Republic of the Philippines

Tarlac State University

COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-accredited Level III by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACUP), Inc.
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EDUC 303 – TEACHING INTERNSHIP

DETAILED LESSON
PLAN
Revising a Creative Nonfiction Text Based on a
Critique

Prepared by:
Rosela B. Gayan
BSEd English 4B
 A Detailed Lesson Plan in Creative Nonfiction (Grade 12)

I. Objectives
At the end of the instruction, the students will be able to:
1. Identify the tips to optimize feedback from teacher or peers in revising.
2. Apply comments to one’s own work.
3. Discern which comments to use in revising.
4. Revise a literary piece based on critique.
II. Subject Matter
a. Topic: Revising a Creative Nonfiction Text Based on a Critique
b. References: Quipper School, Creative Nonfiction, General Academic Strand,
Humanities and Social Sciences
Benedict, Carol. “Guidelines for Nonfiction Critiques.” The
Writing Place. September 28, 2009.
https://thewritingplace.wordpress.com/2009/09/28/guidelines-for-
nonfiction -critiques/.
Lumen Learning. “Revising and Editing.” Lumen Learning.
https://courses.lumenlearning.com/elpaso-englishcomp2-
1/chapter/revising-and-editing/.

Masterclass. “What Is Creative Nonfiction? Learn How to Write

Creative Nonfiction.” Masterclass. May 5, 2021.
https://www.masterclass.com/articles/what-is- creative-nonfiction#quiz-0.

Ready Writers. “Critiquing Non-Fiction: 6 Points to Note.” The

Ready Writers Consult. June 26, 2017.
https://thereadywriters.com/critiquing-non-fiction-6-points-to-note/.

Writing a Paper: Revising Based on Feedback. Academic Guides.

Walden University.
https://academicguides.waldenu.edu/writingcenter/writingprocess/feedbac
k.

c. Materials: Laptop, PowerPoint presentation, Camera, Audio/Microphone, Quizizz,

Rubric

d. Values Integration: Self-awareness, Empathy, confidence

e. Methodology: Deductive Method
III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. Prayer

“Good morning, everyone! I hope you are all (A student will lead the prayer)
well today. Before we start the class, let us
pray first.”

2. Greetings

“Once again, good morning, class!” “Good morning, Ma’am...”

“How is everyone?”

“That’s good to hear class!” “We’re all great, Ma’am!”

“I am glad that you are all well and I feel

great that everyone attended the class today.”
3. Checking of Attendance

“Miss Erin, am I correct that no one’s absent

today?” Yes, Ma’am. Everyone is here today.

“Excellent! Because of that, let’s give

yourself a hooray clap!”

“The hooray clap is, 1-2-3, 1-2-3 hooray!!”

“I am looking forward with today’s

discussion because this will be our last lesson
for Creative Nonfiction.”

“How about you class, what are feeling

today?”

“With that, let’s do an emotion check.”

“What you only need to do is to pick an emoji

that describes your emotion/s today.”

“Thank you, everyone for your participation. I

appreciate you all for being honest of your
emotions. Remember that, understanding
what you are feeling will help you to navigate
yourself throughout the day. Knowing that
you are happy, will help you stay positive.
However, even you are feeling not so happy
and excited, all you need to do is to
acknowledge what you are feeling right now
and that is totally fine. But I hope, today, I
would help you to feel a lot better as we
tackle our last lesson for the subject.”

4. Passing of Assignment

“But before that, I want to make sure if

everyone is able to submit their
“Yes, Ma’am!”
assignments?”

“Very good, everyone! I believe you did not

have a hard time accomplishing your task. So,
good job, everyone!”

5. Review

“Now, for our review, who can give us a

recap about the discussion last meeting?” (Student/s share/s their answer to the class.)

“Excellent! Thank you!”

“Last meeting, we had discussed the different

Guidelines in Critiquing a Creative nonfiction
text. We have concluded then that in
critiquing a nonfiction we must dig deeper to
its form and content. With that, to see what
you have learned last meeting and to also
prepare you for your unit test, I want you to
answer the following questions.

Identification. Identify what is being

described in each statement.

_________1. Refers to the actual events that

take place within the bounds of your 1. Plot
narrative. 2. Form
_________2. The ______ of a text is 3. Biographical
important because it indicates the writer's
intentions, characters or key themes. 4. Imagery

_________3. This is a genre or subset of 5. Setting

nonfiction that focuses on the life story of a
6. Content
particular subject.
7. Purpose
_________4. It is the way the writer paints
the scene, or image, in the mind of the reader. 8. Moral
_________5. It refers to the factors 9. Theme
surrounding the text, like the time period in
which it was written or the circumstances of 10. Figures of Speech
the author.

_________6. It is primarily shaped by its

theme and moral.

_________7. It is what you are looking at

when critiquing a text’s theme and moral in
relation to its context.

_________8. It is the lesson that the text

teaches to its readers.

_________9. It is the text’s primary concern.

_________10. This refers to any literary

device that uses words and phrases that go
beyond what is literal to evoke a message.

“I hope you have freshened up your memory

regarding the topic we have discussed last
meeting, now let us proceed for today’s
agenda.”

Most of the time, we cannot see our own

shortcomings nor our own strong points. It
takes an outside perspective to help us see
what we are good at and what we need to
improve. To know our strengths and
weaknesses we sometimes need the help of
other people’s feedback, comments, or
suggestions regarding our works. Hence, how
should we read comments? Should we apply
every comment and suggestion given to us?”
If last meeting you’ve learned the different
guidelines in critiquing a nonfiction and you
were able to accomplish your assignment to
write a critique which you need to decide
whether you will recommend the nonfiction
text, recommend it with reservations, or if it
needs to improve further. Today, we will
discuss revising a creative nonfiction based
on the critique. So, at the end of the
discussion, you are expected to achieve the
following learning objectives:

“Can you read the objectives, anyone? Please Student: At the end of the discussion, I will be
try to read it as you own them.” able to:

• Identify the tips to optimize feedback • Identify the tips to optimize feedback
from teacher or peers in revising. from teacher or peers in revising.
• Apply comments to one’s own work. • Apply comments to one’s own work.
• Discern which comments to use in • Discern which comments to use in
revising. revising.
• Revise a literary piece based on
• Revise a literary piece based on critique.
critique.

“Very good, thank you!”

To start, I want to ask everyone, what did

your family or friends say about you that you
will not forget? May it be a comment about
your looks, your fashion, your academic, or
your personality. A comment that you believe
is helpful or not in improving yourself.”

“I want to ask you individually and I’ll give

you an ample time for you think of your
answers.”

“Everyone is encouraged to share their

answers to the class. Do not worry, for
whatever you share in the class will remain in
the class. You are all safe to share because
everyone here is a work in progress.”

“So, who is ready?”

“May we start with the mayor of the class,

Miss Erin.” Erin will share her answer to the class.
“Thank you, Miss Erin, why do you think it is
helpful or not in improving yourself?
Erin will answer the teacher’s question.
(Teacher calls another student after the other.)

“Thank you for participating everyone. I have

asked you these questions because today we
will know the essence of the people’s
feedback in revising a nonfiction text. Just
like how we consider other people’s
comments or suggestions on the way we live
our life. However, this does not mean that
every comment or suggestion of other people
will be beneficial to you. To dig deeper, let us
start our discussion.

B. Lesson Proper

Discussion

You cannot start revising a nonfiction if you

do not know what revision or revising means.

Revising

Revising is a part in the writing process that

allows the revisiting of the text (often as a
result of feedback from peers and/or the
teacher) to improve and enhance the writing.

When you revise, you take a second look at

your ideas. You might add, cut, move, or
change information in order to make your
ideas clearer, more accurate, more interesting,
or more convincing.

This is why drafts are made better partly

because of peer and mentor reviews. Hence,
critiques and feedback help improve one’s
work.

Sometimes seeing the reviewed paper can feel

overwhelming or discouraging. To overcome
doubt and optimize that feedback, follow
these tips:

1. Prepare

• Receiving feedback requires a calm

and collected mentality. Looking at
feedback (even when it is
constructive) makes you feel a little
anxious, but keep in mind these two
points.

Points to remember:

• You are not your writing. Although

writing is often an intimate act—
especially when you discuss your own
experiences, values, and goals—it is
separate from you as a person. A
criticism of your writing is not a
criticism of your personality.
• Feedback is part of learning. To
become an effective communicator
and scholarly writer, you must hear
from your audience, specifically your
teachers.
2. Skim

● Skimming refers to looking only for

the general or main ideas. This works
best with non-fiction material. With
skimming, your overall understanding
is reduced because you don’t read
everything. You only read what is
important to your purpose.
● The same here, skimming the
feedback from your audience is
reading to identify the gist or main
point of the comments or the critique.
• Do not linger on one part yet. Just
skim and absorb.
● Take quick looks and glances at the
comments and suggestions to
determine what stands out to you?

Writing Tip

At this point, you may now put away your

work for a bit and keep yourself busy with a
different task. You may work on other
assignments, but it would be better to do
something more active and separate from
your schoolwork, like exercising, playing, go
for a walk, practice yoga, or clean.

Let the contents of the feedback sit in your

mind and reflect on how you are going to
address them while doing other activities.

3. Ask

• Return to the document and begin

rereading. If a comment is confusing,
ask the instructor to explain it.
• Take charge of your revisions by
asking for certain things.
• Do not hesitate to ask for clarifications
so that you can have a better idea of
what to address in your work.
• Ask for suggestions and
recommendations for existing works
that are similar to yours and compare
it to your own. Take charge of your
education by ensuring understanding.
• Ask other peers or instructors to
review your work as well.

“That’s all for the tips that you can do to

Student answers if yes or none.
optimize feedback. Do you have questions?”

“If you do not have questions, let us check

your progress.”
What factors could contribute to your Student shares this answer based on what he
decision on which comments to follow and has learned.
which comments to ignore when revising
your work?

(Teacher will synthesize the student’s

answer.)

“Thank you for your answer. It is important

that when deciding which comments you
should follow, see to it that the comment is
objective and not personal, it is constructive,
factual and accurate.”

“Let us now proceed with revising your

work.”

Revising your work

Addressing all of the concerns and comments

on your work is impossible in one revision.
That has been said, you could have two or
even more additional drafts before finally
settling on a final work. This is because it is
important to prioritize certain concerns over
others with each revision.

Instructors or your teachers may point out to

you, which areas are in most need of
improvement. However, if these are not
explicitly stated, then you can decide your
order of priorities yourself.

In revising your work, it is important to keep

in mind the following ways.

1. Start with global improvements, like

revising the introduction and conclusion,
paragraph organization or text structure and
idea development. Make sure in revising your
work, text cohesion and coherence are
maintained to demonstrate clear explanation
of arguments.

2. Work on smaller tweaks later. These

include working on your work’s grammar,
spelling, punctuation, sentence structure,
diction or word choice and style revisions.

3. Follow the rubric. If you are still not sure

what points to prioritize, you could always
refer to the rubric, if there is one. Teachers
usually provide rubric to help students be
more accurate in writing their revision.

Writing Tip

Remember the tip about distancing yourself

from your work first? The same tip can apply
when you are in the process of editing or
revising your work.

It helps to look at your work with fresh eyes

whenever you have to start revising it again
because you may develop new ideas or even
spot new areas for improvement. Here, you
have to manage your time wisely to ensure
that you have time for reflection and
action.

“That’s all about revising your own work. Do

you have questions, or clarifications?”
Student answers if yes or none.
“If you do not have questions, let us try to
answer the following questions before you
proceed to your activity and quiz.”

Analysis

True or False. If the statement indicated is

correct, write true. Otherwise, write false.

1. You should remind yourself that comments 1. False

on your work are also comments on your
character. 2. True

2. It is best to skim the critique or comments 3. True

you receive before revising.
4. False
3. Having multiple sources of critiques
reinforces certain comments. 5. True

4. Checking for spelling errors should be

prioritized over improving your idea
development.

5. You can ask for model works to see what

aspects you can still improve on.

C. Generalization

● Using feedback is important in

revision.

● Prepare yourself to accept feedback

by remembering that you are not
your writing and that feedback is
part of learning.

● Skim the critique or comments first

without lingering on any section.

● Ask for clarifications, model works,

or feedback from multiple sources to
improve your revisions.

● When revising, start with global

improvements before working on
smaller tweaks.
 ● In revising your work, remember that
at the end of the day, the text is still
yours. It is for you to decide which
comment or feedback that you will
prioritize.

● Pay attention to the comments and

suggestions as these are important for
learning. But keep in mind that you do
not need to address each and every
comment.

● Always try to strike a balance between

revising based on feedback and
maintaining your own writing.

● Once again, revising your work would

not mean that you are a failure in a
certain way. Your writing will not
dictate the kind of human that you are
Hence, revision is a part of learning
that will help you to be you for you.
Revision will not discourage rather it
will make you better so that you can
be confident just the way you are.

“Do you have questions, clarifications

suggestions?”

“If yes but you feel shy to share it in the class,

you can directly message me in the email
address flashed in the screen.

D. Application

For your first activity, read “Why Cancel

Culture Is Scary” and critique it based on
the following questions:

• What comments might you have about

the work?
• What could it improve on, and what is
it already doing well?

After accomplishing your first activity, you

can proceed with the second one.

For your second activity, read “A Critique of

‘Why Cancel Culture Is Scary’” while
considering the first text (Why Cancel Culture
is Scary) as your own writing that you have to
revise based on the feedback of this critique.

The scoring of your activity will be based on

a rubric. This is to provide objective
judgement of your works.

I will send a google form now and try to

access it so that we can see if it’s working.

To give you enough time you can start

answering it after the class. You have until
11: 59 pm to submit your works.

Am I clear with the instructions? Do you have Student answers if yes or none
questions or clarifications?

(If yes, the teacher should make things clear

for the students.)

(If none, let us proceed to your quiz to

evaluate what you have learned today.)
IV. Evaluation

MULTIPLE CHOICE. Choose the letter of the correct answer.

1. It is a part in the writing process that allows the revisiting of the text often as a result of
feedback from peers and/or the teacher to improve and enhance the writing

a. Pre - writing

b. Drafting

c. Revising

d. Proofreading

2. It is reading to identify the gist or main point of the comments or the critique.

a. Scanning

b. Skimming

c. Intensive reading

d. Extensive reading

3. To become an effective communicator and scholarly writer, you must hear from your
audience, specifically your teachers. This means that….

a. You must prepare mentally when reading feedback.

b. Take charge of your revisions by asking for certain things.

c. You are not your writing.

d. Feedback is part of learning.

4. A criticism of your writing is not a criticism of your personality. This means that….

a. You must prepare mentally when reading feedback.

b. Take charge of your revisions by asking for certain things.

c. You are not your writing.

d. Feedback is part of learning.

5. A tip to optimize feedback that allows you to take charge of your revisions by asking certain
things.

a. Prepare
 b. Scan

c. Skim

d. Ask

6. Addressing all of the concerns and comments on your work is impossible in how many
revision/s?

a. One

b. Two

c. Three

d. Four

7. If available, you can always refer to this if you are still not sure what points to prioritize in
revising your work.

a. Checklist

b. Rubric

c. Rating Scale

d. Portfolio

8. Revision of your work starts in the introduction and conclusion, paragraph organization, and
idea development.

a. Starting with global improvements

b. Working on smaller tweaks

c. Following the rubric

d. Spot new areas for improvement

9. Revising your work include grammar, spelling, sentence, and style revisions.

a. Starting with global improvements

b. Working on smaller tweaks

c. Following the rubric

d. Spot new areas for improvement

10. When revising, you have to manage your time wisely to ensure that you have time
for ͟_________ and _________.

a. reflection and interaction

b. reflection and simulation

c. reflection and action

d. simulation and action

V. Assignment

• Partner up with a classmate.

• Choose a creative nonfiction text you both like.
• Write your comments about your chosen nonfiction text.
• After you have written your comments, discuss which of the comments you gave should
be applied to the work.
• Decide on how you would change the work based on the comments you chose.
• Use the following guide questions to help in your revisions:
o Which of the work’s strengths should be reinforced?
o Which of the work’s weaknesses should be addressed immediately?
o Which parts of the work received the most comments? Why do you think this
happened?
• Submission of assignment is until April 26, 11: 59 pm through google forms.
• Both of you should turn in the assignment.
• You can also provide a narrative report of your contributions in the accomplishment of
your assignment.

The rubric below will be used in grading students’ output.

Teacher’s Feedback

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Key for Correction

IV. Evaluation

1. c
2. b
3. d
4. c
5. d
6. a
7. b
8. a
9. b
10. c