind the
news?

C. Presenting examples/Instances of What is your idea about reportage? What do you know about literary
the new lesson journalism? What is its difference with simple news reporting?

D. Discussing new concepts and Discussion of Literary Journalism

practicing new skills # 1
Literary journalism is another essay form that is best reserved for intermediate
and advanced level courses, but it can be incorporated into introductory and
composition courses. Literary journalism is the creative nonfiction form that
comes closest to newspaper and magazine writing. It is fact-driven and
requires research and, often, interviews.

Page 2 of 5
 Literary journalism is sometimes called “immersion journalism” because it
requires a closer, more active relationship to the subject and to the people the
literary journalist is exploring. Like journalistic writing, the literary journalism
piece should be well-researched, focus on a brief period of time, and
concentrate on what is happening outside of the writer’s small circle of
personal experience and feelings.

E. Discussing new concepts and How to write a literary journalistic essay:

practicing new skills # 2 To write the literary journalistic essay, do the following:

1. Select a topic.
2. Conduct Research.
3. Write a dramatic story.
4. Include a lead, facts/content, and ending.

You can write about anything. Popular topics include:

 Adventure
 Biography
 Business
 Crime story
 Family saga
 History
 Popular culture
 Science and technology
 Sports
 Travel

F. Developing mastery Before writing, ask yourself the following: 

(leads to Formative Assessment 3)
 What type of lead do I wish to use?
 What is the story about?
 What are the themes?
 What major points do I wish to make?
 What facts do I have? What facts do I still need?
 Are my facts verifiable?
 Who have I interviewed? Who must Istill  interview?
 How do I want to organize the essay? By topic? Chronological order?
Logical order?

Page 3 of 5
  What are my own views on the topic? How do I wish to incorporate
my views into the essay?

G. Finding practical application of How important is reportage in journalism? How about the importance of
concepts and skills in daily living reportage in your chosen profession?

H. Making generalizations and What again is reportage?

abstractions about the lesson
What makes reportage a form of creative nonfiction?

I. Evaluating learning
J. Additional activities for application
or remediation
IV. REMARKS
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
AMIE S. TABI
Teacher
Checked by:

Page 4 of 5
GLAIZA A. SERADOR
SHS Coordinator
Approved by:

MARILYN M. BADILLA
Principal

Page 5 of 5