BIBLE BAPTIST CHRISTIAN ACADEMY

Purok Nilo, Maranding, Lanao del Norte

School year 2023-2024

DAILY LESSON PLAN IN CREATIVE NONFICTION 11

LEARNING COMPETENCY:
 Identify dominant literary conventions of a particular genres.
(HUMSS_CNF11/12-Ia-1)
 Compare and contrast how the elements are used in the different genres.
(HUMSS_CNF11/12-Ia-2)
MATERIALS:
 Pictures, Handouts, Paper cutouts
REFERENCES:
 Creative Nonfiction (pp.2-6)
I. LEARNING OBJECTIVES:
 understand genre and its classification; and
 distinguish the different literary genres.
II. SUBJECT MATTER
Introduction to Literary Genres
III. PROCEDURE
EXPLORE:
ACTIVITY 1: IDENTIFICATION
 Group the students into 5.
 DIRECTIONS: Match the cut-out papers into its correct meaning.

1. Poetry  Contain stories that have been

passed down from generation to
generation, often by oral telling.
2. Fiction  Strongly based in a character, or
characters, that are in conflict at a
crucial moment in their lives.
3. Non-Fiction  Contains words that follow a rhythm
or structure, and sometimes rhyme,
that are designed on evoke emotion
and thought.
4. Drama  Is a genre of literature based on
 facts, actual events, or real people.
5. Folklore  About imaginary characters and
events) that is written according to
a particular model or style

 Each group will be given 5 minutes to do their task.

FIRM-UP:
 Ask them some questions:
o What would happen to you if you went to the bookstore and books
were not classified according to genre?
o What would happen to you if you went to the bookstore and found
books were all classified according to genre?
DEEPEN:
ACTIVITY 2: Group Activity
 Introduce the topic and ask them questions:
o What comes into your mind about Creative Nonfiction?
 Assign a genre in every group to be reported. Each group will brainstorm
about their given genre. They will have to report the brainstormed ideas in
a creative way
o Group 1- Drama (A short Dramatic scene)
o Group 2- Poetry (Compose a poem and read it in front)
o Group 3- Fiction (Make a a list of fictional stories as much as they
can and present it in front)
o Group 4- Nonfiction (Paint a picture that depicts real life event)
o Group 5- Folklore (Gather at least two folklores and then present it
in front)
CRITERIA 5 Points 4 Points 3 Points
Content Delivery Students Students Students are
demonstrates a demonstrate unaware of the
clear understanding of content they have
understanding of the content but not presented (they
the content and confidently like unnecessary
confidently explains it to the things, incorrect
explains it to the class. pronunciation) and
class. they are shy.
Time- Students finish Students take few Students didn’t
Consciousness their task on time. minutes after the finish their task at
time given before all.
they finish their
task.
Group Cooperation All group member Most of the group Few of the group
are participated. member are member are
participated. participated.
 Rubrics for the group presentation:

 Give them 5 minutes to organize and study their topic and 5 minutes to
present.
 Give your input after the reporting.
 Ask them questions:
o How important it is to be able to distinguish genre?

TRANSFER:
ACTIVITY 3: I make a stand
 With the same group with their given genre, the group will stand if the
showed pictures reflect their given genre.
 Time allotted: 5 minutes

IV. EVALUATION:

ACTIVITY 4: Genre Reflection and Quiz

 Instructions: Individually, students will write a brief reflection on what they

have learned about literary genres.
 Questions:

1. What is one new thing you learned about literary genres today?
2. How do you think understanding genres can help you in your
reading and writing?
3. What makes the genres different from each other?