SEMI-DETAILED LESSON PLAN

For Grade -11 Students

BASUD NATIONAL HIGH SCHOOL
March 6, 2023

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1. Identify the meaning of Fiction;
2. Defining the elements of fiction;
3. Write the plot of the story.
II-SUBJECT MATTER:
TOPIC: FICTION
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the drama.
1. MOTIVATION:
VOCABOLARY WORDS:
1. CHARACTER- are persons, animals and other things that make the story alive.
2. SETTING-refes to the time and place of the narrative.It also includes the set and
background of the story or play.
3. PLOT- refers to the strings event present in the narrative.
4. POINT OF VIEW- is the narrator ‘s way telling the story.
5. CONFLICT- is the struggle of the pre-eminent character with other characters or
forces of the story.
6. THEME-is the subject of the story.
7. POETRY-is an art form that uses figurative language such as simile and methapor.
 8. DRAMA- is an art form that is usually done on stage.
9. FICTION- is an art form that usually uses the ordinary language.Short story and
novel are example of fiction.
10. DIALOGUE- is the exchange of ideas of the characters of the narrative.
C- Declaration of the lesson:
Class, our lesson for today is all about the Fiction. After the discussion the student
expected to identify the meaning of fiction, defining the elements of fiction and write the
plot of the story.

FICTION- It is a literary genre that tells something based on imagination rather than on facts.
 It is a narrative of make -believe where writers wrote down, they imagined.
5 ELEMENTS OF FICTION
1. PLOT- can be defined as the sequence of events that place in the story. It is rooted in
conflict or a fundamental disagreement between two opposing forces. This is usually
classified as either internal conflict where the character struggles himself/herself or
external conflict where the character struggles with forces outside their bodies and
minds.
2. CHARACTER- these are the people in the story.They are there to provide a
perspective and connection for the reader to enter the story.The lead character is the
Protagonist while the villain of the story is referred to as the antagonist.The character
is familiar to us because they were presented or written in a certain way. We call this
characterization.
3. POINT OF VIEW- this is the perspective from which a story is told or narrated. In
fiction, the point of view of the narrator can be reliable or believable , but the
narrator can also unbelievable which means that it is up to the reader to figure out
what is true in the story and what is false.
4. VOICE and DIALOGUE- is a conversational exchange between two or more people.
Voice refers to the way your characters speak during dialogue, as well as the voice of
the narrator within or beyond the dialogue.
5. SETTING= refers to the place and time where your story takes place
6. THEME- is essentially what the story is about -the profound insight or universal truth
that is conveys to the reader.

ACTIVITY 1- VIDEO WATCHING: The student needs to watch the story of “ DEADS STARS” By:
Paz Marguez Benitez.
 5 CATEGORIES OF PLOT
1. THE BEGINNING OR EXPOSITION- this should introduce the characters to us and their
motivation or what they want.
2. THE RISING ACTION- this should tell us the journey of the characters toward getting
what they want. This also presents the conflict of the story.
3. THE MIDDLE- also known as the climax ,this is the high point of the story where the
character makes a choice that will inevitably have consequences.
4. FALLING ACTION- this shows us the consequences of the choice of the character
make an alternate term for this is the denouement.
5. THE END- the resolution shows us how the characters are able to resolve the
consequences of their actions.
E. GENERALIZATION:
1. What is the element of the fiction.
2. Why is important to know the development plot of the story.
IV- EVALUATION:
Direction: Based on the story “Deads Stars” By: Paz Marquez Benitez, identify the
elements of fiction that can be seen in the story.

1. In one sentence, what is the plot of the story?

2. Who are the characters of the story?
3. From whose point view is the story being told?
4. Describe the kind of voice that is being used to tell the story?
5. What kind of setting is provided by the story?
IV-ASSIGNMENT:
Describe the “theme” of the story in one sentence.

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 7, 2023
(Continuation of the lesson)

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the meaning of Fiction;
2.Defining the elements of fiction;
3.Write the plot of the story.
II-SUBJECT MATTER:
TOPIC: FICTION
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the drama.
1. MOTIVATION:
VOCABOLARY WORDS:
1. CHARACTER- are persons, animals and other things that make the story alive.
2. SETTING-refes to the time and place of the narrative.It also includes the set and
background of the story or play.
3. PLOT- refers to the strings event present in the narrative.
4. POINT OF VIEW- is the narrator ‘s way telling the story.
5. CONFLICT- is the struggle of the pre-eminent character with other characters or
forces of the story.
6. THEME-is the subject of the story.
7. POETRY-is an art form that uses figurative language such as simile and methapor.
 8. DRAMA- is an art form that is usually done on stage.
9. FICTION- is an art form that usually uses the ordinary language.Short story and
novel are example of fiction.
10. DIALOGUE- is the exchange of ideas of the characters of the narrative.
C- Declaration of the lesson:
Class, our lesson for today is all about the Fiction. After the discussion the student
expected to identify the meaning of fiction, defining the elements of fiction and write the
plot of the story.

FICTION- It is a literary genre that tells something based on imagination rather than on facts.
 It is a narrative of make -believe where writers wrote down, they imagined.
6 ELEMENTS OF FICTION
1. PLOT- can be defined as the sequence of events that place in the story. It is rooted in
conflict or a fundamental disagreement between two opposing forces. This is usually
classified as either internal conflict where the character struggles himself/herself or
external conflict where the character struggles with forces outside their bodies and
minds.
2. CHARACTER- these are the people in the story.They are there to provide a
perspective and connection for the reader to enter the story.The lead character is the
Protagonist while the villain of the story is referred to as the antagonist.The character
is familiar to us because they were presented or written in a certain way. We call this
characterization.
3. POINT OF VIEW- this is the perspective from which a story is told or narrated. In
fiction, the point of view of the narrator can be reliable or believable , but the
narrator can also unbelievable which means that it is up to the reader to figure out
what is true in the story and what is false.
4. VOICE and DIALOGUE- is a conversational exchange between two or more people.
Voice refers to the way your characters speak during dialogue, as well as the voice of
the narrator within or beyond the dialogue.
5. SETTING= refers to the place and time where your story takes place
6. THEME- is essentially what the story is about -the profound insight or universal truth
that is conveys to the reader.

ACTIVITY 1- VIDEO WATCHING: The student needs to watch the story of “ DEADS STARS” By:
Paz Marguez Benitez.
 5 CATEGORIES OF PLOT
1. THE BEGINNING OR EXPOSITION- this should introduce the characters to us and their
motivation or what they want.
2. THE RISING ACTION- this should tell us the journey of the characters toward getting
what they want. This also presents the conflict of the story.
3. THE MIDDLE- also known as the climax ,this is the high point of the story where the
character makes a choice that will inevitably have consequences.
4. FALLING ACTION- this shows us the consequences of the choice of the character
make an alternate term for this is the denouement.
5. THE END- the resolution shows us how the characters are able to resolve the
consequences of their actions.
E. GENERALIZATION:
1. What is the element of the fiction.
2. Why is important to know the development plot of the story.
IV- EVALUATION:
Direction: Based on the story “Deads Stars” By: Paz Marquez Benitez, identify the
elements of fiction that can be seen in the story.

1. In one sentence, what is the plot of the story?

2. Who are the characters of the story?
3. From whose point view is the story being told?
4. Describe the kind of voice that is being used to tell the story?
5. What kind of setting is provided by the story?
IV-ASSIGNMENT:
Describe the “theme” of the story in one sentence.

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 8, 2023

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the meaning of essay;
2.Describe the types of essays;
3.Write a personal essay.
II-SUBJECT MATTER:
TOPIC: ESSAY
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the drama.
1. MOTIVATION:
QUESTION AND ANSWER:
1. They are the events that happen in story?
2. It is the struggle that occurs between forces in the narrative.
3. They can be people, animals, or even things that live in the story.
4. It is the underlying truth that is conveyed by a literary work.
5. It is the perspective from which the story is told.
C- Declaration of the lesson:
Class, our lesson for today is all about the essay. After the discussion the student
expected to identify the meaning of essay, describe the types of essays and write a personal
essay.

ESSAY-is perhaps one of the most adaptable and flexible form of literary writing.
-is commonly used as educational tools to express a student’s thought processes or
research project or to provide an avenue for discussion in specific topics.
- it is all about looking for connection between ideas and emotions.
Essays used in various forms such as:
1. NEW ARTICLE- current or recent news of either general interest (ex. Daily news) or
specific topic (ex. Political news).
2. OP-ED PIECES- is a narrative essay thay presents that writer’s opinion or thought
about an issue. (Opposite to editorial)
3. ONLINE MAGAZINE-digital magazine, it is magazine that has been published digitally
using the web or app.
4. LISTICLES- (ALSO KNOWN ) as “list post” are articles that are written in a list based
format.
MICHEL de MONTAIGNE- a French writer -is also considered the “forefather of the essay”. He
coined the term “essay” and was the first to use the term as the designation of a genre for
own book titled “Essay”.
The word essay is taken from the word Essayer which means to “attempt” or “to try”.
ALDOUS HUXLEY-famously defines the essay as “literary device for saying almost everything
about almost anything” which emphasizes the catch -all qualities of the essay.
ELIZABETH LOFTUS- a psychologist notes that memory is not a constructive but
reconstructive.
HAUXLEY CATEGORIZED ESSAY USING THREE- PART APPROACH:
1. PERSONAL OR AUTHOBIOGRAPHICAL ESSAY- talks about the human experience
through intimate memories.
2. OBJCETIVE OR FACTUAL ESSAY- that frame an argument or attempt to explore the
politics, science , and culture of the world around them.
3. ABSTRACT OR UNIVERSAL ESSAY- which talks about higher concept such as
abstraction or emotions without touching on the person personal viewpoint of the
writer.
2 TYPES OF ESSAY WRITING IN SCHOOL:
1. ACADEMIC ESSAY- what Huxley define as the objectives essay. This is the kind of
formal essay that is usually written in a specific way and meant for an academic
audience.
2. EXPOSITORY ESSAY- it can be either a personal or abstract essay. Can describe
anything from a personal essay to an op-ed article, that it explains a concept, a
method, an idea, or a feeling.

POINT OF VIEW- a literary element that is seen in both fiction and nonfiction. In an essay, the
point of view is usually the author’s -there is an “I” that speaks and that “I” assumed to be
author, the author assumes he/she telling the truth.
ANGLE- refers to the author’s general idea or concept that can shape the essay (ex. Write
about your high school experience) then you have to ask yourself: What so special about
your high school experience. (what is your angle) In this line of questioning helps you refine
how you want to approach subject matter as well as the memory or memories you want to
focus on.

E. GENERALIZATION:
Why is important to analyze the used of essay in writing?
What are the types of essays usually used in school writing?

IV- EVALUATION:
Direction: Exploring your own memories by doing a self-interview using some question in
the table.

INTERVIEW QUESTIONS YOUR ANSWERS

1-What was your earliest memory?
2-What did your parents do while you were
growing up?
3-What get you in trouble when you were a
little kid?
4-What was your favorite memory of
summer vacation as a kid?
5-What kind of activities did you enjoy
doing as a kid?
V- ASSIGNMENT:
Advance study about the Plot and Scene in literary structure.

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 9, 2023
(Continuation)

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the meaning of essay;
2.Describe the types of essays;
3.Write a personal essay.
II-SUBJECT MATTER:
TOPIC: ESSAY
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the drama.
2. MOTIVATION:
QUESTION AND ANSWER:
6. They are the events that happen in story?
7. It is the struggle that occurs between forces in the narrative.
8. They can be people, animals, or even things that live in the story.
9. It is the underlying truth that is conveyed by a literary work.
10. It is the perspective from which the story is told.
C- Declaration of the lesson:
Class, our lesson for today is all about the essay. After the discussion the student
expected to identify the meaning of essay, describe the types of essays and write a personal
essay.

ESSAY-is perhaps one of the most adaptable and flexible form of literary writing.
-is commonly used as educational tools to express a student’s thought processes or
research project or to provide an avenue for discussion in specific topics.
- it is all about looking for connection between ideas and emotions.
Essays used in various forms such as:
5. NEW ARTICLE- current or recent news of either general interest (ex. Daily news) or
specific topic (ex. Political news).
6. OP-ED PIECES- is a narrative essay thay presents that writer’s opinion or thought
about an issue. (Opposite to editorial)
7. ONLINE MAGAZINE-digital magazine, it is magazine that has been published digitally
using the web or app.
8. LISTICLES- (ALSO KNOWN ) as “list post” are articles that are written in a list based
format.
MICHEL de MONTAIGNE- a French writer -is also considered the “forefather of the essay”. He
coined the term “essay” and was the first to use the term as the designation of a genre for
own book titled “Essay”.
The word essay is taken from the word Essayer which means to “attempt” or “to try”.
ALDOUS HUXLEY-famously defines the essay as “literary device for saying almost everything
about almost anything” which emphasizes the catch -all qualities of the essay.
ELIZABETH LOFTUS- a psychologist notes that memory is not a constructive but
reconstructive.
HAUXLEY CATEGORIZED ESSAY USING THREE- PART APPROACH:
4. PERSONAL OR AUTHOBIOGRAPHICAL ESSAY- talks about the human experience
through intimate memories.
5. OBJCETIVE OR FACTUAL ESSAY- that frame an argument or attempt to explore the
politics, science , and culture of the world around them.
6. ABSTRACT OR UNIVERSAL ESSAY- which talks about higher concept such as
abstraction or emotions without touching on the person personal viewpoint of the
writer.
2 TYPES OF ESSAY WRITING IN SCHOOL:
3. ACADEMIC ESSAY- what Huxley define as the objectives essay. This is the kind of
formal essay that is usually written in a specific way and meant for an academic
audience.
4. EXPOSITORY ESSAY- it can be either a personal or abstract essay. Can describe
anything from a personal essay to an op-ed article, that it explains a concept, a
method, an idea, or a feeling.

POINT OF VIEW- a literary element that is seen in both fiction and nonfiction. In an essay, the
point of view is usually the author’s -there is an “I” that speaks and that “I” assumed to be
author, the author assumes he/she telling the truth.
ANGLE- refers to the author’s general idea or concept that can shape the essay (ex. Write
about your high school experience) then you have to ask yourself: What so special about
your high school experience. (what is your angle) In this line of questioning helps you refine
how you want to approach subject matter as well as the memory or memories you want to
focus on.

E. GENERALIZATION:
Why is important to analyze the used of essay in writing?
What are the types of essays usually used in school writing?

IV- EVALUATION:
Direction: Exploring your own memories by doing a self-interview using some question in
the table.

INTERVIEW QUESTIONS YOUR ANSWERS

1-What was your earliest memory?
2-What did your parents do while you were
growing up?
3-What get you in trouble when you were a
little kid?
4-What was your favorite memory of
summer vacation as a kid?
5-What kind of activities did you enjoy
doing as a kid?
V- ASSIGNMENT:
Advance study about the Plot and Scene in literary structure.

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 10, 2023

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the meaning of Plot and Scene
2.Predict what will happen in a story
3. Know the differences between the Scene and Summary.

II-SUBJECT MATTER:
TOPIC: PLOT AND SCENE (structure)
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the drama.
3. MOTIVATION:
UNLOCKING OF DIFFICULTIES:
1. NARRATIVE- it shows the explanandum to be connected to the other events in
meaningful way.
2. CASUAL LINK- a relationship between two things in which one of them causes other.
3. EXPLANANDUM-a word or expression whose meaning is to be explained.
C- Declaration of the lesson:
Class, our lesson for today is all about the Plot and Scene Structure. After the discussion
the student should be to identify the meaning of plot and scene,predict whwt will happen in
a story, and know the difference between scene and summary.

SCENE- is a dramatic moment or event that begins at the single fixed point in time and ends
at another fixed point in time. To get one point in time to another, there must be a series of
actions that are performed by the actors in the narrative.
SUMMARY- compresses of time events, and we are told the outcome of actions taken by the
characters.
PLOT- is the arrangement of scene and summaries that creates the narrative by establishing
the casual link.
STRUCTURE-is the way a sentence is arranged, grammatically. The sentence structure of
your writing includes where the noun and verb fall within an individual sentence.
The differences between the two the Scene can cover the minute details of event while the
summary flattens it gives the reader the most pertinent details
ACTIVITY I: Read the opening paragraph of “Living the Cliches in Washington D.C “ by:
Cristina Pantoja Hidalgo.
Not since the Vietnam War had America been popular in the rest of the world. But it
was a different face of America that I saw when I went there 2004. The purpose of my visit
would probably have inclined me to love the place even if it had been in the middle of the
Bible belt. As it happened, it was in one of the prettiest parts of Washington D.C. And I was
there as part of cliché -the Pinay parent come to visit a child in the graduate school.
Anna and I took the train from New York (where she had joined me for the weekend
while the conference I was attending was winding up), and she insisted that I must not doze
off or I would miss the countryside. It was mid-October, and the landscape was indeed
picture -book pretty-gleaming rivers, thickly wooded areas bordering highways, leaves just
beginning to turn. I know that it was giving my daughter pleasure to be providing me with
his pleasure. But as I gazed and admired obligingly, the opening bars of that song kept
playing in my mind …” O beautiful for spacious skies…”and the irony was not lost on me.

E. GENERALIZATION:
What is the difference between the scene in the summary?
Why is important to know how to predict the happenings in the story told?
IV- EVALUATION:

Direction: Using a Venn Diagram illustrate the differences between the scene and the
summary.

V- ASSIGNMENT:
Using the New Technology search one example of plot in the story you choose.

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 13, 2023

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the elements of fiction
2.Explain each element of nonfiction
3. Appreciate the importance of elements of nonfiction.

II-SUBJECT MATTER:
TOPIC: Principles, Elements, Techniques and Devices of Creative Nonfiction
Using Elements of Creative Nonfiction
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the factual information. Checking of assignment

1. MOTIVATION:
Rearranged the letters to form a word
IIOALNNNTCF -(NONFICTION)

C- Declaration of the lesson:

 Class, our lesson for today is all about the Principles, Elements, Techniques and Devices
of Creative Nonfiction. Using Elements of Creative Nonfiction. After the discussion the
student should be able identify the elements of fiction, explain each element of nonfiction
and appreciate the importance of elements of nonfiction.

ELEMENTS OF FICTION

The six major elements of fiction are character, plot, point of view, setting, style, and theme.

1. Character -- A figure in a literary work (personality, gender, age, etc). E. M. Forester makes a
distinction between flat and round characters. Flat characters are types or caricatures defined by a
single idea of quality, whereas round characters have the three-dimensional complexity of real people.

2. Plot –- the major events that move the action in a narrative. It is the sequence of major events in a
story, usually in a cause-effect relation.

3. Point of View -- the vantage point from which a narrative is told. A narrative is typically told from a
first-person or third-person point of view. In a narrative told from a first-person perspective, the author
tells the story through a character who refers to himself or herself as "I." Third –person narratives
come in two types: omniscient and limited. An author taking an omniscient point of view assumes the
vantage point of an all-knowing narrator able not only to recount the action thoroughly and reliably but
also to enter the mind of any character in the work or any time in order to reveal his or her thoughts,
feelings, and beliefs directly to the reader. An author using the limited point of view recounts the story
through the eyes of a single character (or occasionally more than one, but not all or the narrator would
be an omniscient narrator).

4. Setting –- That combination of place, historical time, and social milieu that provides the general
background for the characters and plot of a literary work. The general setting of a work may differ from
the specific setting of an individual scene or event.

5. Style -- The author’s type of diction (choice of words), syntax (arrangement of words), and other
linguistic features of a work.

6. Theme(s) -- The central and dominating idea (or ideas) in a literary work. The term also indicates a
message or moral implicit in any work of art

ACTIVITY I: The class will be going to divide in 4 groups.

Showing video clip about the elements of creative nonfiction and each group will
identify the elements of nonfiction.
Each group will present and discuss their answer
QUESTIONS:
1.What elements are present in the video clip?
2. Describe or explain each element present in the video clip.
D. GENERALIZATION:
What are the elements of fiction?
Explain each element.

IV- EVALUATION: SHORT QUIZ:

Direction: Give 6 major elements of nonfiction and define each element.

V- ASSIGNMENT:
Compose a journal about a special event in your life. It should contain the different
elements of non-fictional text

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 15, 2023
(Continuation)

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the fictional elements in the text
2.Explain each fictional element
3. Appreciate the fictional elements in the text.

II-SUBJECT MATTER:
TOPIC: Principles, Elements, Techniques and Devices of Creative Nonfiction
Using Elements of Creative Nonfiction
Symbols and Symbolism, Figures of speech Dialogue, Scene other elements and
elements
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the 6 elements of fiction. Checking of assignment

1. MOTIVATION:
Rearranged the letters to form a word
A E I O U D G L (DIALOGUE)

C- Declaration of the lesson:

 Class, our lesson for today is all about the Principles, Elements, Techniques and Devices
of Creative Nonfiction. Using Elements of Creative Nonfiction. Symbols and Symbolism,
Figures of speech Dialogue ,Scene other elements and elements .After the discussion the
student should be able identify the elements of fiction, explain each element of nonfiction
and appreciate the importance of elements of nonfiction.

OTHER ELEMENTS OF CREATIVE NON-FICTION

1. Irony
- Device referring to how a person, situation, statement or circumstances is not as it would actually seem. It is
the exact opposite of what it appears to be.

2. Figures of speech
Type of language that varies from the norms of literal language in which words means exactly what they say
for the sake of comparison, clarity and freshness, also known as “ornaments of language”

3. Dialogue
-The conversation between characters in a drama or narrative. It is the lines or passages in the story which are
intended to be spoken function of dialogue

4. Scene
- Division of act or play, presenting continuous action in one play
Other elements and device

5. Music/melody/rhythm/performance elements
-According to Aristotle’s element, it is the sound element of a play including the delivery of lines of the actors
and the accompany acting

6.Thought/ subject/ theme

-In Aristotle’s poetics, thoughts refer to the theme or the main idea of drama or play, the theme is the end
result of all the other elements of drama, it is one of the things we are to left to think about after we have read
a play or seen a production

ACTIVITY I: The class will be going to divide in 4 groups.

Showing again the video clip about the elements of fiction which wsa shown yesterday
and each group will identify the other element of presents in the video.
Each group will talk about the story they all watch and find the elements in the story.

Title of the story:___________________________________________

Elements Present Description/ Explanation

Irony
Figure of speech used
Dialogue
Scene
Music/Melody
Thought/Theme
D. GENERALIZATION:
What are other elements of fiction?
Explain each element.
What can you say about the importance of having fictional elements in the text”

IV- EVALUATION: SHORT QUIZ: ¼ sheet of paper.

Direction: Enumerate the various elements of fiction and indicate its description.

V- ASSIGNMENT:
Read the life story of one your classmate and identify the elements used.

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 17, 2023
(continuation)

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the elements of non-fiction in the texts
2.Explain each element
3. Appreciate the importance of elements of non-fiction in the given text.

II-SUBJECT MATTER:
TOPIC: Principles, Elements, Techniques and Devices of Creative Nonfiction
Using Elements of Creative Nonfiction
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee/Google
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the 6 elements of fiction. Checking of assignment

1. MOTIVATION:
Question and Answer:
Have you ever experienced extreme cold weather? What do you usually do?

Answer:
1. Stay indoors as much as possible.
 2. Dress in several layers of loose-fitting, lightweight clothing instead of a single heavy
layer cloth.

C- Declaration of the lesson:

Class, our lesson for today is all about the Principles, Elements, Techniques and Devices
of Creative Nonfiction. Using Elements of Creative Nonfiction.After the discussion the
student should be able identify the elements of non-fiction, explain each element of
nonfiction and appreciate the importance of elements of non-fiction in the given text.

Reading the selection:

I Survived the Blizzard of ’79

Essay
Beth Ann Fennelly

We didn't question. Or complain. It wouldn’t have occurred to us, and it wouldn’t

have helped. I was eight. Julie was ten.
We didn’t know yet that this blizzard would earn itself a moniker that would be silk-
screened on T-shirts. We would own such a shirt, which extended its tenure in our
house as a rag for polishing silver.
So I didn’t make up the blizzard, though it sounds made up, the grimmest of
Grimms, windchill forty below, three feet of snow and snow still falling. You had to
shovel your drive daily. Later, a neighbor would tell of coming home after two nights away and having
to dig down a foot to reach his own keyhole.
My dad had a snow blower, which spewed sheets of snow out of the side of its mouth. Sheets
became mountains, and mountains became walls on either side of our front path, reaching almost to
the sky. I could still view sky by tipping my head back, but seeing it was no relief because the sky was
snow-white, tearing itself into pieces and hurling them at us.
And then the world began shutting down. The airports, which was bad because Mom was in Toronto,
visiting her sister. The schools, which was great for the first day, and good for the second, and then
less good and less good yet. Because the roads were impossible; the fridge, emptying. Does this
smell OK to you? Couldn’t watch Little House because Channel 5 covered the blizzard all day. A
motorist, dead of exposure in a stranded car. A man, dead of a heart attack while shoveling snow;
ambulance couldn’t reach him. Coat drive, shelters for the homeless. Check in on your elderly
neighbors, folks. If you can get out, that is. Amtrak trains abandoned. Hundreds of cars lining the
highway, buried by snow, white lumps pierced by antennas. Family of five, killed when their roof
collapsed. We were a family of four, but with Mom far away, we were only three. I got out of the
bathtub to answer her crackling long-distance call.
Then it was Sunday, so Dad said get ready for mass. We didn’t question. He helped us tug and
wriggle into our snowsuits, and we slid our feet into plastic bread bags before yanking on our boots.
He pushed open the door into the shrieking tunnel of white. We trudged between the walls of snow to
the unplowed road. Follow me, Dad said. Step where I’m stepping; this part will hold our
weight. Except sometimes we couldn’t match his stride, or the snow wouldn’t hold our weight and
Julie’s boot or my boot would crunch through crust and we’d plummet to the groin, feeling nothing
below but more snow. On the count of three, Dad said, and hoisted us out, and we battled on, snow
melting into our boots, heads lowered against the wind. When we reached the plowed road, we
scrambled down, easier walking. I couldn’t tell how far we had to go. It hurt to look up.
At last, the dark church loomed. We climbed the stone steps to the doors. Locked. My father raised
his gloved fist and knocked. He must have known, even as he knocked, but still he knocked. There
was no sign on the door saying that mass was cancelled. But why should the priests post a sign?
Probably they couldn’t even get out of the rectory themselves.
Righteo, said my father, slowly turning back the way we had come. Righteo. Whatever he felt then—
gazing out over the tundra, the alien tundra, all the mailboxes and road signs and newspaper vending
machines and parking meters blighted and buried—wasn’t something he shared. What he shared
was, Home again, home again, jiggety jig.
We descended the steps, back into the scouring wind. I knew now that white hurt worse than red.
Where was everybody? Elderly couple, found in their basement, dead of hypothermia. Fourteen-year-
old boy, poisoned by carbon monoxide as he sat in a running car his dad was trying to dig out from a
snow bank. Another shoveler’s heart attack. Volunteers with snowmobiles taking doctors to hospitals.
Every part of my body was scalding cold, but one part scalded coldest: my neck, my plump child’s
neck. The wind was wily, cupping my lowered chin and arrowing along the inch of skin before my
parka’s zipper. The wind, like a squirrel wielding knives. How much farther? I tried to step where my
father was stepping. I tried to use his body as a shield. Family of three or four, frozen dead on the
road, hadn’t even gone to mass. It was a sin to skip mass. If you were a sinner when you died, you
went to hell.
Finally, I did it, the thing I’d been contemplating for the last half mile. I shouted at my dad’s back,
asking for his scarf. I didn’t want to ask. I wasn’t a child who asked. And I knew he must be cold, too.
Yet I asked, and when I did, he turned, already unwrapping his red-and-black striped scarf. He
squatted and tied it around my neck, he wound it once, he wound it twice, he wound it three times, he
smiled at me, his handsome Black Irish smile, and behind his scarf, which covered my neck all the
way to the tip of my nose, I smiled, too. And thought I might make it, after all.
Why are people nervous about becoming parents? Children are so gullible. So stupid. For years, I’d
think of this as a happy memory, my father snugging his scarf around my neck.
But eventually I corrected myself. First, I heard my parents’ late-night argument, the barb about Dad
dragging us to church in a blizzard, over two miles round trip. And in time, I recognized the
Catholicism of my father’s rigidity, the Victorian strictures of our house. And eventually, I realized that
if he were going to foot-slog us through a blizzard, he should have damn sure dressed us in scarves.
And so, with each year, with each time my thoughts are blown back to the Blizzard of ’79, I unwind
that scarf, unwind its loops around my neck. With my self-pity I unwind it; with my self-righteousness I
unwind it; even with the care I take dressing my own soft children, I unwind it. The very care I take—
Here are your mittens, kitten; here are your warmest socks—is a reprimand, and then the scarf is off
my neck. Yet still I worry it: I pull out the threads, pluck and pull and release them to the wind, the
wind that shall never again find the neck of my father, my handsome father, for he is shielded from it,
as he is shielded from me, for he is below the earth and has been for years and cares not for the ways
I remember him, or remember remembering him.

ACTIVITY I: The class will be going to divide in 4 groups. After reading selection every group
will present their answer based on the guide questions below.
1. What is a blizzard?
2. Describe the weather condition in the story
3. What does the author talk about?
4. What are the tragedies when blizzards occur?
5. What does she feel when she remembers the blizzard ‘79?

D. GENERALIZATION:
1. What are the fictional elements present in the story?
2. Explain each element.
3. What can you say about the story?
4. What is the plot of the story?
IV- EVALUATION: SHORT QUIZ: ½ sheet of paper.

Direction: What are the elements of non-fiction in the text?

Explain each element

V- ASSIGNMENT:
Write a short story or essay about your bad experience in weather using the elements of
nonfiction.

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.
 SEMI-DETAILED LESSON PLAN
For Grade -11 Students
BASUD NATIONAL HIGH SCHOOL
March 20, 2023

I-OBJECTIVES:
At the end of the lesson the student must be able to;
1.Identify the parts of a plot
2.Explain each part of a plot in a story
3. Appreciate plot in the story which the story evolves.

II-SUBJECT MATTER:
TOPIC: Principles, Elements, Techniques and Devices of Creative Nonfiction
Using Elements of Creative Nonfiction (PLOT)
REFERENCE: Creative Nonfiction by: Francis Paolo Quina -Gabriela Lee/Google
MATERIALS: Visual Aids, Chalkboard and eraser and multimedia.
III- PROCEDURE:
A.Preparation of the Lesson
1. Greeting
2.Prayer
3. Checking of Attendance
4. Review of the Previous lesson
Before we proceed to our new lesson for today let’s have a quick review, who can
tell what the previous lesson was.

B. Presentation of the lesson:

 The previous lesson was all about the reading the selection short stories /essay.
Checking of assignment

1. MOTIVATION:
Question and Answer:
Have you ever experienced to go to a high place? What did you feel?
 Possible/Answer:

It feels excited, fear, surprise and mixed emotions depend upon the person who experience
in that situation.

C- Declaration of the lesson:

Class, our lesson for today is all about the Principles, Elements, Techniques and Devices
of Creative Nonfiction. Using Elements of Creative Nonfiction (PLOT).After the discussion the
student should be able to identify the parts of a plot, explain each part of a plot in a story
and appreciate plot in the story which the story evolve.

5 PARTS OF THE PLOT

1. Beginning- the story begins and characters are introduced

2. Rising Action- Something happens to make the story more interesting, the characters have
problem

3. Climax- The most suspenseful part of the story, the characters must finally face the problems
and make decision

4. Falling Action- The character has made a decision about how to handle the problem, and
now the story is coming to close

5. End- the story concludes as the action comes to an end

ACTIVITY: Read the following version of “The Tortoise and the Hare”

A speedy Hare bragged about how fast he could run. He challenged Tortoise to a race, and all of the
animals in the forest gathered to watch.

When the race started. Hare ran very quickly down the road, while Tortoise plodded along slowly.
Hare yelled back to him. “You will never win this race! You are too slow!” then, Hare decided he had
time to rest and he fell asleep.

Tortoise continued to move along slowly, and while the Hare slept, he passed Hare and headed
toward the finish line. The other animals cheered loudly for Tortoise as he got closer. When their
cheers woke Hare
up, he could see that Tortoise was almost at the finish line. He tried to catch up to Tortoise, but it was
too late. Tortoise won the race.

All of the animals cheered, and Hare no longer bragged about how fast he could run. He had learned
the lesson. Slow and steady wins the race.
Identify each part of the story using the plot diagram below:

Climax

Rising Action Falling Action

Beginning Ending

D. GENERALIZATION:
1. What important events occur to the Hare and Tortoise?
2. Why did the Hare decide to rest and later fall asleep?
3. What are the reactions of other animals in the forest when the Tortoise was almost in the
finish line?
4. Which is the climax of the story?

IV- EVALUATION: SHORT QUIZ: ½ sheet of paper.

Direction: Answer the comprehension question below.

1. What are the parts of a plot?
2. Explain each part
3. Which is the most awaited part in the story?

V- ASSIGNMENT:
If you will be given a chance to rewrite or add the story what might be the ending of your story?

Prepared by:

MARIBETH A. ABANTO
Teacher -I
Checked by:

JENNIFER ANN C. RAIT

Master Teacher II-English Dept.