SCHOOL Sarrat National High School GRADE LEVEL 12- HUMSS Comte

GRADES 1 TO 12 TEACHER Lyka Sheine S. Balantac LEARNING AREA Creative Writing

DAILY LESSON LOG TEACHING DATES AND November 21-25, 2022 QUARTER 2/ Week 3
TIME

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 drama as a genre and are able to analyze its elements and techniques.

B.Performance Standards The learners shall be able to compose at least one scene for a one-act play that can be staged.

C.Learning Conceptualize a Conceptualize a Explore different staging Explore different staging

Competencies/Objectives character/setting/plot for a one-act character/setting/plot for a modalities vis-à-vis envisioning modalities vis-à-vis
play (HUMSS_CW/MPIj-IIc-17) one-act play the script (HUMSS_CW/MPIjc- envisioning the script
Write the LC Code for each
(HUMSS_CW/MPIj-IIc-17) 18) (HUMSS_CW/MPIjc-18)

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.

Conceptualize plot and setting for a Conceptualizing a character Different staging modalities Different staging
one- act play for a one- act play modalities

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 https://penandthepad.com/write- https://penandthepad.com/ http:// https://www.kennedy-

center.org/education/resources-
one-act-play-2123970.html write-one-act-play- www.theatrestrust.org.uk/ for-educators/classroom-
2123970.html resources/media-and-
discover-theatres/theatre- interactives/media/theater/its-
faqs/170-what-are-the-types- not-just-a-stage/
https://
of-theatre-stages-and-
www.languagehumanities.org/ https://
auditoria
www.languagehumanities.org
how-do-i-write-a-one-act-play.htm
/

how-do-i-write-a-one-act-
https://www.nfi.edu/writing-a- play.htm
play-script-s266-backup/

https://www.nfi.edu/writing-
a-play-script-s266-backup/

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 and Review the learners about Review the learners about Review the learners
presenting the new lesson objectives. conceptualizing plot and conceptualizing a character for about the different
setting for a one-act play. a one-act play. staging modalities.

B.Establishing a purpose for the From the Start to End Activity Character Maker Activity Spotlight Activity Ask the learners if they
lesson have tried watching a
play. Ask them about
Direction: Arrange the events from Direction: Write three words Direction: Go to the center of their experiences.
the play “Romeo and Juliet” by that describe each person: the classroom and
William Shakespeare. demonstrate the action you
 a. Clown picked up.

b. Fairy

C.Presenting Guess the Scene Activity Ask them what will happen if Ask them their experiences in Tell them that actors
examples/instances of the new they wrongly describe the activity. Tell them actors have places to occupy
lesson characters. follow staging modalities. during acting.
Direction: Determine the place and
mood of the places being shown in
a play.

D.Discussing new concepts and Discuss conceptualizing plot for a Discuss conceptualizing a Discuss different staging Discuss different parts
practicing new skills #1 one- act play. character of a one- act play. modalities. of a stage.

E.Discussing new concepts and Discuss conceptualizing setting for a

practicing new skills #2 one- act play.

F.Developing mastery The learners will do an The learners will do a The learners will do a The learners will do an
identification test about plot and matching type test about matching type about types of identification test about
(Leads to formative assessment)
setting. conceptualizing characters. staging modalities. parts of a stage.

G.Finding practical/applications Ask: Ask: Ask: Ask:

of concepts and skills in daily
living
How can conceptualization of plot How can conceptualization of How can the different staging How can stage areas
and setting help you to value public a character help you to modalities help you to value help you to know your
parks? establish your self- identity? space? limitations and
capabilities?

H. Making generalizations and The learners will state their The learners will state their The learners will state their The learners will state
abstractions about the lesson learning takeaways. learning takeaways. learning takeaways. their learning
takeaways.

I.Evaluating Learning
 J.Additional activities for
application or remediation

V.REMARKS
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?

Prepared by: Checked by:

LYKA SHEINE S. BALANTAC SARILYN C. AGOO

SHS Teacher I Head Teacher III, English Department