Learning resource-package-in-creative-nonfiction

Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ROXAS CITY
Prepared by:
JAY C. BLANCAFLOR
SHS Teacher II
Bago National High School
Learning Resource Package
CREATIVE NONFICTION

LEARNING RESOURCES MANAGEMENT SECTION (LRMS)
Copyright 2020
Section 9 of Presidential Decree No. 49 provides:
“No copyright shall subsist in any work of the Government of the Republic of the Philippines.
However, prior approval of the government agency of office wherein the work is created shall
be necessary for exploitation of such work for profit.”
This material has been developed through the Curriculum Implementation Division (CID) of the
Schools Division of Roxas City. It can be reproduced for educational purposes and the source must
be clearly acknowledged. The material may be modified for the purpose of translation into another
language but the original work must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from any part of this material
for commercial purposes and profit
LEARNING RESEOURCE PACKAGE IN CREATIVE NONFICTION
Writer
JAY C. BLANCAFLOR
TEACHER II | BAGO NHS
Cataloguers
LOURDES ELEANOR M. MIRANDA JACKIELYN S. CABANGAL, RL
Project Development Officer II Librarian II
Division Quality Assurance Team Members
EVELYN B. CERCADO, PhD
Education Program Supervisor (English)
JOCELYN D. SUNSONA, PhD EVA B. FABRAQUEL, EdD
Public Schools District Supervisor Public Schools District Supervisor
Recommended for the Use of the Schools Division
MARVIC S. MARTIREZ, PhD FERDINAND S. SY, PhD, CESO VI
Chief-Curriculum Implementation Division Assistant Schools Division Superintendent
Approved for the Use of the Schools Division
FELICIANO C. BUENAFE JR, CESO VI
Assistant Schools Division Superintendent
Officer In-Charge
Office of the Schools Division Superintendent

I. OBJECTIVES At the end of the lesson, students must be able to:
1. Analyze the situation of the sample reading text.
2. Devise a concept map discussing the certain elements found
in the text.
3. Write a mini critique based on the text.
A. Content Standards The learner understands that mastery of the basic forms, types,
techniques and devices of creative nonfiction enables him/her to
effectively critique and write creative nonfiction.
B. Performance Standards The learner writes a clear and coherent critique and an interesting
and engaging creative nonfiction.
C. Learning Competencies /
Objectives
Write a mini critique of a peer’s work based on coherence and
organization of paragraph, development of literary elements, use
of factual information, and other qualities concerning form and
content (HUMSS_CN11/12-Iid-e-18)
II. CONTENT Writing Mini Critique
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages NONE
2. Learner’s Materials pages NONE
3. Textbook pages NONE
4. Additional Materials from
Learning Resource (LR) portal
NONE
B. Other Learning Resources WRITING A MINI CRITIQUE
https://www.scribd.com/presentation/346362398/Writing-a-Mini-
Critique
Caught in the Forest Fire by John Iremil Teodoro
IV. PROCEDURES These steps should be done across the week. Spread out the
activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning
GRADE
S 1 to
12
DAILY LESSON
LOG
School BAGO NATIONAL HIGH SCHOOL Grade
Level
12
Teacher JAY C. BLANCAFLOR Learning
Area
CREATIVE
NONFICTION
Teaching Dates and
Time
Quarter FOURTH

systematically by providing students with multiple ways to learn
new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
Daily Routine (Prayer, Roll Call)
Recall / Drill: The teacher will conduct a simple review of the
previous lesson
Ask: What are the different types and forms of creative non-
fiction?
B. Establishing a purpose for the
lesson
GOTTA WATCH THEM ALL: The teacher will present a video
showing the history of the early civilization. Afterwards, the
teacher will ask the following questions to the students.
1. What do you think the video is all about?
2. Do the persons in the video express a good amount of
emotion? If so, then why?
3. What element is found in the video that moves your emotion?
Early Civilizations
https://www.youtube.com/watch?v=9GQdh2eGP-Y
C. Presenting examples/
instances of the new lesson
Reading Activity: The teacher will be distribute the copy of the
selection “Caught in the forest fire.” Students will be read the text
for 10 minutes.
Text:
Caughtintheforestfire
John Iremil Teodoro
RIZAL, Palawan – While walking along a forest trail sometime in March, we heard what
seemed like a staccato of gunfire from a nearby mountain. We though there was a gun
battle, an unusual occurrence in this usually peaceful province, but the tribal leader who
served as our guide told us the sound came from burning bamboo stands. The forest was
on fire, and we were right in the middle of the blaze. My companion and I were trekking
towards sitio Imbo in barangay Canipaan, homeland of many Pala’wan indigenous people.
It takes an hour’s walk from the barangay proper to reach the village. We were there to
interview the local community for a brochure on land tenure options that we were
commissioned to write. Edong Tuwahan, our guide is a panglima or tribal leader of the
village.
Two days earlier, his house was among the dwellings burned to the ground. The forest fire
had been going on for days, but he did not seem very worried about it. He had this it’s-one-
of-those-things attitude, like this was something that happened every so often and they
had learned to live with it. While we were going up, we passed forested areas where both
sides of the trail had been razed to the ground.
Think piles of ask lay on what was once the forest floor, along with the tree branches that
were black and soot. We wondered what happened to the wildlife in these forests–the
monitor lizards, monkeys, cockatoos, peacock pheasants, mynah, and others. When we
reached the village, Tuwahan pointed out his burned hut. Only a few blackened posts
remained, and his family was staying with his two married children whose houses were
spared because they had remove the roofs of their houses, since these are the first to
catch fire.
The villagers told us that the sitio is named after a river, which has dried up due to the long
dry season. We passed by that river on our way to their village and only leaves could be
seen on the riverbed these days. When we asked them what started the fire, they said a
Cebuano migrant engaged in slash-and-burn farming caused the forest fire.
This Cebuano bought that parcel of land from their fellow Pala’wan for only one carabao
and one plow a hectare.
They said it will be a very big help to them if the municipal government of Rizal could help
survey their land. It appears that the inaccuracy of the boundaries of their properties
caused tension among members of the tribe. On our way down, we were gripped with fear

when we say flames eating up the trees beside the trail. The forest fire was spreading fast,
considering that we stayed at the panglima’s house for only an hour. My companion and I
started to run when we felt the heat on our arms and inhaled smoke. When we looked back
however, we saw the tribal leader and his children walking slowly, totally unperturbed by
the forest fire. Instead of getting panicked, we decided to take pictures instead and walk at
a normal pace.That night, the fire is what was once a lush forest kept coming back to my
mind as I lay in bed. More than anything else, I couldn’t stop thinking about what the tribal
leader said: the forest fire would bring hunger to my tribe again.
(This essay was published in Bandillo ng Palawan Magazine, March 1998 issue.)
The teacher will ask the following questions.
1. What did you feel while reading the text?
2. What did you feel after reading the text?
3. What was the main purpose of the author in writing the text?
D. Discussing new concepts and
practicing new skills #1
The teacher will discuss the following in a Powerpoint
Presentation.
Writing a Mini Critique
 an essay or article that gives a critical evaluation
 a serious examination and judgment of something
Writing Critiques
 Writing a critique involves more than pointing out
mistakes. It involves conducting a systematic analysis of a
scholarly article or book and then writing a fair and
reasonable description of its strengths and weaknesses.
Types of critiques
 Article or book review assignment in an academic class
 Text: Article or book that has already been published
 Audience: Professors
 Purpose:
 to demonstrate your skills for close reading and
analysis
 to show that you understand key concepts in your
field
 to learn how to review a manuscript for your future
professional work
 Published book review
 Text: Book that has already been published
 Audience: Disciplinary colleagues
 Purpose:
 to describe the book’s contents
 to summarize the book’s strengths and
weaknesses
 to provide a reliable recommendation to read (or
not read) the book
 Manuscript review
 Text: Manuscript that has been submitted but has
not been published yet
 Audience: Journal editor and manuscript authors
 Purpose:
 to provide the editor with an evaluation of the
manuscript
 to recommend to the editor that the article be
published, revised, or rejected
 to provide the authors with constructive feedback
and reasonable suggestions for revision
Step One: Decide on your areas of research:

 Before you begin to search for articles or books, decide
beforehand what areas you are going to research. Make
sure that you only get articles and books in those areas,
even if you come across fascinating books in other areas.
A literature review you are currently working on, for
example, explore barriers to higher education for
undocumented students.
Step Two: Search for the literature:
 Conduct a comprehensive bibliographic search of books
and articles in your area. Read the abstracts online and
download and/or print those articles that pertain to your
area of research. Find books in the library that are relevant
and check them out. Set a specific time frame for how long
you will search. It should not take more than two or three
dedicated sessions.
Step Three: Find relevant excerpts in your books and
articles:
1. Skim the contents of each book and article and
look specifically for these five things:
a. Claims, conclusions, and findings about
the constructs you are investigating
b. Definitions of terms
c. Calls for follow-up studies relevant to your
project
d. Gaps you notice in the literature
e. Disagreement about the constructs you are
investigating
2. When you find any of these five things, type the
relevant excerpt directly into a Word document.
Don’t summarize, as summarizing takes longer
than simply typing the excerpt. Make sure to take
note the name of the author and the page number
following each excerpt. Do this for each article and
book that you have in your stack of literature.
When you are done, print out your excerpts.
Step Four: Code the literature
 Get out a pair of scissors and cut each excerpt out. Now,
sort the pieces of paper into similar topics. Figure out what
the main themes are. Place each excerpt into a themed
pile. Make sure each note goes into a pile. If there are
excerpts that you can’t figure out where they belong,
separate those and go over them again at the end to see if
you need new categories. When you finish, place each
stack of notes into an envelope labeled with the name of
the theme.
Step Five: Create Your Conceptual Schema:
 Type, in large font, the name of each of your coded
themes. Print this out, and cut the titles into individual slips
of paper. Take the slips of paper to a table or large
workspace and figure out the best way to organize them.
Are there ideas that go together or that are in dialogue
with each other? Are there ideas that contradict each
other? Move around the slips of paper until you come up
with a way of organizing the codes that makes sense.
Write the conceptual schema down before you forget or

someone cleans up your slips of paper.
Step Six: Begin to Write Your Literature Review:
 Choose any section of your conceptual schema to begin
with. You can begin anywhere, because you already know
the order. Find the envelope with the excerpts in them and
lay them on the table in front of you. Figure out a mini-
conceptual schema based on that theme by grouping
together those excerpts that say the same thing. Use that
mini-conceptual schema to write up your literature review
based on the excerpts that you have in front of you. Don’t
forget to include the citations as you write, so as not to
lose track of who said what. Repeat this for each section
of your literature review.
E. Discussing new concepts and
practicing new skills #2
Cubing: The students will be divided into three (3) groups. They
will be given news clipping of the current events. They will read
the news and analyze it.
1. Describe it: What is the situation in the news all about?
2. Compare it: Compare a situation something like in your locality.
3. Associate it: What do you associate the news with?
4. Analyze it: What are the implications of the news?
5. Apply it: How can you relate the news with your day-to-day life?
6. Argue for or argue against: Present an argue for or against the
news.
The teacher will then process students’ answers.
F. Developing mastery
(Leads to Formative
Assessment 3)
Using the same group and news clippings, the teacher will be
distributing the activity sheets. They will be given ten (10) minutes
to prepare and after which each group will present their work.
Activity Sheet 1
Rap the Gift!
Write a 3-stanza rap based on the observations you
have in your news clippings.
Activity Sheet 2
Color your World
Draw a poster based on the observations you
Activity Sheet 3
Act Now!
Create a 2-minute role play based on the observations you
The teacher will process students’ presentation.
G. Finding practical applications
of concepts and skills in daily
living
Ask: As a student, what are the things should you write about on
the increasing number of cases of bullying?

H. Making generalizations and
abstractions about the lesson
The teacher will ask the following question:
1. How do we analyze and write a critique on a certain text?
I. Evaluating learning Read the Local History of Capiz and make a critique based on the
text.
Capiz became the second Spanish settlement after Cebu when Captain Diego de
Artienda, sent by Legaspi landed in the town of Pan-ay and proclaimed it the capital
of the province. The capital was then moved to the present location of Roxas City.
Folk history recorded in the Maragtas by Pedro Monteclaro says ten Bornean datus
landed at a site now known as San Joaquin town in Iloilo province. They purchased
Panay Island from the Aeta, cultivated the land, and renamed the island Madya-as.
They divided it into three communities: Irong-irong, Akean (which includes the Capiz
area), and Hamtik.
It is said that in Capiz in 1570, the Datu Bankaya’s wife of the Aklan district gave birth
to twin daughters. Twin is "Kapid" in the local dialect, so the Spaniards adopted the
name Capiz (Kapid) as inadvertently miscommunicated to them by the natives.
Capiz, which was part of Aklan in pre-Spanish times, was one of the early settlements
of the Malays, centuries before the coming of the Spaniards to the Philippines. It was
part of the Confederation of Madjaas, formed after the purchase of Panay by the
Bornean datus from the Negrito king named Marikudo.
When the Spaniards led by Miguel López de Legazpi came to Panay from Cebu in
1569, they found people with tattoos, and so they called it Isla de los Pintados. How
the island itself came to be called Panay is uncertain. The Aeta called it Aninipay,
after a plant that abounded in the island. Legend has it that López de Legazpi and his
men, in search of food, exclaimed upon the island, pan hay en esta isla!. So they
established their first settlement in the island at the mouth of the Banica River in
Capiz and called it Pan-ay. This was the second Spanish settlement in the
Philippines, the first being San Miguel, Cebu.
In the same year of 1569 Captain ('Capitan') Diego de Artieda who was sent by
Legaspi landed in the Town of Panay and proclaimed it as the capital of the province.
Later, they moved the Capital to its present site upon discovering the town of Capiz
(not the province, and now Roxas City) which was near the sea and provided docking
facilities.
In the same year of 1569 Captain ('Capitan') Diego de Artieda who was sent by
Legaspi landed in the Town of Panay and proclaimed it as the capital of the province.
Later, they moved the Capital to its present site upon discovering the town of Capiz
(not the province, and now Roxas City) which was near the sea and provided docking
facilities.
In 1942, the region was occupied by the Japanese troops. In 1945, the region was
liberated by the joint Filipino and American troops with Filipino guerrillas from the defeated
Japanese Imperial forces during Second World War.
Capiz and Aklan were united under one province until April 25, 1956, when President
Ramon Magsaysay signed into law Republic Act 1414 separating the two entities.
(Source: https://capiz.gov.ph)
The critique will be graded based on the following criteria:
Details - 3 pts
Organization - 3 pts
Conventions - 2 pts
Word Choice - 2 pts
Total 10 pts
J. Additional activities for
application or remediation
Read a science article and make a 3-paragraph critique based on
the text. The text will be graded based on the following criteria:
Details - 3 pts
Organization - 3 pts
Conventions - 2 pts
Word Choice - 2 pts
Total 10 pts

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think
about your students’ 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 you
meet them, you can ask them relevant questions.
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 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 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?

Reading Text:
Caught intheforest fire
John Iremil Teodoro
RIZAL, Palawan – While walking along a forest trail sometime in March, we heard what
seemed like a staccato of gunfire from a nearby mountain. We though there was a gun
battle, an unusual occurrence in this usually peaceful province, but the tribal leader who
served as our guide told us the sound came from burning bamboo stands. The forest was on
fire, and we were right in the middle of the blaze. My companion and I were trekking towards
sitio Imbo in barangay Canipaan, homeland of many Pala’wan indigenous people. It takes an
hour’s walk from the barangay proper to reach the village. We were there to interview the
local community for a brochure on land tenure options that we were commissioned to write.
Edong Tuwahan, our guide is a panglima or tribal leader of the village.
Two days earlier, his house was among the dwellings burned to the ground. The forest fire
had been going on for days, but he did not seem very worried about it. He had this it’s-one-
of-those-things attitude, like this was something that happened every so often and they had
learned to live with it. While we were going up, we passed forested areas where both sides
of the trail had been razed to the ground.
Think piles of ask lay on what was once the forest floor, along with the tree branches that
were black and soot. We wondered what happened to the wildlife in these forests–the
monitor lizards, monkeys, cockatoos, peacock pheasants, mynah, and others. When we
reached the village, Tuwahan pointed out his burned hut. Only a few blackened posts
remained, and his family was staying with his two married children whose houses were
spared because they had remove the roofs of their houses, since these are the first to catch
fire.
The villagers told us that the sitio is named after a river, which has dried up due to the long
dry season. We passed by that river on our way to their village and only leaves could be
seen on the riverbed these days. When we asked them what started the fire, they said a
Cebuano migrant engaged in slash-and-burn farming caused the forest fire.
This Cebuano bought that parcel of land from their fellow Pala’wan for only one carabao and
one plow a hectare.
They said it will be a very big help to them if the municipal government of Rizal could help
survey their land. It appears that the inaccuracy of the boundaries of their properties caused
tension among members of the tribe. On our way down, we were gripped with fear when we
say flames eating up the trees beside the trail. The forest fire was spreading fast,
considering that we stayed at the panglima’s house for only an hour. My companion and I
started to run when we felt the heat on our arms and inhaled smoke. When we looked back
however, we saw the tribal leader and his children walking slowly, totally unperturbed by the
forest fire. Instead of getting panicked, we decided to take pictures instead and walk at a
normal pace.That night, the fire is what was once a lush forest kept coming back to my mind
as I lay in bed. More than anything else, I couldn’t stop thinking about what the tribal leader
said: the forest fire would bring hunger to my tribe again.
(This essay was published in Bandillo ng Palawan Magazine, March 1998 issue)

NEWS CLIPPINGS
GROUP 1
MANILA, Philippines — President Rodrigo Duterte’s taped address to the nation on the
Luzon-wide enhanced community quarantine will air Friday at 8 a.m., Malacañang said
Thursday night.
“PRRD’s address on ECQ will be aired tomorrow at 8 a.m. FYI,” Presidential
spokesperson Harry Roque said in a message to reporters.
The President was supposed to speak to the nation on Thursday night about the fate
of enhanced community quarantine, which is set to lapse on April 30.
In mid-March, Duterte placed the entire Luzon under an enhanced community
quarantine to curb the spread of the new coronavirus (SARS-CoV-2) that causes the highly
contagious respiratory illness COVID-19.
It was supposed to be lifted on April 13 but a two-week extension or until April 30 was
consequently approved by the President as the number of COVID-19 cases in the country
continued to rise.
The strict quarantine measure suspended all public transportation, banned mass
gatherings, and shuttered businesses, excluding those involved in food, medicine, and health
care.
In a meeting with Duterte earlier this week, Malacañang said experts recommended to
either retain, relax or lift quarantine measures but only in certain areas depending on the
number of its COVID-19 cases.
No suggestions of a “total lockdown” nor an extension of the Luzon-wide enhanced
community quarantine was made, according to presidential spokesman Harry Roque.
A “gradual” lifting of lockdowns was also recommended by the World Health
Organization (WHO).
Health officials have so far confirmed 6,891 COVID-19 cases in the country with 462
fatalities and 722 recoveries.
Source:https://newsinfo.inquirer.net/1263831/breaking-dutertes-national-address-on-fate-of-
ecq-to-air-friday-says-palace

NEWS CLIPPINGS
GROUP 2
MANILA, Philippines— Tourism Secretary Bernadette Romulo-Puyat’s son is among the
domestic travelers stranded in Palawan amid the enhanced community quarantine.
Puyat’s son Vito works as an environment associate in El Nido.
“Though the DOT assists stranded foreign tourists. My own son is stranded in
Palawan,” she said in Filipino in a GMA news report on Wednesday.
The DOT chief said she can’t help her son travel to Manila because the local
government units follow their own lockdown rules.
“So my son and I just talked and decided for him to stay there in Palawan,” she
added.
In a phone interview with Philstar.com, Puyat confirmed the reports. She said she
just advised her son to follow social distancing.
Currently, they are communicating via video calls.
As of Tuesday, a total of 1,628 domestic travelers have been stranded in the country.
Puyat said although there are no tourist arrivals during the enhanced community
quarantine period in Luzon, the DOT has been busy assisting stranded passengers and
repatriated overseas Filipinos.
After more than 30 days of the COVID-19 quarantine, the DOT has served a total of
24,336 nationals “directly and indirectly.”
The DOT-National Capital Region, led by Director Woodrow Maquiling, Jr., has
assisted some 13,694 tourists, mostly foreigners, and 9,614 overseas Filipino workers who
transited through the Ninoy Aquino International Airport International Terminals since the
community quarantine was implemented last March 16.
It added that “as of April 19, the DOT-NCR has assisted a total of 55 sweeper flights
from other domestic gateways, 20 repatriation flights mounted by foreign governments,
helped re-book flights of over 466 stranded passengers, facilitated temporary shelter of over
2,402 travelers, and transported 1,033 travelers, whose flight and travel arrangements were
disrupted by preventive measures to impede the spread of the COVID-19 disease.”
At least 22 foreign embassies also coordinated with DOT-NCR, which is working with
regional counterparts and the national government in mounting repatriation flights across the
country. —Rosette Adel
Source:https://www.philstar.com/headlines/2020/04/23/2009485/tourism-chiefs-son-among-
stranded-palawan

NEWS CLIPPINGS
GROUP 3
The World Bank has approved a fresh $100-million loan for the Philippine government’s
coronavirus emergency response project that will help the nation’s urgent healthcare needs in
the wake of the global pandemic.
In a statement, the Washington-based lender said that it approved the n loan to
bolster the country’s public health preparedness amid the coronavirus disease (COVID-19)
crisis
According to the World Bank, the loan proceeds will be under the Department of
Health (DOH) and should help strengthen its essential healthcare delivery system for critical
medical services in the face of increased demand in the coming months.
Achim Fock, World Bank Philippine acting country director, said the government has
taken “quick and decisive” action in the fight against the COVID-19 pandemic and they are
“proud to support its efforts.”
“Boosting the country’s capacity to respond to COVID-19 will save lives,” Fock said.
“Right now, no other investment offers greater return.”
The DOH’s emergency response project is focused on providing personal protective
equipment (PPE) such as goggles, gloves, gowns, as well as drugs like antivirals, antibiotics
and other essential medicines
It also focuses on medical supplies including intensive care unit equipment and
devices such as mechanical ventilators, cardiac monitors, portable x-ray machines,
laboratory equipment, and test kits.
In addition, the project will support the necessary logistics and supply chains to help
ensure that the equipment will reach frontline health facilities without delays.
The project will also support the DOH in preparing guidance on standard design for
hospital isolation and treatment centers to manage Severe Acute Respiratory Infections
(SARI) patients, which will be used in health facilities across the country to ensure standards
and quality of COVID-19 healthcare services.
This project will also fund the expansion of the country’s laboratory capacity at the
national and sub-national levels for prevention of and preparedness against emerging
infectious diseases.
It will support retrofitting of the national reference laboratory – the Research Institute
for Tropical Medicine (RITM) – as well as six sub-national and public health laboratories in
the cities of Baguio, Cebu, Davao, and Manila, and finance the construction and expansion of
laboratory capacity in priority regions that currently do not have these facilities.
The Philippines is one of the countries in the East Asia and the Pacific region hit hard
by COVID-19.
Source:https://business.mb.com.ph/2020/04/23/world-bank-approves-fresh-100-m-loan-for-
ph/

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