W1
Learning Area
Quarter
Creative Nonfiction
Fourth Quarter
I. LESSON TITLE
II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
IV. LEARNING
PHASES
A. Introduction
Suggested
Timeframe
20 minutes
Grade Level
Date
12
Reading and Writing Creative Nonfiction
Present a commentary/critique on a chosen creative nonfictional text
representing a particular type of form (Biography/Autobiography,
Literary Journalism/Reportage, Personal Narratives, Travelogue,
Reflection Essay, True Narratives, Blogs, Testimonies, other forms)
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
Learning Activities
At the end of the lesson, you must be able to
1. Understand what a critique is and how it is written
2. Read a piece of creative non-fiction and identify its category,
types, techniques, and devices used
3. Write a critique of a piece of creative non-fiction
You can hone your description, analysis, interpretation, judgment skills
when you write a critique. But before we start let’s work on these items.
They will give you an idea of what a critique is.
1.
An analysis of a particular composition is called
A. Essay
B. Editorial
C. Critique
2.
What is the objective of the critique?
A. Summarize the original
B. Prove how flawed the
text
literary work is
C. Analyze how well the
points in the article are
made
3. A critique must be written ______ based on observation of the
text.
A. Subjectively
B. Objectively
C. Emotionally
4.
Which of the following states how critiques benefit the writer of
the text being critiqued?
A. Critiques help the writer
B. Critiques encourage the
makes his work better
writer to pursue a
different line of work
C. Critiques give the writer
concrete ideas for a
new text
5. Which of the following is considered a good critique?
A. One that discusses only
B. One that is objective
the weaknesses of the
and does not have any
text
bias
C. One that only dwells on
the good points of the
text
Writing a Critique. (n.d.) Retrieved March 1, 2021 from
https://quizizz.com/admin/quiz/59bb8babd4f04b110085eb86/writing-a-critique
IV. LEARNING
PHASES
B. Development
Suggested
Timeframe
30 minutes
Learning Activities
The Critique
Every time you write, you have to go through a process: planning,
collecting information, writing a draft, reviewing and writing the final
draft.
We will study another genre of academic writing, the critique. A critique
briefly summarizes and evaluates creative works (novels, exhibits, film,
images, poetry), research (monographs, journal articles, systematic
review, theories, and media (news reports and feature articles). While
analysis studies the elements of the composition, a critique evaluates
these elements and discusses how each element contributes to the
quality of the work. (Gracyk, 2003)
A critique is not meant to be argumentative or persuasive. It is meant to
provide clarity to the piece by laying down facts. This requires analysis.
Analysis allows you to have a deeper understanding of the text by
identifying the elements of the composition; and have, to a certain
degree, an understanding of the author’s intention in writing the text.
The structure of the Critique
A critique is a formal, academic writing. It must include a summary of the
work and a detailed evaluation. This evaluation gauges the significance
of the work to the field where it falls under. Unlike the argumentative
essay which focuses on beliefs, the critique is based on content and
structure backed by evidence from related sources.
Thus, a critic must exhibit fairness, accuracy and thoroughness. The
critique must be an honest, constructive, and polite assessment of the
writing. All comments should be about the words written, not about the
person writing them. (Benedict, 2009). As a critic, you must understand
the writer's goals. You have to read the piece several times, taking notes
on each reading.
C. Engagement
30 minutes
Discussion
How to write a Critique
In writing a critique you may choose to discuss
•
Positive and negative points delivered in the piece
•
Personal impressions about the piece
•
Strengths and weaknesses of the structure of the piece
It follows the basic structure of introduction, body and conclusion.
•
The introduction must provide the title of the piece, the name of
the author and a brief summary of the work.
•
The body must discuss the important points of the piece and how
it contributes to a broader issue or context. Cite sources that support the
claims.
•
The conclusion must contain the evaluation of the work and the
facts that support it; it may also include areas for improvement and the
reference list of resources cited in the critique.
IV. LEARNING
PHASES
D. Assimilation
Suggested
Timeframe
20 minutes
Learning Activities
Let’s look at this example.
The chapter that made us fall in love with… Severus Snape
A walk inside Snape’s memories transformed him in Harry's mind from
sniping Potions master to ‘the bravest man he ever knew’. We take a
closer look at the chapter from Deathly Hallows that changed
everything.
The Prince’s Tale’
Professor Snape is dead on Voldemort’s orders, and Harry saw it all. In his
dying moments, he told Harry to take his memories and look at him one
last time. Voldemort’s voice then sounded through the corridors,
challenging Harry to meet him in the Forbidden Forest in an hour. This is
the end.
Harry then goes to the headmaster’s office and finds the Pensieve.
The stone Pensieve lay in the cabinet where it had always been: Harry
heaved it on to the desk and poured Snape’s memories into the wide
basin with its runic markings around the edge. To escape into someone
else’s head would be a blessed relief...nothing that even Snape had left
him could be worse than his own thoughts.
Harry Potter and The Deathly Hallows
As children, Harry, Ron and Hermione had looked at the sarcastic and
strict Professor Snape as something of a pantomime villain – the bitter
Potions master, stewing in the dungeons. As adults, they learn Snape is
far more complex.
In Deathly Hallows, when Harry approached the Pensieve, he was griefstricken and broken by battle. He practically fell into Snape’s memories,
and discovered a little thin-faced boy who once knew a girl called Lily
Harry’s mother and Snape were childhood friends. Growing up in their
tiny Muggle town of Cokeworth, they bonded over their magical powers
like other kids do over toys.
Once at Hogwarts the two friends were sorted into different houses, and
later Snape fell in with the wrong crowd. Not just the usual teenage
reprobates, but future supporters of the most powerful Dark wizard of all
time.
In these memories Harry saw Snape’s frantic conferences with
Dumbledore about the prophecy and how he begged for some way to
keep Lily safe from Voldemort; and later, when her death made him wish
for his own. Imagine squeezing out of the grasp of a murderer, and then
working directly against him. What a tightrope to walk along.
Why it matters
‘The Prince’s Tale’ is quite the story. We see Snape’s life as a young,
neglected boy with (heavily implied) warring parents, his unrequited
love for someone who married his school bully, and his stressful life as a
double agent.
This pattern is woven through each book – Snape is bad; Snape is good;
Snape’s a total git; Snape saved your life over and over. When Snape
was tasked with the awful burden of killing Professor Dumbledore, he
fulfilled everyone’s narrative perfectly: here was the final proof that
Snape was untrustworthy, yet we learn that he had to kill Dumbledore
for noble reasons that barely anyone knew about.
Snape’s bravery was staggering. He was always viewed as the cartoon
bad guy, yet what he furtively did for Harry along the way was his tragic
IV. LEARNING
PHASES
Suggested
Timeframe
Learning Activities
secret – one nobody would be likely to figure out. Of course, Snape
being who he is, he made no habit of being cheery, which didn’t help
matters.
It’s almost like Snape created a kind of butterfly effect across all the
books. It was Snape who overheard the prophecy that would go on to
define Lord Voldemort and Harry Potter’s lives for years afterwards. The
prophecy can be seen as the catalyst for everything; it led to the death
of Lily, his great love, and Snape spent the entire course of Harry’s (and
his own) life trying to make amends. If you think about it, Snape could be
seen as the greatest instigator of the story’s events.
Windows to the soul
Snape died looking into Harry’s eyes: the eyes of the boy who survived
because the woman he loved died. The eyes of the boy who looked like
the spitting image of his father; the man who bullied him, then married
the love of his life. Imagine having to look into those eyes in that moment;
the eyes that both pained you intensely and yet made you feel love
more than anything in the world. Snape’s final moments are perhaps the
bravest we saw of any character.
Within Deathly Hallows’ lingering final chapters we understood that
Snape lived his life as a tortured double-agent, constantly flickering from
the good side to the bad like a broken light, and all in the name of an
undying love that cemented his loyalty to Harry and Dumbledore.
Right from the start in Philosopher’s Stone, three naïve children thought
that the big meanie Potions professor was the antagonist trying to steal
the stone. It is only at the end that we understood that he was the one
trying to stop it all: always the silent hero behind the shadows. In ‘The
Prince’s Tale’ we unfurl the layers of quite a remarkable man. One whose
name would be given, very deservedly, to one of Harry’s future children.
Snape taught us that there are no good men and bad men: that we are
born full of foibles and complexities painted in thousands of different
shades. Whether we choose to see Snape as that mean professor calling
Harry ‘our new celebrity’, or as the chivalrous hero casting a meaningful
Patronus, is up to you. But as Dumbledore often likes to say: ‘It is our
choices that show who we truly are.’ Snape made some bad choices,
and sometimes he was hard on Harry for no good reason. But he did
spend much of his life making choices that would go some way to repair
the one, truly terrible one.
V. ASSESSMENT
(Learning Activity Sheets for
Enrichment, Remediation
or Assessment to be given
on Weeks 3 and 6)
15 minutes
1. Based on the critique above, answer the following questions:
• What is the content of the critique? What evidences can
you cite?
• Positive and negative points delivered in the piece
• Personal impressions about the piece
• Strengths and weaknesses of the structure of the piece
2. Did the author provide the following information?
Introduction
(title of the
piece, author,
brief summary)
IV. LEARNING
PHASES
Suggested
Timeframe
Learning Activities
Body
(important
points and
sources)
Conclusion
(evaluation and
evidences,
areas for
improvement,
references)
VI. REFLECTION
5 minutes
I understand that
___________________________________________________________________________
___________________________________________________________________________
I realized that
____________________________________________________________________________
_____________________________________________________________________________
Prepared by:
Anna Lea D. Casela
Checked by:
Maria Luisa F. Candelaria
Benedict, C. (2009). Guidelines for Nonfiction Critiques. Retrieved February 16, 2021, from
https://thewritingplace.wordpress.com/2009/09/28/guidelines-for-nonfiction-critiques/
Gracyk, T. (2003). How to write an evaluation of another person's argument. Retrieved
February 16, 2021, from
http://web.mnstate.edu/gracyk/expectations%20of%20students/WriteAnArgumentEv
aluation.htm#:~:text=A%20critique%20is%20an%20evaluation,evaluates%20what%20s
omeone%20has%20said.&text=The%20simplest%20type%20of%20argumentative,the%
20position%20of%20an%20opponent.
How to Write a Critique. Retrieved February 16, 2021, from https://www.creative-writingnow.com/how-to-write-a-critique.html
Peacock, J. (n.d.). Writing a critique. Retrieved February 16, 2021, from
https://www.citewrite.qut.edu.au/write/critique.jsp
Pottermore. (2019, October 02). The chapter that made us fall in love WITH... Severus Snape.
Retrieved March 02, 2021, from https://www.wizardingworld.com/features/chapterthat-made-us-fall-in-love-with-severus-snape