GRADES 1 TO 12 School Gutalac Senior High School Grade Level Grade 12

DAILY LESSON LOG Teacher Romer D. Loquinario Learning Area Creative Writing
Teaching Dates and Time July 9-12,2018 Quarter 1
7:30-8:30 – HUMSS A
9:45-10:45 – HUMSS C

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of poetry as a genre and how to analyze its elements and techniques

B. Performance Standards The learners will be able to produce a short, well- crafted poem

C. Learning Competencies/Objectives HUMSS_CW/MP11/12-Iab-5  HUMSS_CW/MP11/12c-f7 HUMSS_CW/MP11/12c-f8  HUMSS_CW/MP11/12c-f8

Write the LC code for each
Objectives: Objectives: Objective: Objective:
 Explore the different  Recognize symbolism as an  Distinguish different forms of  Present a well-crafted poem
elements of poetry through important element in poetry poetry
poem  Identify symbols used in the
 Analyze the message of previous poem
poem
EDUCATION GIVES LUSTER
SYMBOLISM POETIC FORMS: Generic Forms
II. CONTENT TO MOTHERLAND
III. LEARNING RESOURCES
A. References Integrated English for Effective Integrated English for Effective Integrated English for Effective
Communication, pp. Communication, pp. Communication, pp. 4-8
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or  Mini-debate: Who do you  Ask: What have you noticed  Ask: How do poetic devices  Students will be reviewed about
presenting the new lesson
think should be our National on poem “Education Gives add appeal to poems? the previous through questioning.
Hero, Bonifacio or Rizal? Luster to Motherland”? Does

B. Establishing a purpose for the lesson  Ask: Viewing: watching the trailer of 
1. Express your viewpoints ‘The Killer Bride”
about the title, “Education
Gives Luster to
Motherland.”
C. Presenting examples/instances for  Ask: To what do you associate
the new lesson
Monday
D. Discussing new concepts and Students will read the poem by 
practicing new skills #1
group.
E. Discussing new concepts and  Students will discuss the
practicing new skills #2
stanza assigned for them to
the class.
F. Developing mastery  The students will be asked 
(Leads to Formative Assessment 3)
about their understanding of
the poem and how it affects
them.
G. Finding practical applications of  Collaborative activity:
the poem mention many
objects? Could they mean
something?
What popular kind of poems
from other country that you
know? How are they
constructed? Do they follow
certain structure?
these objects?
1. sunlight
2. sunset
3. black
4. wheel
5. sweat
Tuesday Wednesday Thursday Friday
Discussion of SYMBOLISM  Discussion of the Generic  Preparing students for the
forms of poetry: presentation
1. Couplet
2. Triplet
3. Quatrain
4. Refrain
5. Spoken-Word poetry
Students will be asked to give Follow-up questions
symbols and their own
meaning about them.
 Collaborative activity:  Collaborative activity: Write  Collaborative activity: Students
 concepts and skills in daily living Pick 3 What do you Go back to the poem “Education your own four-line stanza will present their own composed
lines believe is the Gives Luster to Motherland” by poem (Quatrain). Recite the poem. They will the identify the
from the author’s personal Jose Rizal. Identify the symbols poem with group in any speaker, content, theme, imagery,
poem point of view that the author used, and point out creative way you want to. figures of speech, and sound-effect
when he wrote what these symbols could mean Then answer/fill out the ff. devices of the poem.
this line? in the poem. table:  Follow-up questions will be given
Line where Name the interpretation Speaker  to the students.
the symbol symbol
is used Content 
Theme 
Imagery 
Figures of 
Speech
Sound-effect 
Devices
symbols 


H. Making generalizations and  Ask: What lesson can you  Ask: How does symbol give  What can you describe about  What can you describe about
abstractions about the lesson
get from the poem? flavor to a poem? poetry? poetry?

I. Evaluating learning  Ask: How do you feel after Students’ answers on the Content- 10  Ask: How do you feel after
reading the story? Does the application process will be Organization-10 reading the story? Does the story
story touch you?. checked and evaluated. Elements-10 touch you?.
Aesthetic quality-10
Presentation-10
Total: 50 points
J. Additional activities for application
for 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 them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.

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

materials did I use/discover which I
wish to share with other teachers?