Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DETAILED School Romblon National High School Grade Level & Quarter Grade 12
LESSON Teacher Joy B. Molino SHS Track Academic Track (HUMSS)
PLAN Inclusive February 11, 2022 Learning Area Creative Nonfiction
SENIOR HIGH SCHOOL Dates
Scheduled Topic Evaluating Other’s Draft
Time
At the end of the lesson, the students should be able to:

A.
I. OBJECTIVES B.
C.

A. Content Standard 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 / Evaluate other’s draft based on clarity of idea, appropriate choice of literary element, appropriate use of the element,
Objectives (Write the LC Code) and effective combination of the idea and the chosen literary element
C. CONTENT Evaluating other’s draft (Nonfictional Writing)
D. LEARNING RESOURCES Senior High School Creative Nonfiction Quarter 1 Module 5
A. References
1. Teacher’s Guide pages Senior High School Creative Nonfiction Quarter 1 Module 5 pp. 3-12
2. Learners’ Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources Portals
B. Other Learning Resources
E. PROCEDURES
A. Reviewing previous lesson or (Reminder for the teacher: always remind the students the safety/health protocols inside the classroom such as
presenting the new lesson wearing facemask and social distancing.)

Review: First, the teacher will recapitulate their lessons about the literary elements.
Second, the teacher will ask the students to recall their lessons about what nonfiction is and the different
types of nonfiction.
Third, the teacher will ask the students to define the different types of nonfiction.
B. Establishing a purpose for the Jumbled words
lesson
C. Presenting examples/ instances The teacher will reveal the correct answers on the screen. Afterwards, the teacher will explain the following sentences
of the new lesson that are being formulated/composed by their students.
D. Discussing new concepts and The teacher will welcome the concepts and ideas of her students by asking HOTS questions. The teacher will ask the
practicing new skills #1 students about why do they need to discuss the ideas presented on them, why do they have to evaluate a particular
literary piece and how can these ideas could help them in evaluating a particular literary piece. The students will also
be asked about why is it important for the reader to evaluate a particular literary piece. The teacher will consolidate all
the ideas of her students, give them rewards for their answers, ask for further questions for clarifications and add
some new concepts that will enrich students learning.
E. Discussing concepts and (Reminder for the teacher: Ask the students condition first if they are near sighted or far sighted.)
practicing new skills #2
The teacher will present an explainer video to deepen the understanding and appreciation of the students in
evaluating one’s draft. In the video, indicate the four important main points in evaluating a nonfictional text:
clarity of idea, appropriate choice of literary element, appropriate use of the element, and effective combination of the
idea and the chosen literary element.

The teacher will also teach the students the proper etiquette/values that an evaluator should possess in evaluating a
particular draft.

The teacher also will present examples of essays where the class could actually evaluate the nonfictional writings by
comparing and contrasting these. They will also provide their reasons as the class continues to evaluate these
nonfictional texts.
URL of the site where the video is being downloaded should also be given to the students. The URL/video
presentation will also be sent to the students as their reference.

Values Integration: Etiquette/values that an evaluator of a particular piece should have.

Integrated Subjects: History and Culture
F. Developing mastery (Reminder for the teacher: before this activity starts, the teacher should ask first if her students have mobile phones or
(Leads to Formative gadgets with them. If there are those who do not have, give an alternative means in order to accomplish the task. The
Assessment 3) teacher should also ensure, as much as possible, that her students can access the following mobile applications
(Messenger, WPS, MS Word, Gmail) in their mobile phones. Let the student choose to which among these
applications they are more comfortable).

Activity 1
Individual task: Writing My Own Draft

Each student will be assigned to write their own nonfictional text. Each of them also will be given their own genre of
nonfiction that they are going to write. They will write/type this in their cell phones. Afterwards, the teacher will group
 them in pairs. Through the use of the following applications (Messenger, WPS, MS Word, Gmail) they can exchange
their nonfictional text to one another in order to evaluate each other’s work.

Teaching Method Used: Blended Learning, Analyzing and Synthesizing Ideas.

Time duration: 15 Mins.
G. Finding practical applications of Activity 2
concepts and skills in daily The Writer and the Evaluator.
living
The teacher will give follow-up questions to the evaluators based on the work of their classmate. They should answer
the questions in a very nice but honest way. The students will be tasked to record their video of their constructive
feedbacks, corrections, suggestions, and comments to the work of their partner. These videos will be sent to the
teacher via messenger or Gmail or Google Classroom. Be creative in making the video. You can use graphics and
sound effects too. The video clip will only last for 2-3 mins only. The videos sent by the students will be sent to their
teacher and also to their respective partners too. Aside from video recording, they will also send their typed written
evaluation in a form of an Email or in the messenger.

Note: The values on how the evaluator evaluates his/her classmate should also be demonstrated based on the
construction of the comments and suggestions and/or on how he will deliver it via video recording or in a form of a
message. Moreover, the purpose of this activity is to develop the critical and creative thinking skills in evaluating a
particular literary piece.

Rubrics for evaluation:

Teaching Method Used: Blended Learning and Collaborative Learning, Analyzing and Synthesizing Ideas.

H. Making generalizations and Essay Writing

abstractions about the lesson Instructions:
The students will send an e-mail to their teacher about the lessons that they have learned from the discussion and
also the lessons that they have gained based on the comments and feedbacks of their classmates on their work. They
will write this output in an essay form in two paragraphs only. They shouldn’t forget to write in their emails their name,
grade level and section, the name of the subject and the name of their subject teacher.

I. Evaluating learning Submit the first evaluated draft and the final draft to the teacher via Gmail or with other means of online
submission:

Attached with the essay are the following:

1. Submit the written comments, feedbacks, and suggestions sent by the evaluator/classmate to his/her partner.
 2. The students will also submit the first draft of his/her output.
3. The student should also submit the revised/improved draft of their output after it was being evaluated by their
classmates.

This is for the teacher to compare the improvements that have made after the outputs have been evaluated. To
further, the teacher should clarify also the date of submission and the deadline of submission of the outputs.
J. Additional activities for
application or remediation

F. REMARKS

G. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation
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 it work?
F. What difficulties did I encounter
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
learners?
Prepared by:

Name: School:
JOY B. MOLINO ROMBLON NATIONAL HIGH SCHOOL
Position/
Division:
Designation: SST-T3 ROMBLON
Contact
Email address:
Number: 09612220163 [email protected]