SCHOOL Tondol National High School GRADE LEVEL 11 GAS

GRADES 1 TO 12
TEACHER Carl John C. Carolino LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME June 25-29, 2018 QUARTER First/ Week 4

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learners have an understanding of…
poetry as a genre and how to analyze its elements and techniques
B.Performance Standards The learners shall be able to…
produce a short, well-crafted poem
C.Learning Competencies/Objectives The learners… The learners… The learners… The learners…
Write the LC Code for each use selected elements of poetry use selected elements of poetry in use selected elements of poetry in use selected elements of poetry in
in short exercises. short exercises. short exercises. short exercises.
(HUMSS_CW/MP11/12c-f-8) (HUMSS_CW/MP11/12c-f-8) (HUMSS_CW/MP11/12c-f-8) (HUMSS_CW/MP11/12c-f-8)

explore innovative techniques in explore innovative techniques in explore innovative techniques in explore innovative techniques in
writing poetry. writing poetry. writing poetry. writing poetry.
(HUMSS_CW/MP11/12c-f-9) (HUMSS_CW/MP11/12c-f-9) (HUMSS_CW/MP11/12c-f-9) (HUMSS_CW/MP11/12c-f-9)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
c. Other experimental texts c. Other experimental texts c. Other experimental texts c. Other experimental texts
c.1. typography c.1. typography c.1. typography c.1. typography
c.2. genre-crossing texts (e.g. c.2. genre-crossing texts (e.g. c.2. genre-crossing texts (e.g. c.2. genre-crossing texts (e.g.
prose poem, performance prose poem, performance poetry, prose poem, performance poetry, prose poem, performance poetry,
poetry, etc.) etc.) etc.)
etc.)
III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources Creative Writing by Arnold Jarn Creative Writing by Arnold Jarn Ford Creative Writing by Arnold Jarn Creative Writing by Arnold Jarn
Ford Buhisan and Ayesha Sayseng Buhisan and Ayesha Sayseng, p. 40 Ford Buhisan and Ayesha Sayseng, Ford Buhisan and Ayesha Sayseng,
pp. 38- 39 pp. 40- 42 pp. 38- 42
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
A.Reviewing previous lesson or State the learning competency Review typography. Review prose poem. Review spoken word poetry.
presenting the new lesson and objectives.
B.Establishing a purpose for the lesson If I Were a Shape Activity Prose or Poem? Activity Speak or not to Speak Activity

Directions: Answer the questions: Directions: Read the piece and Direction: Answer the question: “If
“If I were a shape, what would I determine whether it is a prose or a you will receive a poem from your
be?” by using cutting colored poem. loved one, which do you prefer:
paper considering the shape you hear it or read it? Why?
chose. Before posting on the
board, write in the colored paper
the reason why you choose the
shape.
C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and Discuss about typography Discuss prose poem. Discuss spoken poetry.
practicing new skills #1 especially the concrete poetry/
shape poetry.

Use John Hollander’s Swan and Use Gertrude Stein’s A Seltzer Use Sarah Kay’s If I Should Have a
Shadow. Bottle. Daugther

E.Discussing new concepts and Show more examples of concrete Show more examples of prose Show more examples of spoken
practicing new skills #2 poetry. poem. word poetry.
F.Developing mastery Describe Me Activity Describe Me Activity Describe Me Activity The learners need to polish their
(Leads to formative assessment) works.
Direction: Describe concrete Direction: Describe prose poem in Direction: Describe spoken word
poetry in three adjectives. three adjectives. poetry in three adjectives.
G.Finding practical/applications of Ask:
concepts and skills in daily living
How these innovative techniques
in poetry can help you to adapt to
changes?
H. Making generalizations and The learners generalize things The learners generalize things about The learners generalize things
abstractions about the lesson about concrete poetry. prose poem. about spoken word poetry.
I.Evaluating Learning The learners will create a The learners will create their prose The learners will create their The learners will present their
concrete poetry using the shape poem. (Set guidelines) spoken word poetry. (Set outputs.
of house. (Set guidelines) guidelines)

J.Additional activities for application

or remediation
V.REMARKS Creative Writing is taught for four (4) sessions in a week.
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant
questions.
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation
C.Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?