School San Nicolas Grading level Grade 12

National High
School

Teacher Sarah Jane M. Learning Area Writing

Doling

Date and Time April 19, 2024 Quarter/Semester 2nd semester

Content Standards: The learner understand the distinction between and

among creative nonfiction types and forms.

Performance Standards: The learners competently delivers an artistic

presentation summarizing, and analyzing the form,
theme and techniques.

Competency: Compose a travelogue.

I. Objectives:
At the end of the lesson, the students will be able to:
a. Identify what is travelogue;
b. Appreciate the importance of learning about the travelogue and;
c. Compose a travelogue with guiding questions

II. Learning Resources/Subject Matter:

Topic: Composing a Travelogue
Reference: Essential English Reviesed Edition/Page N. 217 -218
Skills to be developed: Creative writing and Critical thinking
Values Integration: Gain the ability to plan and set goals in everyday activities.
Instructional Material: Powerpoint presentation, pictures and etc.

III. Procedure
Before the lesson
A1. Prayer
A.2 Cleaning
A.3 Greetings
A4. Checking of Attendance
A.5.Review of the lesson
The teacher will ask the students about the previous topic discussed. Randomly select
students to raise a recap of the previous discussion. Students’ responses are graded
based on the accurate information needed.
TEACHER’S ACTIVITY STUDENTS APPROACHES/
ACTIVITY STRATEGIES/
METHODS
A. MOTIVATION

“The teacher will divide the class into four

groups. All they need to do is to identify the
name of the picture posted on the screen.
The group who got the highest score will
get a reward. Answer key:

1. Eiffel Tower,
Paris
“QUIZ BEE”
2. Statue of
Liberty, New
York City

3. The Taj
Mahal, India

4. Great Wall of
China

5. Stonehenge,
England

6. Niagara
Falls,
Canada &
USA

7. Chocolate
Hills

8. Banaue Rice
Terraces

9. El Nido

10. Mayon
Volcano

B. PRESENTATION
The teacher will ask a question to
 students

What have you observed with the

activity we’ve done earlier?

 Student’s Asking lead

With those observations, what do you answer may question technique
think is our topic for today? vary.

C. DISCUSSION

“So class, our lesson for today is all about

Informational text”

Anyone from the class know or give any idea

about Informational Text? Student:

“ Ma’am based in
my opinion
Informational Text
is all about a true
information about
the certain topic.”

Student:
“Very good! Any other idea?
Ma’am an
Informational text is
just like what we
see in the
magazine, a book
and newspaper
because it contains
correct information.
“Brilliant! All of your ideas is an example of
Informational Text. “

Now, we will know what really is Informational

text.

Informational Text
 is a non-fiction writing that has purpose
on giving information on a specific topic.
 It does not used characters or express
personal opinions.
 It provides factual details and descriptions
from various sources.
 Informational text can be found in different
medium such as the following;
1. Books
2. Manuals
3. Podcast
4. Graphics
5. Newspapers
6. Documentaries
7. Websites

Class, there are four types of Informational

Text and these are the following;

1. Literary Nonfiction
2. Expository Writing
3. Argumentative Writing
4. Procedural Writing

Class, in your own opinion what do you think

is literary nonfiction? Student:

For me ma’am
literary nonfiction is
combine factual
information with
narrative
storytelling
1. Literary nonfiction

 is a type of writing that uses literary

techniques to create factually accurate
narratives that are engaging and
informative.
 Literary nonfiction can include travel
writing, autobiographies, essays, feature
articles, and accounts of famous events.

“Now class, I want any volunteer to read the

autobiography of Dr. Jose Rizal” anyone?
“ Okay so please read it in a loud voice” Student:
“ I will Volunteer
Example of Autobiography: ma’am”

 DR JOSE PROTACIO RIZAL MERCADO

ALONZO Y REALONDA * was born June
19 1861 and died December 30 1896 *
Father: Francisco Mercado; Mother:
Teodora Alonso * was 7th among 11
children * age 9 was sent to Binan for a
formal Schooling * age 11 he went to
Manila to study in Letran. Being a late-
comer he was denied admission * Rizal
then went to Ateneo and was later
accepted * on March 23 1877, age 16 he
received the degree bachiller en artes at
that time the equivalent of a HS Diploma. *
at age 17 he was enrolled in the University
of Santo Tomas (DOMINICAN) as a
Medical Student while also enrolled at
Ateneo Municipal de Manila (JESUITS) to
become an Agrunensor y Perito Tasador
de Tierras (LAND SURVEYOR) * at
Ateneo, he learned JUSTICE, EQUALITY
& FAIRNESS

“So, class, do you understand now what is

literary nonfiction?” Student:
“Yes Ma’am”
“Very good! so now lets proceed to Expository
Writing.” Anyone who knows what is
Expository Writing?
Student:
“Ma’am Expository
writing is writing
that exposes facts.”
Excellent! Now lets further discuss to what is
Expository Writing.

Expository Writing

 writing that exposes facts and explains

and educates its readers.
 writing that aims to inform its reader. .
 this includes all types of factual writing,
like textbooks, news stories, technical
 guides, and pieces of business writing.

 Expository writing is:

1. Factual
2. Usually presented in a linear format
3. Always presented in a logical format
4. Objective
5. Clear about its purpose

 Expository writing is not:

1. The author’s opinion

2. An attempt to change the reader’s mind or

shape their perspective

3. Subjective

4. Nonlinear or otherwise unconventional in

how it presents content

Argumentative Writing
 type of essay that presents arguments
about both sides of an issue.
 The purpose is to convince the reader to
accept a particular viewpoint or action
 the writer takes a stance on a
controversial or debatable topic and
supports their position with evidence,
reasoning, and examples.

Starting Point: Identify your topic, research

your topic, and decide which side to support.
Purpose: Get the reader to recognize your
side of the argument is valid.

Techniques:
1. Offers facts, reasons, and evidence
to show the author has valid points
2. Logic-based
3. Acknowledges the opposing claims
4. May compare ideas to
establish a position
5. Presents multiple sides but it is clear
 which is the author’s side
6. Always provides evidence with
claims
Tone: There is a calmer tone of just trying to
get the reader to acknowledge the author’s
side is worthy of consideration.

Procedural writing

 is a type of text that provides

instructions in a step-by-step
format.
 The reader must follow a procedure
to carry out the instructions.
 Procedural writing can be used to
teach someone something new, such
as a recipe or a how-to guide.
 To write a good procedural text, one
should use headings, simple words
and sentences, and labelled pictures
and diagrams.

TYPES OF PROCEDURAL WRITING

Directions – How do I get somewhere? Very

specific instructions, including location names
and titles. Formal language is required, and
the addition of a map will make your
instructions so much easier to understand.

Instructions – How do I do something? Your

language must meet the needs of your
audience, and you may need to include a
diagram if there are complex elements to
complete.

Recipes – How do I cook something?

Recipes are universal texts. There is a very
clear expectation of the audience, so never
stray from the essentials. Ingredients, method
and a few visuals are essential.

Rules for games – How do I play this? Be

conscious of your audience and write in a
style and language they will understand. You
are almost guaranteed to require visuals in
this style of writing.

Manuals – How do I operate this? Are there

any warnings I need to be aware of before
proceeding? Be very specific in your
explanation.

Agendas – What are we doing? When are we

doing it? Who is responsible?

D. APPLICATION

 The teacher will group the students

into three groups.
 They will be going to have a mock
travel around the country or to another
country.
 Each group will stay in one corner with
the pictures shown to them as if they
have visited the places presented to
them.
 They are going to note down the
experiences and the beautiful spots
they had while travelling.
 They will only be given 3 minutes each
corner after 3 minutes they are going
to proceed to another corner to visit
another place and so on.
 The teacher will then call one
representatives in each group to share
their ideas/answers into the class
based on the given questions.
 Rubric will be provided.

1. What do you feel while traveling?

2. What did you see while travelling?
3. Why do think people travel to different
places?
 E. GENERALIZATION

“How important is travelling different places?”

Student’s
answer may
vary

IV. EVALUATION ( Performance Task)

PERFORMANCE TASK :

Think of the best place you have

travelled. Compose a travelogue
with these guiding questions.

1. Why am I in this place? What’s

the purpose of the trip?
2. Who else in the travelling
group?
3. Am I fearful/hopeful?
4. What are my expectations?

Rubric:
Content………………….20points
Neatness………………...10 points
Organizations…………...20 points
Total…………………….50 points.