Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

DETAILED LESSON PLAN IN CREATIVE NON-FICTION

School SULTAN NAGA DIMAPORO Grade Level XI
MEMORIAL INTEGRATED SCHOOL
(SNDMIS)
Teacher MOHAMMAD ABDO N. LUCMAN Learning Area CREATIVE
NONFICTION
Time & Date MARCH???, 2024 12:45PM Quarter Second Semester –
2nd Quarter

I. OBJECTIVES
A. Content The learner understands the definition between creative and the nonfictional
Standards elements of creative nonfictional text.
B. Performance The learner clearly and coherently uses multiple elements conventionally identified
Standards with a genre for a written output.
C. Learning HUMSS_CNF11/12-lb-d-5
Competencies Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary
conventions of genre following these pointers:
1. Choosing a topic
2. Formulating thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of genre
5. Ensuring that theme and technique are effectively developed
Instructional
Objectives
At the end of the lesson, students are expected to:
• describe fiction as literary genre;
• write a draft of a short fiction; and
• appreciate the beauty of writing by producing a draft of a piece.
II. CONTENT
A. Subject Matter Introduction to Writing and Revising Draft of a Short Fiction
B. Subjects Literature: Incorporate elements of literary analysis, such as plot
Integration structure, character development, setting, theme, and symbolism.

Creative Writing: Provide instruction on creative writing techniques,

including narrative voice, point of view, dialogue, and description.
HUMSS_CW/MP11/12c f-6
Identify the various elements, techniques, and literary devices in specific forms of
poetry

C. Values 3Rs (Rethink, Revise, Relearn)

Integration

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

III. LEARNING
RESOURCES

A. References
1. Teacher’s Creative Nonfiction Quarter 1 – Module 2
Guide Writing and Revising Draft of a Short Fiction
(Title and Page #:1-10
page
Number)
2. Learner’s Creative Nonfiction Quarter 1 – Module 2
Material (Title Writing and Revising Draft of a Short
and page Fiction Page #:1-10
Number)
3. Additional https://lrmds.deped.gov.ph/detail/22333
Materials from
LR Portal
4. Materials Pictures, writing paper, side decks
B. Other https://www.youtube.com/watch?v=EC6rDiUJVT8
Learning
Resources
IV. LEARNING Teacher’s Activity/ies Learner’s
PROCESS Expected
Response/s

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

A. Reviewing (2minutes)
previous lesson Teacher will assign students (with 3 members) to
or presenting give a review every day in a unique/creative way. (Students assigned
the new lesson will stand and
Who are assigned today for our review? present the
Excellent! Giving this kind of review is previous lesson.)
awesome. Previous lesson was being delivered
very well by Hafsah, Omaiyyah and Hayyjo.
Let us give a hand to our TV broadcasters for
today. Is the previous lesson clear to you now?
Yes, ma’am!
Indicator 5: Established safe and secure
learning environments to enhance learning
through the consistent implementation of
policies, guidelines and procedures.
Indicator 6: Maintained learning environments
that promote fairness, respect and care to
encourage learning.

Checking of Classroom
(The teacher checks the light and air ventilation
of the classroom by turning on the lights and
the ceiling fan.)

Checking of Attendance

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

(The teacher checks the attendance of the

learners by looking at the empty chairs. The
owner of the empty chair means absents.

Presenting of Classroom Rules

This morning, we will have another exciting

lesson to discuss. I want you to listen and keep
your eyes on teacher, okay? And remember my
rules so we will have a smooth and harmonious
interaction.

Respect each other regardless of their

beliefs, political views, etc.
Everyone is encouraged to participate in
class activities. Please raise your hand if
you have a question and wait for
recognition.
Cooperate with your group in group
activities.
I have already posted names on your
armchairs for our group activity. I
grouped you based on your gender to
ensure that everyone feels comfortable
and respected in their group, considering
various beliefs and cultural preferences.
Everyone must adhere to the safety
guidelines and practices in the school and in
the classroom. Do not use your cellphones
during class discussions; wait for my
instructions on when to use them.
As you can see, I have posted a tally sheet
on the board for your scores. This way,
you can monitor your progress from time
to time.
Be responsible with your trash; do not
throw it anywhere.
B. Establishing a (1minute)
purpose for Activity 1: QUICK SKETCHES
the lesson
Before we go on to our topic for today, let us
first have a bit of fun. I want you to get your
notebook or an intermediate paper. All you
have to do is to draw/sketch the words. You are
only given 10 seconds to draw/sketch the word.
Are you now ready? Yes, ma’am!

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

Words:
1. Chicken
2. Dream house
3. Garden
4. Yourself

Time is up!
Wow excellent drawing. It seems that you have
skill in drawing.

PRESTRUCTURAL QUESTION:
But what emotions do you experience when
drawing with a limited amount of time? When drawing
under a time
constraint, I often
feel a mix of
excitement and
pressure. The
limited time
pushes me to
work quickly and
make decisive
choices, but it
can also create a
sense of urgency
and stress.
Yes, maybe others got pressured, and others
cannot think properly but I am sure that if you
will be given enough time you will be able to
present an excellent drawing.
Am I right?

Yes, ma’am!

Same also in writing, if we will be given enough

time to write, for sure we can express more and
write better.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

C. Presenting (3minutes)
examples/ Activity 2: JUMBLED LETTERS
instances of
the new Arrange the jumbled letters below and write it in
lesson your notebook the correct answer.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

FTDAR

EVIRSE

What do you think are these words?

DRAFT
REVISE

Good job!
Yes, ma’am!
Do these words sound familiar?

PRESTRUCTURAL QUESTION:
Draft means a
What do you think ‘draft’ means?
form has been
started, but not
completed.
Very good! Darft/darfting or BEH-AL/BAAL in
Meranao is the stage of the writing process in
which you develop a complete first version of a
piece of writing.

PRESTRUCTURAL QUESTION:
How about revise? What does it mean? Do you
have an idea?

Revise is to look
over again in
order to correct
Great job! or improve.
These two words play an important role in
writing for us to come up a better version of our
write-ups. Drafting is when you write something
for the first time, like a rough version while
revising or SALINUN in Meranao is when you
go back to that draft to make it better by
changing, fixing, or adding things.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

Our lesson today has something to do with

writing because we will be learning on one of
the literary genres which is fiction. So, are you Yes, ma’am!
ready?

Indicator 4:
Displayed proficient use of Mother Tongue, Filipino
and English to facilitate teaching and learning.

Everyone, please read our learning objectives

for today.

At the end of the lesson, students are expected

to:
• describe fiction as literary genre;
• write a draft of a short fiction; and
• appreciate the beauty of writing by
producing a draft of a piece.

Very good everyone!

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

D. Discussing (7minutes)
new
concepts My Brother’s Peculiar
and Chicken by Alejandro R.
practicing Roces
new
skills #1 Summary:

The story is a funny story about two

brothers, Kiko and the narrator, arguing over
whether their strange chicken is a boy or a girl.
The chicken is unusual because it looks like
both, confusing them. Kiko thinks it's a boy,
while the narrator thinks it's a girl. They ask
different people, like their parents and a
chicken expert, but nobody can say for sure.
So, they decide to let the chicken fight another
rooster to settle the debate. Surprisingly, their
chicken wins, proving it's a rooster. Later, it
lays an egg, showing it's actually a girl. The
story teaches us about how we can
misunderstand things and how funny life can
be.

(Note: The whole story of My Brother’s Peculiar

Chicken was given already a day before the
demonstration)

Activity 3: COMPREHENSION CHECK

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

Label the drawing below. The first one is done

for you.

-- Setting – early in the

morning; village

• Characters –
Kiko, Alejandro,
Mother, Father,
Chief of the village
-- ______________ -- ____________ and Mr. Eduardo
Cruz

• Conflict –
The conflict of the
-- ____________ -- _______________ story is about the
gender of the
peculiar chicken.
The chicken is
peculiar because it
has both the parts
of a rooster and the
parts of a hen.
Thus, the main
characters do not
know whether the
chicken is a hen or
a rooster.

-- ____________ -- _______________ • Theme –

Things are not
Indicator 2: always as they
Used a range of teaching strategies that enhance seem; the first
learner achievement in literacy skills. appearance
Indicator 1: deceives many.
You can’t always
expect others to
agree with you,

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

because they also

have their own
views.

Applied a knowledge of content within and across

curriculum teaching areas.

E. Discussing new (7minutes)

concepts and
practicing new Did you enjoy the activity?
skills #2 Great! Yes, ma’am!

The story above is an example of fiction.

How do you describe fiction? In fiction, your
imagination drive
is completely a
product of your
literary mind.

Creative nonfiction, real life engages with your

literary mind.

Nonfiction, writing that is based on facts, real

events, and real people.

In writing, the literary elements should be

observed. These are the setting, characters,
plot, point of view, and theme. We have already
learned this in our previous lessons, especially
in our creative writing class.

Do you think you can write something by Perhaps, ma’am!

observing on what is existing in your
community?

Yes, you can! But writing cannot be learned at

the click of your fingers. You need to learn and
practice it. In learning and practicing writing
stories or articles, it's important to start by
constructing simple sentences.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

F. Developing (3 minutes)
mastery Activity 4: CONNECT ME

Let's construct a sentence of 8 words together.

Each member of the group will contribute one
word to form

an 8-word sentence challenge. The group

having a correct sentence and finish with the
shortest time will get the highest points.
Okay?
Yes, ma’am!
Ready na?

Indicator 2:
Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

G. Finding (10 minutes)

practical Activity 5: MY END
applications This time, let's try drafting stories into a
of concept paragraph. This activity is called My End. If you
and skills in will be given a chance to revise the ending of
daily living the story titled: My brother’s peculiar chicken
using figurative language that you’ve learned in
our creative writing class, how will you end the
story and why?
Alright! Lets start.

Time is up!
Wow! I am amazed by your creativity in writing.

MULTISTRUCTURAL
But what technique can we use to ensure the
quality of our written work? (student’s answers
may vary)
Don’t be afraid
to relearn and
listen to
corrections and
suggestions from
experts. Don’t
get tired of
revising your
work, as
rewriting will
lead you to
Very good! better writing.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

RELATIONAL STRUCTURE
But in real life, can we still rewrite for us to
become better individuals? Yes, in real life,
we can indeed
rewrite aspects
of ourselves or
our behaviors to
become better
individuals. Just in
writing,
continuous
reflection,
learning, and
improvement are
key to personal
Excellent! growth and
development.

Indicator 1:
Applied a knowledge of content within and across
curriculum teaching areas.
Indicator 2:
Used a range of teaching strategies that enhance
learner achievement in literacy skills.
Indicator 3:
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other
higher-order thinking skills.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

H. Making (3minutes)
generalizati Activity 5: KEEP/GIVE THE BOX
on and There are questions inside the box that sum up
abstractions the lesson. For every correct answer, the group
about the has the chance to either keep or give away
lesson what’s inside the box.

Questions inside the box:

1. It is the stage of the writing process in
which you develop a complete first
version of a piece of writing.
2. What is creative nonfiction?
3. How fiction differs to creative nonfiction?
4. When you go back to that draft to make
it better by changing, fixing, or adding
things.

Indicator 2:
Used a range of teaching strategies that enhance
learner achievement in literacy skills.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

I. Evaluating (5minutes)
learning
Below are words or group of words taken from
the story. Classify the word/s into its literary
elements of fiction. Copy the table and write
only the letter of your answer. Letter a is done
for you.

A. My brother Kiko once…

B. early one morning
C. Kiko and I
D. My brother claimed it was a rooster. I
claimed it was a hen. We almost got whipped
because we argued too much.
E. The story was about the weird chicken
which Kiko and his brother found. They
couldn’t tell whether it is a hen or a rooster. ...
So instead, they decide to bring it into the
cockpit and make it fight to a rooster. But
during the fight there is a turn of events, things
gone different for what they have expected.
F. It says that we must not judge anything by
its outer covering. Even though someone is not
totally looking good, it doesn’t 3ecessarily mean
that it is bad. Like in meeting people, we don’t
have to choose the beautiful or the handsome
one.
G. First Person point of view – Kiko the
owner of peculiar chicken and the smart guy
who had many ideas how he can prove to his
brother that it was a rooster. Second Person
point of view – Youngest Brother of Kiko the
one who said that the chicken was a hen. He is
the one narrated the story.

Characters A
Setting
Plot
Conflict
Point of view
theme

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

Indicator 1:
Applied a knowledge of content within and across
curriculum teaching areas.

J. Additional Process students’ answers.

activities for
application or Tomorrow is going to be an exciting day
remediation because we will be learning about the steps in
writing fiction.
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment

B. No. of learners
who require
additional
activities for
remediation

C. Did the
remedial
lesson 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
works?

F. What
difficulties did
I encounter

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
used /
discover which
I wish to share
with other
teachers?

Prepared by:

JEANY B. RAVAGO
English teacher

Checked and Observed by:

INDIRA P. ABDUL
Secondary School Principal 1

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

Ending of Fictional Story

Rubric
Needs
Improvement
Criteria Excellent (4) Good (3) Fair (2) (1)
The ending
effectively
resolves the main
conflict or plot The ending resolves The ending attempts
threads in a the main conflict or to resolve the The ending fails to
satisfying and plot threads, though conflict or plot resolve the main
logical manner. It some elements may threads, but may do conflict or plot
provides closure feel rushed or so in a predictable or threads, leaving the
Resolution while leaving underdeveloped. unsatisfying way. reader with
of room for reflection Closure is provided, Some loose ends unanswered
Conflict or or further but may lack depth may remain questions or a sense
Plot exploration. or nuance. unresolved. of dissatisfaction.

The ending shows

meaningful
growth or change
in the main
characters, The ending provides The ending
reflecting their some resolution to addresses the The ending fails to
journey the character arcs, character arcs to address the
throughout the though it may lack some extent, but character arcs or
story. Their depth or clarity in character growth portray meaningful
actions and portraying character may be minimal or growth in the main
Character decisions are growth. Changes in superficial. Changes characters.
Arcs and consistent with characters may feel in characters may Characters may
Developmen their abrupt or feel forced or remain stagnant or
t development. inconsistent. unrealistic. undeveloped.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

The ending evokes

strong emotional
responses from The ending elicits The ending attempts
the reader, emotional responses to evoke emotional The ending fails to
eliciting feelings of from the reader, responses, but may evoke emotional
satisfaction, though they may be do so in a forced or responses or
catharsis, or somewhat muted or contrived manner. provide closure for
resonance. It inconsistent. It Emotional impact the reader. It may
effectively provides closure, but may feel emotionally flat
concludes the may not fully be lacking or or disconnected
Emotional story's emotional resonate with the overshadowed by from the rest of the
Resonance journey. reader. other elements. story.

The ending The ending fits The ending feels The ending feels
seamlessly reasonably well with somewhat disjointed or abrupt,
integrates with the rest of the story, disconnected from lacking integration
the though there may be the rest of the story, with the rest of the
Narrative rest of the story, some minor with noticeable gaps story. It may
Cohesion maintaining inconsistencies or or inconsistencies in introduce new
and narrative cohesion discontinuities. It narrative flow. It may elements or resolve
Continuity and continuity. It may require significant conflicts in a

Needs
Improvement
Criteria Excellent (4) Good (3) Fair (2) (1)
feels organic and require some suspension of contrived or illogical
inevitable, suspension of disbelief from the manner.
following logically disbelief from the reader.
from earlier reader.
events.

The ending
demonstrates
creativity and The ending shows
originality, some degree of
offering a creativity and
unique or originality, offering a The ending lacks The ending is
unexpected resolution that is significant creativity derivative and lacks
resolution to the somewhat unique or or originality, originality, closely
story. It surprises unexpected. It may following predictable following
the reader while rely on familiar or clichéd narrative established
Creativity remaining true to tropes or patterns. It may feel conventions without
and the narrative's conventions to some derivative or adding new insights
Originality themes and tone. extent. uninspired. or perspectives.

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 Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF LANAO DEL NORTE

The ending leaves The ending fails to

a lasting impact provide a
on the reader, satisfactory
providing a The ending is conclusion to the
memorable enjoyable and story, leaving the
conclusion to the satisfying, providing The ending is reader with
story. It resonates a fitting conclusion somewhat satisfying, unanswered
emotionally and to the story. It may but it may feel questions or
intellectually, leave a positive rushed or unresolved conflicts.
leaving the reader impression on the underdeveloped. It It may leave a
satisfied and reader, though it may leave the reader negative impression
Overall fulfilled. may not be with mixed feelings or detract from the
Impact and particularly or a sense of overall enjoyment of
Enjoyment memorable. incompleteness. the story.
Prepared by:

JEANY B. RAVAGO
English teacher

Checked and Observed by:

INDIRA P. ABDUL
Secondary School Principal 1

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