CREATIVE NONFICTION

HUMSS 12: MTWTh – 12:30-1:30

Stage 1: Desired Results/Outcomes
Goals:
Students’ goals:
 Employ the rhetorical modes of description, narration, exemplification in writing
biographies
Essential Understandings:
 A biography is an honest account
of another person’s life.
 Rhetorical modes are helpful and
basic to any writing activity.
Students will know:
 The difference between literature
and studies.
 The purposes of a RRL
 The differences between traditional
and systematic review of related
literature.
 The different types of traditional
reviews
Essential Questions:
 Why is it important to recount other
people’s lives?
 How can rhetorical modes such as
description, narration, and
exemplification help in crafting
pieces of creative non-fiction?
Students will be able to:
 Present a short
video/cartoon/diagram/poster
presenting (a) differences between
studies and literature, (b)
traditional and systematic reviews,
(c) types of traditional reviews.

Stage 2: Indicators of Understanding/Performance Standards

Performance Tasks: A graphic representation (video/comic strip/illustrated
diagrams) on the topics discussed.
Other Evidence/Criteria:
(1) The performance task should be clear and comprehensive.
(2) The performance task should be presented logically.

Stage 3: Instruction Proper

EXPLORE
Activity 1: My haunch is…
 Have students answer the essential questions.
 Allow them to present their answers.
a.

FIRM UP
Lesson 1: Literature vs. Studies
 Have the sources listed below classified between “literature” and “studies”:
 Dictionaries (on/offline)
 Case Studies
 Phenomenological Research
 Published Theses
 Encyclopaedia (on/offline)
 Newspapers
 Research Journals
 Dissertations
 Unpublished Theses
 Textbooks
 Self-help books
 Magazines
  Academic Journals
 Youtube Videos
 Pictures (on/offline)
 Audio Recordings
 Interviews
 Clippings from Periodicals
 Blogs/Wikis
 Pamphlets
 Action Research
 Exploratory Researches
 Lectures
 Slideshows
 This may be done through a “Hep-hep/Hurray” Game using “Studies” and “Lit”
as buzzwords.
 Have non-participants summarize the difference between “studies” and
“literature”.
 The following check-up (quiz) may be given:
 Classify the following into either “Literature” or “Studies”
1. Interviews
2. Theses
3. Periodicals
4. General References
5. Lectures
6. Youtube Videos
7. Research Journals
8. Action Researches
9. Textbooks
10. Websites/Wikis
Lesson 2: Importance of RRL
(a) To obtain a background knowledge of your research.
(b) To relate your study to the current condition/situation of the world
(c) To show the capacity of your research work to introduce new knowledge
(d) To expand, prove, or disprove the findings of previous research studies
(e) To increase your understanding of the underlying theories, principles, or
concepts of your research
(f) To explain technical terms involved in the research study
(g) To highlight the significance of your work with the kind of evidence it gathered
(h) To avoid repeating previous research studies
(i) To recommend the necessity of further research on a certain topic
 The fish bowl may be used to discuss these concepts.
 Ginoong Aklatan 2017 may also be used for the discussion of these concepts.
Lesson 3: The Styles/Approaches to a Review of Related Literature
Two Types of Review:
(a) Traditional Review of Literature
(b) Systematic Review of Literature
See ppt for full discussion…

DEEPEN
Activity 1: Add more…
 Ask the students to review the sources given in EXPLORE.
 Using a word map or a table, allow students to (a) categorize the sources, and
(b) add more items to the list.
 Process the students’ answers thereafter.
Activity 2: To be more specific, version 2…
 Refer back to the research problem and topic the group presented in the
previous lesson.
  Try to identify the sources of related literature that may be used for the said
topic.
 Use the table below:
Topic/Problem: RRL Topic Possible Sources

Activity 3: My own guidelines…

 Review the guidelines given for writing the RRL.
 Anticipate more “rules” and guidelines for your own paper.
 Present your suggestions in class.
 Process students’ answers.

TRANSFER
Activity 1: THE RRL VISUALIZED!
 Give students time to present the concepts they learned throughout the lesson
using a video, a bulletin board, or a digital art.
Activity 2: KWL Completed:
 Allow students to complete their KWL charts.
 Process the gaps left in the discussion.