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Republic of the Philippines

DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Instructional Planning (I Plan)

(With inclusion of the provisions of D.O. No.8, s. 2015 and D.O. 42, S. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: ENGLISH Grade Level: Quarter: Duration:

(Creative Nonfiction) 11 1 2 hours
Learning Revise the draft of a short piece using any of the literary Code/s:
HUMSS_CNF11
Competency/ies: conventions of a genre (e.g. plot for narrative piece). /12-Ib-d-7
Key Concepts/
Understanding Revising the draft of a short piece.
to be Developed:
Knowledge Differentiate revising from editing
Skills Revise the poem
1. LEARNING
Display patience and determination in accomplishing the given
OBJECTIVES Attitudes
task.
Values Perform a task in harmony with others
2. CONTENT Introduction to Literary Genres
3. LEARNING
Sample poem taken from https://bit.ly/2VY5lbm,
RESOURCES
4. PROCEDURES
4.1 Introductory Activity Recapitulation of the topic about pointers in editing literary conventions
(5 min.) of a genre (poem).
 Groupings
4.2 Activity (10 min.)  Presentation of 2 poems ( edited and revised )
 Comparison of the 2 poems.
Interactive Discussion
 What are the differences between editing and revising?
4.3 Analysis (10 min.)
 What is revising?
 What are the steps in revising a poem?
Revising means getting the content right.
Editing means making each sentence flow and choosing the right
words.
Steps in revising a literary piece:
4.4 Abstraction (8 min.) 1. Find your focus.
2. Create content flow.
3. Add substance.
4. Line by line editing.
5. Proofreading
Actual Revision of the Output (see attached rubrics)
4.5 Application (12 min.)
 The student will revise their output from yesterday.
Written Examination: (1/4 sheet of paper)
4.6 Assessment (10 min.) 1. What are the steps in revising a poem?
2. Differentiate editing from revising.

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

4.7 Assignment (2 min)

Preparing for the New Research about the Elements of creative nonfiction.
Lesson
4.8 Concluding Activity
“There is nothing constant in this brief life, everything change.”
(3 min)
Indicate below special cases including but not limited to continuation of lesson plan to
the following day in case of re-teaching or lack of time, transfer of lesson to the
following day, in cases of classes suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s
progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when
6. REFLECTIONS you meet them, you can ask them relevant questions. Indicate below whichever is/are
appropriate.

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 learning
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 with other teachers?

Prepared by:

Name: JOSEPHINE T. ILAGA School: ANDA HIGH SCHOOL

JESSA MYN T. BAHAN CANDIJAY NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: BOHOL
Contact Number: 09481036383 Email address: Josephine.ilaga89@gmail.com,
09276792504 jessamyn.bahan@gmail.com

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

ATTACHMENTS:

Poem

Revised Edited

Power On Power On

When I turn on my colored tv When i turn on my color tv

Black and white is all I see Black & white is all I see
There is sometimes brown I’m told There is sometimes brown i’m told
But come on, colored tv, show me some gold But come on, colored tv, show me some gold

Sure, yellows’ in the color bars Sure, yellows’ in the color bars
When the signals on the air When the signals on the air
But who’s watching then But whose watching then
Does anyone really care? Does anyone really care!

That’s when everyone’s asleep That’s when everyone’s asleep

And so I’ll also let out a sigh And so i’ll also let out a sigh
But not because I’m sleepy But not because i’m sleepy
I’m just tired of my tv i’m just tired of my TV
Being yellow color blind. Being yellow color blind.

Steps in revising a literary piece:

1. Find your focus.

 Guide questions:
o What action do I expect a reader to take?
o What’s the most compelling reason why my reader would take this action?
o Why does this article matter to me?
o What do I find most fascinating n this piece of content?
2. Create content flow.
 Guide questions:
o Do the key thoughts follow each other logically?
o Have you included literary elements that would enhance the aesthetic of the
poem/story?
o Are any important ideas missing?
3. Add substance.
4. Line by line editing.
 Guidelines:
o Chop down long lines into short lines.
o Improve word choice to communicate your message with more precision.
o Make your lines concise and clear.
o Read your content aloud to create pleasurable rhythm.
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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

5. Proofreading
 Guidelines:
o Use a spell checker.
o Proof read on paper as you are less likely to skim the text.
o Focus on common mistakes (their vs they’re, your vs you’re etc.)

Rubrics:

CRITERIA Excellent Average Poor

5-4 pts. 3-2 pts. 1-0 pts.
The poem goes The poem somewhat
perfectly together. goes together but needs The poem does not go
Cohesiveness There is unity between more cohesiveness. The together. The poem’s
lines and stanzas, poem’s lines and lines and stanzas sway
which connect the stanzas sometimes from the topic.
topic. sway from the topic.
The poem uses 3 or The poem uses 1 or 2
Use of poetic
more poetic elements to poetic elements but The poem uses no
elements enhance the poem and they sometimes distract poetic elements.
the reader’s emotions. the reader.
The poem sometimes
uses rhythm but may
The poem uses rhythm The poem does not
Rhythm waver in a way that
throughout, which have any noticeable
distracts the reader and
benefits the poetic tone. rhythm.
negatively affects the
tone.
The poem uses 3 or The poem uses 1 or 2
more unique metaphors unique metaphors and The poem does not use
Creativity and similes to describe similes to describe unique metaphors and
situations, objects and situations, objects and similes.
people. people.