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    Lesson Plan CNF

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    Redemption Caoile Guinto
    1. The girl had many thoughtful questions for the author about his writing process and stories, including how he gets his ideas, whether animals in his stories go to school, and if writing is easier on a computer. 2. She then shared details about her own writing, including her first two books about bears and her grandfather's fishing boat. 3. The author encouraged the girl by saying a book can be surprising and fun even if the plot is not fully planned out, and that listening to the characters is a good way to write.

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    Lesson Plan CNF

    Uploaded by

    Redemption Caoile Guinto
    142 views11 pages
    1. The girl had many thoughtful questions for the author about his writing process and stories, including how he gets his ideas, whether animals in his stories go to school, and if writing is easier on a computer. 2. She then shared details about her own writing, including her first two books about bears and her grandfather's fishing boat. 3. The author encouraged the girl by saying a book can be surprising and fun even if the plot is not fully planned out, and that listening to the characters is a good way to write.

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    1. The girl had many thoughtful questions for the author about his writing process and stories, including how he gets his ideas, whether animals in his stories go to school, and if writing is easier on a computer. 2. She then shared details about her own writing, including her first two books about bears and her grandfather's fishing boat. 3. The author encouraged the girl by saying a book can be surprising and fun even if the plot is not fully planned out, and that listening to the characters is a good way to write.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    142 views11 pages

    Lesson Plan CNF

    Uploaded by

    Redemption Caoile Guinto
    1. The girl had many thoughtful questions for the author about his writing process and stories, including how he gets his ideas, whether animals in his stories go to school, and if writing is easier on a computer. 2. She then shared details about her own writing, including her first two books about bears and her grandfather's fishing boat. 3. The author encouraged the girl by saying a book can be surprising and fun even if the plot is not fully planned out, and that listening to the characters is a good way to write.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 11

    LEARNERS' MATERIAL IN CREATIVE NONFICTION

    QUARTER 1 – B (PRINCIPLES, ELEMENTS, TECHNIQUES, AND


    DEVICES OF CREATIVE NONFICTION)

    Day 1

    Learning competency

    Do a close reading of creative nonfictional texts.

    Learning code

    HUMSS_CNF11/12-I-e-f-9

    Activity #1: Four pics one word

    a. You will play the game, four pics one word game with a twist.
    b. Your class will be grouped into five.
    c. Each group will choose a leader.
    d. The twist has something to do with the choice of the group to
    show more, no more.
    e. If it will be show more, every picture which will be added will be
    deducted in the total points of the item.
    f. The total points will be five. If one picture will be shown and the
    group provided the correct word, they will get five points.
    g. Groups will be called in sequence.
    h. The group who will get the highest score will be the winner.
    FOUR PICS ONE WORD
    1.
    2.

    3.

    4.

    5.
    Activity # 2: First Reading
    a. You will read another short nonfictional text, a sample memoir.

    Googleimage.com

     As a group, write in your manila paper the important words or details


    you have observed.
     Use a graphic organizer (concept map, chart)
     Write also the patterns and other repeated words you have observed
    in the text.
     The group will write questions specifically how and why questions
    about the short nonfictional text read.
     Your group will choose a representative who will present their work.

    Activity # 3: Second reading task


    b. You will receive a close reading worksheet.
    c. You will use the worksheet to understand the given text.
    d. Submit the copy of the nonfictional text with notes, annotated
    and highlighted parts.

    Activity #4: You can do it!

    Read the text and answer the questions.


    Excerpt from Tomorrow by Pamela Joy Go

    HEAL the world,


    Make if a better place
    For you and for me
    And the entire human race
    There are people dying,
    If you care enough for the living
    Make a better place
    For you and for me

    I could only stare at the third-grade pupils as they interpret this Michael
    Jackson classic for their presentation during the flag ceremony. They seem
    to be so full of life, so vibrant. Nothing in this world could seem to break
    the unbeatable character they have glowing brightly inside them.

    I sigh as my thoughts fall on the degrading society that we are having


    now. How long will these naive thoughts have the overwhelming spirit in
    them? How will they manage to smile?
    Look around you, human. What do you see? The pressing issues
    concerning the destruction of Mother Earth are too real…too hard to
    ignore.

    Questions:
    1. In doing the annotation of the text, what keywords have you
    chosen?
    2. Have you observed repeated words or phrases in the excerpt?
    3. How did the writer start the article? Is there a pattern as the writer
    expresses the content of the article?
    4. What could be the possible problem or topic of the excerpt?

    Assignment (Optional)

    Search an example of a creative nonfictional text in any genre.


    Bring the hard copy of the text. Underline the unfamiliar words in
    text.
    Write the definitions of the unfamiliar words. Annotate the printed
    text.
    LITERATURE - BASED LESSON PLAN IN CREATIVE NONFICTION
    QUARTER 1 – B (PRINCIPLES, ELEMENTS, TECHNIQUES, AND
    DEVICES OF CREATIVE NONFICTION)

    Day 2

    Learning competency

    Do a close reading of creative nonfictional texts.

    Learning code

    HUMSS_CNF11/12-I-e-f-9

    Activity # 1: It’s time to recap!

    a. You will express their choice (agree or disagree) by using a


    material. Smiley emoticon or sad emoticon.
    b. This activity will serve as a review on the steps in doing a close
    reading.
    c. The questions will focus on the proper steps and considerations
    in doing a close reading of a nonfictional text.
    d. You will explain your chosen emoticon.

    Unlocking of difficulties

    a. The students will describe the emotion shown in the given


    pictures. In every picture, a word will be associated to its
    meaning.
    The words are:
    Excruciating Coagulated
    Pulsated Inflicted
    Snugly Sheen
    Hypersensitiveness Exasperated

    Activity # 2: Read with expressions!


    a. The parts of the text will be read by group. There will be four
    groups.
    b. You must read the assigned parts creatively applying correct
    pronunciation and emotions.
    c. After every part, you will apply the steps in doing the close
    reading. Questions will be asked after the choral reading.
    Creative nonfictional text
    WINNING PIECE (Feature Writing) of the NSPC 1999

    Group 1

    Come to me, Mama. Come, touch me and feel my pain. Don’t be


    afraid now, Mama. You weren’t when you killed me.

    Here, touch this….can you feel it now, Mama? The excruciating pain
    that consumed my helpless body? You inflicted that, remember?

    Process questions:

     Who are the important persons in the first part of the story?
     What evidence can you cite to prove the emotion of the
    narrator?

    Group 2

    Look at my body, now a mass of rotting flesh and coagulated blood.


    The dregs of what was a tiny human body. A body that was soft with a tiny
    head matted with a sheen of baby hair. A tiny body with a tiny heart that
    pulsated in time with yours. These were my fingers and ohh!…here’s my
    thumb which I sucked while snugly tucked inside you.

    Process questions:

     What are the repeated words in this paragraph?


     How are you going to describe the sentences used by the
    writer?

    Group 3

    You see, I had long lashes like dad’s. My sensitive mouth was just
    like yours. And here are my ears which heard your quickening heartbeat
    when you’re afraid. I could have been a wonderful child if you’ve let me
    live. I could’ve been a baby boy. Just what Daddy wanted. A strong,
    healthy and bubbly bundle in your arms. My hypersensitiveness would
    have exasperated you.

    Process questions:

     How are you going to describe the relationship of the writer


    and the dad?
     What is the possible hidden story of the article?
    Group 4

    Daddy? Hmmmm…he could have coached me in playing softball. He’ll


    be the pitcher and I the batter. I could have grown into a writer. You would
    be proud of me ‘cause I’m gonna join contests.

    Mama, see I was alive but not anymore. So, please let baby brother
    live. He could also be as wonderful as me. His life wouldn’t be like mine. A
    life that never was.

    Process questions:
     What does the writer mean when he writes that she was
    alive but not anymore?
     How are you going to describe the ending of the article?
     What is the message of the article to the youth?

    Activity # 4: Interact with the text!

    a. You will receive a copy of the text and a close reading worksheet.
    b. The worksheet will be explained by the teacher.
    c. Students will do the second reading of the text.
    Shared reading will be done.
    d. The worksheet will be answered by creating a graphic organizer
    applying the guidelines in the worksheet.

    Activity #5: I am an independent reader!


    Read the text below and do a close a reading by answering the worksheet
    and questions.

    The Wonder of the Look on Her Face

    Essay by Brian Doyle

    I was in an old wooden church recently, way up in the North


    Country, and by chance I got to talking to a girl who told me she was
    almost nine years old. The way she said it, you could hear the opening
    capital letters on the words Almost and Nine.

    She had many questions for me. Did I know the end of my stories
    before I wrote them? Did my stories come to me in dreams? Her stories
    came to her in dreams. Did the talking crow in one of my books go to crow
    school? Where did crows have their schools? Did the crow’s friends talk,
    too? Did they have jokes that only crows know? Did I write with a
    typewriter like her grandfather? Did I use a computer? If you write on a
    computer, do the words have electricity in them? Is it too easy to write on
    a computer? Do you write better if you write slower?

    She wrote with a pencil. She was about to start writing her third
    book. Her first book was about bears, and her second book was about her
    grandfather’s fishing boat. Her grandfather still owned the boat even
    though he was too old to go fishing. He would go sit in the boat
    sometimes when it was at the dock, though. It took him a long time to get
    into and out of the boat, but he wouldn’t let anyone help him in and out of
    the boat because he was a Mule-Headed Man.

    He let a young man go fishing in the boat, though. The young man
    wanted to buy the boat, but her grandfather wouldn’t sell it no matter
    what. So the young man paid her grandfather in money and fish he caught
    when he used the boat. Her family ate an awful lot of fish sometimes. She
    thought her third book was going to be about a mink. She wasn’t sure yet.
    Could you write a book if you didn’t know what would happen in it? I said
    yes, you could. I said that, in fact, it seemed to me that the writing was a
    lot more fun if you were regularly surprised and startled and even stunned
    by what happened. I said that maybe one way to write a good book was to
    just show up ready to listen to the people and animals and trees in the
    book, and write down what they said and did.

    I said that I supposed you could know everything that was going to
    happen, and even draw yourself a map of what should happen, and then
    try hard to make that happen, but that didn’t seem as much fun as having
    a rough idea what might happen and then being startled quite often by
    what did happen. I said that I rather enjoyed that the people and animals
    in my books didn’t listen too much to what I thought should happen, hard
    as it was sometimes for me to watch.

    I said that I wasn’t saying one way was better than another way,
    and that probably you could write good books in all sorts of ways,
    certainly I was not particularly wise about how to write good books,
    because I only wrote one book at a time, and very slowly, too, and
    whatever I learned while writing one book seemed to be utterly lost the
    next time I wrote a book, because the books were as different as people
    or animals or trees are, and whatever you think you know about a person
    or an animal or a tree because it is a certain species or color or nativity is
    probably egregiously wrong, because assumptions are foolish, as far as I
    could tell.

    She said that one of her ambitions was to someday write a book
    with a really good pen, and I said that, by happy chance, I had a terrific
    pen on my person, in the shirt pocket where I always carry pens with
    which to start books if book-starting seems necessary, and that one thing
    authors should be with each other is generous with good pens.

    So I gave her my pen, observing that it might have a very good


    book in it, especially if the book was about minks, or otters, which are
    fascinating animals, as everyone knows. She accepted the pen gingerly,
    with great care, with a look on her face that I wish I could express in
    words. But even excellent words like astonishment and joy and gravity
    and awe and reverence do not quite catch the wonder of the look on her
    face.
    Questions:

    1. What are the key ideas in this text/story?


    2. Who was the most important character in the story?
    3. What does child’s conversation with the author reveal?
    4. What does the wonder on the look on her face mean?
    5. Who is narrating the story? How do we know?
    6. What message was the author trying to share?

    Assignment

    In your notebook, write a reflection paper about the importance of close


    reading in students’ life. Explain the contributions of this skill in being a
    good creative nonfictional writer.

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