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Grade Level G12

Quarter Second
Lesson Plan: Writing News Teacher Melvin L. Viana
Learning Area / Time Creative Nonfiction Checked by: Principal II

I. OBJECTIVES Learning objectives: Annotations

By the end of the period, students should be able to:
Knowledge: differentiate between straight news and news feature;
Skills: map relationship between and among issues from various disciplines like law, religion, and politics;
Attitude: voice out logical and fair opinion on the issue of extra-judicial killings.
A. Content The learner understands the distinction between and among creative nonfiction types and forms.
B. Performance The learner competently delivers an artistic presentation summarizing and analyzing the form, theme
Standards and techniques of a chosen creative nonfictional text.
C. Learning 1. Explain the relationship of elements and ideas found in the various forms and types of creative
Competencies/ nonfictional texts through a close reading. (HUMSS_CNF11/12-IIa-15)
Objectives 2. Compare and contrast the different forms and types of creative nonfictional texts
(Learning Codes) (HUMSS_CNF11/12-IIa-16)

1. CONTENT Differentiating between news and news features.

A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning “The Fifth Man” at
Resources morillo-drug-war-payatas-quezon-city
3. PROCEDURES 1. Prayer
2. Attendance
A. Reviewing/Presentin Recap of previous lesson on writing memoirs.
g lesson
B. Establishing purpose Targets:
for the lesson 1. Analyze the ideas presented by the sample articles.
2. Identified the elements of a straight news and a news feature, respectively.
3. Differentiated the features and characteristics between straight news and news feature.
C. Presenting FISHBOWL:  The assigned reading
examples/Instances  Discuss content of pre-assigned readings with the class. (See Annexes for copy of reading texts.) texts are “Former QC
of the new lesson  Mechanics: cop in Payatas killing
 Each group must have a delegate inside the fishbowl at a given time. insists there was
 All members should be able to get inside the fishbowl, except for the assigned secretary shootout” from http://
whose task it is to summarize discussions coming from within the fishbowl. newsinfo. Inqui
 Guide questions for the fishbowl:
1. What specific incident do the articles tackle? former-qc-cop-in-
2. Who are the key players in the incident? payatas-killing-insists-
3. What larger social contexts form the backdrop of this incident, specifically from the point of there-was-
view of the following:
a. the Church
QW and “The Fifth Man”
b. the Law
from https://www.
c. the Medical Field
d. the Opposition? rappler. com/ news
4. In what ways can your PPG subject shed light regarding this issue? break/investigative/188

 These articles (and the

topic itself) allows for an
APPROACH to teaching
Creative Nonfiction in as
much they also touch
competencies from
other subjects such as
Philippine Politics and
Governance, i.e., “explain
the roles and powers of
the Philippine

D. Discussing new Processing the FISHBOWL:

concepts and  The assigned secretaries shall report their summaries of the Fishbowl discussion.
practicing new skills  Additional input may be elicited from the class after the secretaries’ summaries.
E. Discussing new HARKNESS: As teaching strategies, the
concepts and  General instruction: Harkness Circle and the Fishbowl
practicing new skills  Answer the guide questions first before developing your graphic organizer of choice. allow for REFLECTIVE
#2  Focus your attention on the form of both articles and evaluate them based on the following: APPROACH wherein students
o General Format (including length) are allowed to think about their
o Angles/Points of View own learning/understanding
o Language and Style about the topic.
o Length and Depth
o Elements Used in Composition, i.e., interviews, statistics, etc.
 Mechanics:
 The group secretary shall act as tracker for the Harkness Discussion Circle.
 All members of the group should note the discussion; the rapporteur shall be chosen
randomly before the presentation.
 Assigned Graphic Organizers
 Groups 1&2: Venn Diagram
 Groups 3&4: Similarities and Differences Matrix
 Groups 5&6: Fishbone Diagram – 1 for each article
 Groups 7&8: PMI (Plus-Minus-Interesting) Matrix
 Groups 9&10: Sampling/Set Diagram
F. Developing mastery
G. Finding practical
applications of
concepts and skills in
daily living
H. Making  Elicit generalizations from the class in terms of:
generalizations and a. Differences between a straight news and a news feature.
abstractions about b. This may be done individually using metacards or by group using the diagram below:
the lesson

I'm sure


I will...
I. Evaluating Learning CHECK UP: Write “hai” if the statement is true and “iie” if false.
1. Straight news offers a more multi-faceted view of an issue.
2. News features are usually longer than straight news.
3. A news feature merely offers the 4w’s and 1 h of a topic.
4. A more serious and rigorous work is required for writing news features than straight news.
5. Straight news are more objective in presenting facts.
J. Additional Activities
for application or
5. (Continuation or
transfer of teaching to
the next because of
various reasons like
re-teaching, lack of
time, or class
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
D. No. of learners who
continue to require
E. Which of my teaching
strategies worked
well? Why did these
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
with other teachers?

Prepared by:

Teacher III

Noted by:


Master Teacher I