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School SAN BARTOLOME HIGH SCHOOL Grade Level Grade 12

DAILY LESSON LOG Teacher ROSSANO C. DAVID Learning Area Creative Writing
Teaching Date July 24 - 28, 2017 Grading Period

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

poetry as a genre and how to analyze its poetry as a genre and how to analyze its poetry as a genre and how to analyze its poetry as a genre and how to analyze its poetry as a genre and how to analyze its
A. Content Standard
elements and techniques elements and techniques elements and techniques elements and techniques elements and techniques

B. Performance Standard produce a short, wellcrafted poem produce a short, wellcrafted poem produce a short, wellcrafted poem produce a short, wellcrafted poem produce a short, wellcrafted poem

Learning Competencies / identify the various elements, techniques, identify the various elements, techniques, identify the various elements, techniques, identify the various elements, techniques, identify the various elements, techniques,
C.
Objectives and literary devices in drama… and literary devices in dama…. and literary devices in drama… and literary devices in drama… and literary devices in drama…

6. Reading and Writing Poetry* 6.1. Elements of the genre a. Essential elements a.1. Theme a.2. Tone b. Elements for specific forms b.1. Conventional forms (exemplar: short Tagalog poems like tanaga and diona; haiku; sonnet)
II. CONTENT -rhyme and meter -metaphor b.2. Free verse -the line and line break -enjambments -metaphor c. Other experimental texts c.1. typography c.2. genre-crossing texts (e.g. prose poem, performance poetry, etc.) d. Tone 2.3.
Techniques and literary devices (modelling from well-known local and foreign poets)

III. LEARNING RESOURCES

A. References
1 . Teacher's Guide pages
2 . Learner's Material pages
3 . Textbook pages
Additional Materials from
4.
Learning Resources portal

B. Other Learning Resources www.quipper.com/www.academia.com www.quipper.com/www.academia.com

IV. PROCEDURES
The learners were reviewed from the The learners were given the popular fiction
The learners were given the popular fiction The learners were given the assignment to
Reviewing previous lesson or previous lessons about the use of sensory writings such as the "The Magnificence"...And
A. writings such as And told to read closely and analyze and ask to report in front of the class
presenting the new lesson experience and language in writing creatively told to read closely and analyze as their own
analyze as their own works. as part of their performance task..
either in fictional or nonfictional… works.

The learners were told to analyze the literary The learners were told to analyze the literary The Learners were asked to explain and
The learners were told to utilize the language
Establishing a purpose for works of Loreto Paras Sulit to help in works of this local writer Estrella D. Alfon to discuss the definition and their understanding
B. to evoke emotional and intellectual responses
the lesson identifying his contributions to Philippine help in identifying his contributions to about the literary works of local and
readers.
Literature… Philippine Literature and the World… international writers…

The learners were given the examples under

The learners were guided to give details ask the students of their observations on
Presenting examples / the topic language that was discussed The learners were guided to give details
C. regarding Estrella D. Alfon various types of literary works in our country
instances of the new lesson previously such as Imagery Figure of speech regarding "The Harvest"…
"Magnificence"… or based on tv shows they watch
and Diction…

Discussing new concepts Discuss to the learners about Imagery, The learners were asked about the parts of The learners were asked about the parts of discuss the various types of application of the
D.
and practicing new skills # 1 Figure of speech, and Diction… the short story "The Harvest"… the short story "Magnificence"… short story and song…

The parts of the short story about

The parts of the short story were discussed "Magnificence"…Its story is plot-driven.Its
Discuss to the learners Another topic that has
Discussing new concepts such as the Settings and The Plot..under this characters are mostly stock figures.Its setting
E. connection with the use of language and its Page 1
and practicing new skills # 2 are the ff. Exposition, Rising Action, Climax, is either familiar or exotic.Its language is
components in creative writing…
Falling Action,,, Conclusion… closer to everyday spoken language.It
contains a lot of dialogues.
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The parts of the short story about

The parts of the short story were discussed "Magnificence"…Its story is plot-driven.Its
Discuss to the learners Another topic that has
Discussing new concepts such as the Settings and The Plot..under this characters are mostly stock figures.Its setting
E. connection with the use of language and its
and practicing new skills # 2 are the ff. Exposition, Rising Action, Climax, is either familiar or exotic.Its language is
components in creative writing…
Falling Action,,, Conclusion… closer to everyday spoken language.It
contains a lot of dialogues.

The learners were asked to analyze the short The learners were asked to analyze the short
The learners were asked to read the short ask the students of the type of literary works
Developing mastery (leads fo story of Loreto Paras Sulit as their seatwork story "Magnificence"...as their seatwork
F. story "The Mats" of the writer Francisco that they have at home or on their real life
Formative Assessment) based from the given detailed parts guided based from the given detailed parts guided
Arcellana as their assignment... situation , if any
and discussed to them previously… and discussed to them previously…

The learners were asked to make an The learners were asked to make an The learners were asked to make an
Finding practical application
assignment regarding the practical assignment regarding the practical assignment regarding the practical
G. of concepts and skills in daily
applications in their daily living,,, the lessons applications in their daily living,,, the lessons applications in their daily living,,, the lessons
living
learned from the "The Mats"… learned from the learned from the "Magnificence"…

Making generalizations and re-discuss the theories and concepts of the re-discuss the theories and concepts of the re-discuss the theories and concepts of the
H.
abstractions about the lesson Imagery, Figure of speech and Diction… short story short story "Magnificence"|…

ask students to recite the lessons about the ask students to recite the details based from short quiz on the short story and song and
ask students to recite the details based from
I. Evaluating learning language and its components such as the the given parts of the short story analyze to identify how they contribute in
the given parts of the short story
Imagery, Figure of speech,,and Diction… "Magnificence"… Philippine literature and the World…

Additional activities for

J. 5 minutes were taken for remedial 5 minutes were taken for remedial 5 minutes were taken for remedial 5 minutes were taken for remedial
application or remediation

44 out of 49 students earned 80% on 44 out of 49 students earned 80% on 39 out of 49 students earned 80% on
V. REMARKS formative assessment formative assessment formative assessment

Harnessing the creative abilities of my learners is proven to be very effective. Those learners who thought that they couldn’t create artistic masterpieces were proven wrong; I believe I have
VI. REFLECTION
brought out the artists within my students

No. of learners who earned 39 out of 49 students earned 80% on 44 out of 49 students earned 80% on 44 out of 49 students earned 80% on 44 out of 49 students earned 80% on
A.
80% in the evaluation formative assessment formative assessment formative assessment formative assessment

No. of learners requiring

additional activities for
B. 10 learners need activities for remediation 5 learners need activities for remediation 5 learners need activities for remediation 5 learners need activities for remediation
remediation who scored
below 80%

Did the remedial lessons

work? No. of learners who yes, 10 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the
C.
have caught up with the remedial remedial remedial remedial
lesson

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 Did the remedial lessons Page 3
work? No. of learners who yes, 10 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the yes, 5 learners have caught up after the
C.
have caught up with the remedial remedial remedial remedial
lesson

No. of learners who continue

D. n/a n/a n/a n/a
require remediation

Which of my teaching
I related the topic/concept with student's I related the topic/concept with student's I related the topic/concept with student's I related the topic/concept with student's
E. strategies worked well? Why
personal experiences personal experiences personal experiences personal experiences
did these work?

What difficulties did I

encounter which my principal dealing with absenteeism of slow learners dealing with absenteeism of slow learners dealing with absenteeism of slow learners dealing with absenteeism of slow learners
F.
or supervisor can help me which affects the time for their remedial which affects the time for their remedial which affects the time for their remedial which affects the time for their remedial
solve?

What innovations or localized

materials dis I use/discover
G. Relating concepts with student's experiences Relating concepts with student's experiences Relating concepts with student's experiences Relating concepts with student's experiences
which I wish to share with
other teachers?

Prepeared by: Noted by:

ROSSANO C. DAVID HELEN R. BUENO
Subject Teacher Principal I

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