School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area Creative Nonfiction

Date and Time November 13, 2019 Quarter THIRD QUARTER

1) To explain how creative nonfiction can be useful in understanding society, people,
I. OBJECTIVES and culture
2) To enforce student appreciation in reading with mastery
The learner understands the literary conventions that govern the different genres.
A. Content Standards (e.g., narrative convention of fiction, etc.)
The learner clearly and coherently uses a chosen element conventionally identified
B. Performance Standards with a genre for a written output
1. Identify dominant literary conventions of a particular genre
HUMSS_CNF11/12-Ia-1
2. Compare and contrast how the elements are used in the different genres
HUMSS_CNF11/12-Ia-2
C. Learning Competencies 3. Analyze and interpret the theme and techniques used in a particular text
HUMSS_CNF11/12-Ia-3
4. Create samples of the different literary elements based on one’s experience (e.g.
metaphor to describe an emotion)
HUMSS_CNF11/12-Ib-d-4
II. CONTENT
CREATIVE NONFICTION INTRODUCTION

III. LEARNING RESOURCES

Sapiens, by Yuval Noah Harari
A. References
Chalk, Reading Materials, Visual Aids,
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or LESSON INTORDUCTION
presenting the new lesson.
B. Establishing a purpose for the The purpose of the lesson is to introduce the HUMSS students to a sample of Creative
lesson. Nonfiction which inquires generally the umbrella topic of nonfiction: topic of
Happiness and Fulfillment. These general lessons shall be proceeded with techniques
on how the discourse would flow in the overall lesson.
C. Presenting examples/instances of
the new lesson. Students will be asked first of the following high-order thinking skill questions:
D. Discussing new concepts and 1) What is the necessity of reading books outside the curriculum?
practicing new skills. #1 2) Why is it essential to remain educated after the graduation?
E. Discussing new concepts and 3) Are you knowledgeable of the genre, Creative Nonfiction? What is Nonfiction?
practicing new skills. #2 4) However, do you believe that people should only read nonfiction instead of fiction
since they are based on real life?

LESSON START

The strategy which will be employed to instill a disciplined and conducive

environment among students is the practice of focused reading. Folders will be
set up to refrain the students from talking as they read.

Another strategy that will be employed is argumentative discussion.

Two groups will be created, anti- and for the proposed idea.

Happiness of the people shall be the primary responsibility of the State.

F. Developing mastery (leads to Developing mastery shall be proceeded in the third day.
Formative Assessment 3).
G. Finding practical applications of GATHERING > INCUBATION > ANALYSIS
concepts and skills in daily living. > REFLECTION > SYNTHESIS

This is the learning process which will be utilized throughout the week in
learning Creative Nonfiction.

Gathering

Using a 5 thought pyramidal concept, rank them according to importance, and

necessity in today’s crisis in the world.

INCUBATION
 Students shall be asked to explain the ranked concepts in their own words.

H. Making generalizations and Developing mastery shall be proceeded in the third day.
abstractions about the lesson.

I. Evaluating learning. Evaluating learning shall be proceeded in the fourth day.

J, Additional activities for

application or remediation
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?
School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area Creative Nonfiction

Date and Time November 14, 2019 Quarter THIRD QUARTER

1) To apply the elements of creative nonfiction through reading appreciation
I. OBJECTIVES 2) To distinguish creative fiction to nonfiction
The learner understands the literary conventions that govern the different genres.
A. Content Standards (e.g., narrative convention of fiction, etc.)
The learner clearly and coherently uses a chosen element conventionally identified
B. Performance Standards with a genre for a written output
1. Identify dominant literary conventions of a particular genre
HUMSS_CNF11/12-Ia-1
2. Compare and contrast how the elements are used in the different genres
HUMSS_CNF11/12-Ia-2
C. Learning Competencies 3. Analyze and interpret the theme and techniques used in a particular text
HUMSS_CNF11/12-Ia-3
4. Create samples of the different literary elements based on one’s experience (e.g.
metaphor to describe an emotion)
HUMSS_CNF11/12-Ib-d-4
II. CONTENT
CREATIVE NONFICTION INTRODUCTION PART 2

III. LEARNING RESOURCES

Sapiens, by Yuval Noah Harari
A. References
Chalk, Reading Materials, Visual Aids,
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or Based on the previous lesson, nonfiction will be recapped through the following
presenting the new lesson. features:

 Meaning and Significance

 Forms and Styles

Opinionated questions shall inquire upon the following among students?

1) What do you feel about reading creative nonfiction?
2) Are experiences very material in forming one’s life and understanding?
3) Will creative nonfiction help in these crises?

B. Establishing a purpose for the The second day shall continue with the Creative Nonfiction inquiring generally the
lesson. umbrella topic of nonfiction set as lesson: topic of Happiness and Fulfillment. These
general lessons shall be proceeded with techniques on how the discourse would flow
in the overall lesson.
C. Presenting examples/instances of This time, Choral Reading will be employed to harness students’ pronunciation
the new lesson. and comprehension skills.
D. Discussing new concepts and
practicing new skills. #1 Re-discussion of the debate.
E. Discussing new concepts and
practicing new skills. #2 Happiness of the people shall be the primary responsibility of the State.

Per gender groups, students will brainstorm upon the following happiness pursuits
followed by their class. 5 happiness pursuits from LGBT, Women, and Men.

F. Developing mastery (leads to Developing mastery shall be proceeded in the third day.
Formative Assessment 3).
G. Finding practical applications of GATHERING > INCUBATION > ANALYSIS
concepts and skills in daily living. > REFLECTION > SYNTHESIS

This is the learning process which will be utilized throughout the week in
learning Creative Nonfiction.

ANALYSIS

In Peru, Guatemala, the Philippines and Albania – developing countries suffering

from poverty and political instability – about one person in 100,000 commits
suicide each year. In rich and peaceful countries such as Switzerland, France, Japan
and New Zealand, twenty-five people per 100,000 take their own lives annually. In
1985 most South Koreans were poor, uneducated and tradition-bound, living under
an authoritarian dictatorship. Today South Korea is a leading economic power, its
 citizens are among the best educated in the world, and it enjoys a stable and
comparatively liberal democratic regime. Yet whereas in 1985 about nine South
Koreans per 100,000 killed themselves, today the annual rate of suicide has more
than tripled to thirty per 100,000.31

Explain the paradox of this phenomena within 10 sentences.

H. Making generalizations and Developing mastery shall be proceeded in the third day of this lesson.
abstractions about the lesson.

I. Evaluating learning. Evaluating learning shall be proceeded in the fourth day of this lesson.

J, Additional activities for

application or remediation
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?
School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area Creative Nonfiction

Date and Time November 11, 2019 Quarter THIRD QUARTER

1) To explain how creative nonfiction can be useful in understanding society, people,
I. OBJECTIVES and culture
2) To enforce student appreciation in reading with mastery
The learner understands the literary conventions that govern the different genres.
A. Content Standards (e.g., narrative convention of fiction, etc.)
The learner clearly and coherently uses a chosen element conventionally identified
B. Performance Standards with a genre for a written output
1. Identify dominant literary conventions of a particular genre
HUMSS_CNF11/12-Ia-1
2. Compare and contrast how the elements are used in the different genres
HUMSS_CNF11/12-Ia-2
C. Learning Competencies 3. Analyze and interpret the theme and techniques used in a particular text
HUMSS_CNF11/12-Ia-3
4. Create samples of the different literary elements based on one’s experience (e.g.
metaphor to describe an emotion)
HUMSS_CNF11/12-Ib-d-4
II. CONTENT
CREATIVE NONFICTION PRE-TEST

III. LEARNING RESOURCES

A. References
Test Materials
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or LESSON INTORDUCTION
presenting the new lesson.
B. Establishing a purpose for the In order to provide context upon Creative Nonfiction, students will be required to
lesson. undergo Pre-Test Examination.
C. Presenting examples/instances of
the new lesson.
D. Discussing new concepts and
practicing new skills. #1
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. Making generalizations and

abstractions about the lesson.

I. Evaluating learning.

J, Additional activities for

application or remediation
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?
School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area Creative Nonfiction

Date and Time November 12, 2019 Quarter THIRD QUARTER

1) To explain how creative nonfiction can be useful in understanding society, people,
I. OBJECTIVES and culture
2) To enforce student appreciation in reading with mastery
The learner understands the literary conventions that govern the different genres.
A. Content Standards (e.g., narrative convention of fiction, etc.)
The learner clearly and coherently uses a chosen element conventionally identified
B. Performance Standards with a genre for a written output
1. Identify dominant literary conventions of a particular genre
HUMSS_CNF11/12-Ia-1
2. Compare and contrast how the elements are used in the different genres
HUMSS_CNF11/12-Ia-2
C. Learning Competencies 3. Analyze and interpret the theme and techniques used in a particular text
HUMSS_CNF11/12-Ia-3
4. Create samples of the different literary elements based on one’s experience (e.g.
metaphor to describe an emotion)
HUMSS_CNF11/12-Ib-d-4
II. CONTENT
CREATIVE NONFICTION PRE-TEST FREQUENCY OF CORRECT

III. LEARNING RESOURCES

A. References
Test Materials
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the In order to provide context upon Creative Nonfiction, students will be required to
lesson. undergo Pre-Test Examination.
C. Presenting examples/instances of
the new lesson.
D. Discussing new concepts and
practicing new skills. #1
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. Making generalizations and

abstractions about the lesson.

I. Evaluating learning.

J, Additional activities for

application or remediation
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?