DAILY School MARCELO I.
CABRERA VOCATIONAL HIGH SCHOOL Grade Level 12
LESSON Learning CREATIVE NONFICTION
LOG Teacher GERIZA JOY R. RICO
Area
Teaching 1
October 18, 2022 Quarter
Date
MONDAY
SECTIONS/TIME: 12-VICTORS (9:30 am-11:30 am)
12-MAVENS(2:30 pm-4:30 pm)
CONTINUATION
I. OBJECTIVES
A. Content Standards The learner understands the delineation between creative and the nonfictional elements of creative nonfictional text.
B. Performance Standards The learner clearly and coherently uses multiple elements conventionally identified with a genre for a written output.
C. Learning Competencies/Objectives 1. Peer-edit each other’s draft based on
a. clarity of idea
b. appropriate choice of literary element
c. appropriate use of the element
d. effective combination of the idea and the chosen literary element
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning •Pictures/Slides
Resources (LR) Portal •Power Point Presentations
•Activity Sheet/Bond Paper
•Smart TV
B. Other Learning Resources Google.com
IV.PROCEDURES
A. Reviewing previous lesson or presenting Answer pretest/Task 1.
new lesson Answer the first two columns of the following matrix. The three remaining columns will be answered after all the content and reading materials
have been thoroughly discussed and examined.
B. Establishing a purpose for the lesson Task 2: Writing Skills Evaluation
Directions: Using a scale of 1 to 10, with 1 identifying a skill you lack and 10 identifying a skill in which you excel, evaluate your writing skills:
C. Presenting examples/instances of the Task 3
new lesson What does a good editor look for? Write your answer on a sheet of paper and check it during or after this module.
D. Discussing new concepts and practicing TASK 4
new skills #1 Directions: Read the following paragraph and answer the following questions.
We where all over my aunts house when my dog Riley was running around like crazy. He was chasing me around in circles. all of a suden I look
and riley he was in the pool! swimming in my aunts pool. I couldn’t believe my eyes that the dog was in the pool. I dashed to the pool and jumpd in
and swan over to Riley and pulled him to the steps. He got out and shook all over us like a sprinkler on a hot day. I was glad riley was o.k. and that
I saved him.
Write three strong points of the author of the paragraph.
Write three suggestions for the author of the paragraph.
E. Discussing new concepts and practicing
new skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions about the
lesson
I. Evaluating learning Task 7: LET US ASSESS
Directions: You can work with a partner in your class and identify specific ways to strengthen each other’s essays. Although you may be
uncomfortable sharing your writing at first, remember that each writer is working toward the same goal: a final draft that fits the audience and the
purpose. Maintaining a positive attitude when providing feedback will put you and your partner at ease. The box that follows provides a useful
framework for the peer review session.
J. Additional activities for application or
remediation
V. REMARKS
VI.REFLECTION
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 this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I discover which I wish to share with
other teachers?
Prepared by:
GERIZA JOY R. RICO
Teacher II
Checked by:
RONALYN M. PUPA, ED d Noted:
Master Teacher I
WINONA E. SANQUE
Principal IV
DAILY School MARCELO I. CABRERA VOCATIONAL HIGH SCHOOL Grade Level 12
LESSON Learning CREATIVE NONFICTION
LOG Teacher GERIZA JOY R. RICO
Area
Teaching 1
October 18, 2022 Quarter
Date
TUESDAY
SECTIONS/TIME: 12-VICTORS (9:30 am-11:30 am)
12-MAVENS(2:30 pm-4:30 pm)
VII. OBJECTIVES
D. Content Standards The learner understands the delineation between creative and the nonfictional elements of creative nonfictional text.
E. Performance Standards The learner clearly and coherently uses multiple elements conventionally identified with a genre for a written output.
F. Learning Competencies/Objectives identify the process of editing and revising any creative nonfiction text,
revise the draft based on the qualities of well-written creative nonfiction
VIII. CONTENT
IX.LEARNING RESOURCES
C. References
5. Teacher’s Guide Pages CNF Module 8
6. Learner’s Material Pages
7. Textbook Pages
8. Additional Materials from Learning •Pictures/Slides
Resources (LR) Portal •Power Point Presentations
•Activity Sheet/Bond Paper
•Smart TV
D. Other Learning Resources Google.com
X. PROCEDURES
K. Reviewing previous lesson or presenting Answer Task 1
new lesson Identify the elements of creative nonfiction being described by each statement. Complete the word by choosing the correct answer in the inbox.
L. Establishing a purpose for the lesson
M. Presenting examples/instances of the Revision is part of the writing process. You revise your work after you have selected an idea to write about, completed necessary research,
new lesson organized your information, decided on what to write about, and then written a first draft.
N. Discussing new concepts and practicing Why Revise
new skills #1 The first draft is always a “shitty first draft.” This is what Anne Lamott tells us in the splendid book on the craft of writing called “Bird By Bird.”
No writer gets it best the first time. Revision allows you the opportunity to improve. By revising your work after writing the initial draft, you can
improve your writing, such as grammar, spelling,
punctuation, mechanics, and usage. Revising your work also gives you the opportunity to improve the structure, plot, characterization, point of
view, conflict, climax, resolution, theme and so forth of your story.
O. Discussing new concepts and practicing How to Revise
new skills #2 Revision is about rereading your entire piece of writing, find errors, omissions, things that requirement improvement or deletion. Revision is about
rewriting. You’ll approach the process of revising from a high level, which involves the entire document, poem, story, article.
P. Developing Mastery The Rules of Revision
(Leads to Formative Assessment 3) Once you have the feedback, it is time to get to work. Good feedback will make you feel energized and excited to get back to the project, because
you will know that you have some tools to make your piece better.
Constructive criticism talks about the work, not the person. It addresses specific problems and makes concrete suggestions about how to solve
them. It also points out what is strong about the piece.
▪ You should never feel obligated to take your readers’ advice. Often, a reader’s good suggestion will lead you to an even better one—one you
might not have come upon if someone had not helped you to see your work differently.
▪ There are just two rules to the revision process:
o First, be willing to change anything and everything. Be willing give it a try at least. Nothing in the world is harder for a writer than cutting whole
pages—or whole chapters but there are times when that is the best solution.
o Second, always save a copy of your original. In fact, save copies of everything at every stage in the process. Save what you cut. Save your files
before you made changes. Sometimes you were right the first time. Back up everything. Back up often.
Q. Finding practical applications of The Principles of Revision
concepts and skills in daily living Revision entails rethinking your thesis.
Revision entails making structural changes.
Revision takes time.
R. Generalizing and abstractions about the The Steps in Revision
lesson 1. First Draft – Get your story down paper. Don’t worry about logic or structure. Your goal is to write down the details.
2. Second Draft – Revise for point of view, tone, imagery, figures of speech, showing and telling. Revise for language and sentence style. Revise
grammar and punctuation.
3. Third and Final write – Polish it. No typographical errors. No spelling mistakes. Make it perfect to publish.
S. Evaluating learning Task 4: RETHINK! REVISE! REWRITE!
Directions: Read the given creative non-fiction examples with comprehension. On a separate sheet, revise the draft using multiple elements.
T. Additional activities for application or
remediation
XI.REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked
well? Why did this work?
M. What difficulties did I encounter which
my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I discover which I wish to share with
other teachers?
Prepared by:
GERIZA JOY R. RICO
Teacher II
Checked by:
RONALYN M. PUPA, ED d Noted:
Master Teacher I
WINONA E. SANQUE
Principal IV
