Lawig National High School Main

Lawig, Lamut, Ifugao

DAILY LESSON PLAN IN CREATIVE NONFICTION FOR CLASS OBSERVATION

FEBRUARY 12, 2024
12 Pythagoras

I.OBJECTIVES The learner understands the delineation between creative and nonfictional elements of creative nonfiction text.
A. Content Standards
B. Performance Standards The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output.

C. Learning Competencies/Objectives
Write the LC Code for each Analyze Point of View as a Creative Nonfiction Element (HumSS CNF 11/12-I-e-f-10).
At the end of the lesson, the students should be able to:

a. retell chronologically the events of the previously read narrative text “Love over Flowers and FLAMES” by Sonia L. Loñez matched
with the given pictures that represent them using appropriate transition words;
b. analyze reflectively the narrator's point of view, including her portrayal of herself, Amboy, and their relationship, and how her
perspective forms the tone and characterization in the text "Love Over Flowers and FLAMES" by Sonia L. Loñez, using checklist,
chart/table, and Venn Diagram;
c. express honestly personal perspectives on the themes of love and friendship, and academic competition and personal growth, as they
are presented in the narrative "Love over Flowers and FLAMES" by Sonia L. Loñez.
II.CONTENT Point of View as an Element of Creative Nonfiction Texts
Love Over Flowers and FLAMES by Sonia L. Loñez

Note: The story as springboard of the lesson serves as a tool for exploring various aspects of sexuality education
within a specific context:
 Love and Relationships: The narrative deals with young love, friendship, and the complexities of navigating these
emotions. It can be used to discuss healthy relationships, communication, boundaries, and consent.

 Gender Roles and Stereotypes: The story reflects cultural expectations around gender roles and academic
competition. This can spark discussions about gender equality, challenging stereotypes, and individual choices.
 Self-Awareness and Personal Growth: Characters experience self-discovery and personal growth. This can be used to
address self-esteem, body image, and understanding one's identity.


III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages Villanueva C. (2020). Analyzing the Point of View of a Creative Nonfiction Text. A Module in Creative
 Nonfiction
3.Textbook Pages
4.Additional Materials from Learning Resources (LR) portal
B. Other Learning Resources Projector, Laptop, pointer, pictures, jumbled summary of the narrative, point of view checklist, tome
matching chart, Venn Diagram, Figurative language chart, printed rating sheet, pentel pens, masking tape

IV.PROCEDURES Annotation

Preliminaries Checking of attendance through the leaders’ report Setting and implementing of class standards
Setting of class standards involving the students promote positive
The teacher sets class standards through Pythagoras Pacts in A Poem Strategy and discipline that ensures a learning-focused
asks students to add more necessary values to practice in class. class.
R.U.L.E.S

In Pythagoras' halls, we stand as one,

Excellence whispers, "Think and listen well,"
With RULES to guide, our learning has begun.
Challenge assumptions, let true understanding swell.
Respect like threads, our voices intertwine,
Self-Responsibility our compass true,
Each view embraced, wisdom we define.
Time managed wisely, lesson goals we pursue.
Unity's flame, in collaboration burns,
With open hearts, we delve in word's embrace,
Together seeking, as knowledge churns.
Pythagoras' pledge, etched on every face.
Love for Learning spurs our curious minds,
In stories' depths, hidden meaning we find. Through diverse perspectives, the truth unfolds,
In creative nonfiction, our journeys unfold.

A. Reviewing previous lesson or presenting the CORRECT ME IF I’M WRONG!

new lesson
B. Establishing a purpose for the lesson 1.The teacher lets students read statements where the lesson goals are embedded
with errors in spelling, subject verb agreement, and punctuation and capitalization. This activity will be done for three purposes:
2. The teacher lets the students check the errors. to do integration within the curriculum
3. The teacher lets the students read the corrected sentences and tell them that particularly in observing correct spelling,
these are their activity goals for the subject period. subject-verb agreement, correct punctuation
4. Then the teacher asks the students what type of point of view is used in each and capitalization, to review the past lesson,
statement based from what they learned from the past lesson. and to present the targets or goals of the
lesson for the hour.

1.Today, you is going to apply what you will learn yesterday. You should be able to retell
chronologically the events of the previously read narrative text “Love over Flowers and
FLAMES” by Sonia L. Loñez matched with the given pictures that represent them using
appropriate transition words.

# Today, you are going to apply what you learned yesterday. You should be able to retell
chronologically the events of the previously read narrative text “Love over Flowers and
FLAMES” by Sonia L. Loñez matched with the given pictures that represent them using
appropriate transition words.
 2. As students in these class. we should be able to analyze reflectively the narrator's point of
view, including her portrayal of herself, Amboy, and their relationship, and how her perspective
forms the tone and characterization in the text "Love Over Flowers and FLAMES" by Sonia L.
Loñez, using checklist, chart/table, and Benn Diagram;

# As students in this class, we should be able to analyze reflectively the narrator's point of view,
including her portrayal of herself, Amboy, and their relationship, and how her perspective
forms the tone and characterization in the text "Love Over Flowers and FLAMES" by Sonia L.
Loñez, using checklist, chart/table, and Venn Diagram.

3. The teacher believe that students can relate to the narrative? She expects them to express
honestly there personal perspectives on the themes of love and friendship, and academic
competition and personal growth, as they are presented in the narrative "Love over Flowers
and FLAMES" by Sonia L. Loñez.
# The teacher believes that students can relate to the narrative? She expects them to express
honestly their personal perspectives on the themes of love and friendship, and academic
competition and personal growth, as they are presented in the narrative "Love over Flowers
and FLAMES" by Sonia L. Loñez.
C. Presenting examples/instances of the new PICTURE STORY Note: Reading the story was done during the
lesson Instruction: Choose the event from the given choices that matches the picture given to your DEAR period of the students.
group. Provide an appropriate transition signal to connect it to the previous event. Assign a Story retelling through pictures is a fun and
group to read your event. The teacher will start the narration. engaging way to promote language skills and
critical thinking among students.
(Considering the time allotment for teaching,
TEACHER: Picture 1.Exposition: The story was set in the land of beauty and harmony, the teacher provided choices for the events
Asipulo, specifically in Asipulo NHS, a prestigious school overlooking the land and its to make the lesson start with an easier task)
inhabitants.
This is also a way of integrating concepts
Picture 2&3. In their high school alma mater, Gumi, while having difficulty in solving a math within the curriculum by letting students use
problem, felt a gaze fall upon her. Turning to see Amboy, her academic rival, his shy smile, appropriate transition words in retelling the
warm as a "smiling sun," sent a blush creeping up her cheeks. This initial spark marked the story chronologically.
beginning of their intertwined journey.

GROUP AMBOY: Rising Action

GROUP GUMI: Climax
GROUP BOBOT:Falling Action
GROUP KUYAPPI: Denouement

D.1. Discussing new concepts and practicing new BUILD IT TOGETHER, GRADE IT TOGETHER Allowing the students work collaboratively in
skills #1 groups encourages them to discuss diverse

D.2. Discussing new concepts and practicing new
skills #2
The teacher tells students about their activity. She gives instructions, assign perspectives, evaluate information, and
group activities through mystery boxes to be selected by the groups, agree with come up with a unified output.
criteria in rating outputs, and assign raters.
Collaborative activities with clear instructions,
Instructions: well-defined roles, and supportive structures,
1. Apply the RULES in your group activity. careful planning and implementation, is a
2. Your group task will depend on the box you will choose. powerful tool for creating a dynamic and
3. You are given 10 minutes to work on your group tasks enriching learning environment for students.
4. Assigned raters will rate and give feedback on the presentation of a group.
5. Agree with the criteria to be used in rating presentations by modifying the
criteria presented by the teacher.
Group Names Group Rater
AMBOY KUYAPPI
GUMI BOBOT
BOBOT AMBOY
KUYAPPI GUMI
Group Tasks
1. Point of View Checklist
2. Tone Matching Chart
3. Figurative Language Chart
4. Venn Characterization
Criteria:
Accuracy of answers-5
Clarity and organization of presentation-5
Time Management-5
Group Discipline and Cooperation-5
TOTAL 20 POINTS
FEEDBACK FORMULA: SANDWICH FORMULA
POINT OF VIEW (POV) WORKSHOP The group activity on point of view checklist
Students work on their group tasks. is a way of enhancing the students’
Group Tasks numeracy skill by letting them analyze data
1. Point of View Checklist on the result of using their tool-checklist.
2. Tone Matching Chart
3. Figurative Language Chart
4. Venn Characterization In the Tone matching chart, identifying tone
often requires making connections between
different parts of the text, considering
context, and evaluating various
interpretations. This process enhances
critical thinking skills and the ability to form

F. Developing mastery
(Leads to formative assessment)
G. Finding practical/applications of concepts and
skills in daily living
well-supported conclusions.
In the figurative language chart,
understanding different figurative language
types exposes students to a wider range of
vocabulary and their varied uses. This
enriches their language skills and
understanding of how words can be
manipulated for creative effect.
In the Venn Characterization, using a Venn
diagram encourages students to actively
analyze the character's traits, actions, and
internal conflicts. This process encourages
critical thinking and the ability to synthesize
information from the text.
All the four group tasks are integration in
their lessons in creative writing.
SHOW TIME Peer rating and feedbacking enhances the
Each group of the students will present their output. learners’ evaluation skills Students need to
critically analyze their peers' work based on
JUDGES’ MINUTES the established criteria, assessing strengths
With your groupmates, the group members will agree on their rating and their and weaknesses objectively. This hones their
feedback to your group ratee. ability to identify specific details, make
judgments, and provide constructive
FEEDBACK TIME feedback.
The group raters give their rating and feedback to the group presentations
following the sandwich formula- Positive Comment- Points for Improvement- Positive
Feedback
PERSONAL PERSPECTIVES The activity allows students to
express honestly personal perspectives
Instruction: Choose a question and honestly answer it based from your own on the themes of love and friendship,
perspective/principle in life. Rest assured that all individual answers will be and academic competition and personal
growth, as they are presented in the
respected. narrative.
1. Is love a choice or a feeling? Explain your answer.
2. Is unconditional love (loving a person despite negative qualities) possible? Encouraging personal perspectives in a
Elaborate your answer. thoughtful and safe environment
3. Can ex boyfriend and ex girlfriend remain friends? Explain your answer. empower students to connect with the
4. Does true love start with friendship and honest communication? Why? narrative on a deeper level, develop
5. How do you deal with your academic competitors? Is healthy academic critical thinking skills, and gain valuable
 competition beneficial for individual growth? Does it motivate or create insights into themselves and the world
pressure? around them.
6. What is the impact of social media in real-life friendships and relationships?
7. How can you balance achieving academic excellence while maintaining a
balance and healthy student-life?

H. Making generalizations and abstractions about POV JUDGEMENT

the lesson (Call on group/s to the answer each question)

1.Is the Point of View used in the narrative “Love Over Flowers and FLAMES”
appropriate? Why?
2. Are the techniques used by the author in writing the story effective? Why?

I. Evaluating Learning TWO STARS AND A WISH SELF-ASSESSMENT This technique of assessment is for the
Instructions: students and the teacher. Reflecting on their
1.Write two things you did well or two concepts which you understood well. learning helps students understand their
2. Write one thing you need to improve in yourself or one concept/topic that you need strengths, weaknesses, and areas for
to learn more. improvement. This self-awareness fosters a
sense of ownership over their learning
journey and motivates them to take charge of
their progress.
On the other hand, this can serve as
formative assessment, basis for
individualized instruction and planning and
feedback for the teacher.
J. Additional activities for application or remediation LESSON IN ACTION
Write a short narrative about a memorable event in your life using the most appropriate point
of view.
V.REMARKS
VI.REFLECTION
No. of learners who earned 80% of the No. of Effective Teaching Strategies Difficulties Encountered Innovation/Localized Materials Used
formative assessment learners who
need
remediation

Prepared by:
SONIA L. LOÑEZ Observed by:
Subject Teacher
MONALIZA H. GUEVARRA
Head Teacher III EFIGINIA B. IN-UYAY
Principal II