RADE 1 to 12 School ANULING NATIONAL HIGH SCHOOL Grade Level 11/12

DAILY LESSON LOG Teacher Ms. Sarah May M. Manalang Learning Area Creative Writing
Teaching Dates and Time WEEK 8 Quarter FIRST

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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learners have understanding of The learners have understanding of The learners have understanding of The learners have understanding of
fiction as a genre and are able to fiction as a genre and are able to analyze fiction as a genre and are able to fiction as a genre and are able to
analyze its elements and techniques. its elements and techniques analyze its elements and techniques analyze its elements and techniques

B. Performance Standard Produce at least one striking scene Produce at least one striking scene for a Produce at least one striking scene Produce at least one striking scene
for a short story short story for a short storyprovii for a short story
C. Learning HUMSS_CW/MP1g-i-13: write HUMSS_CW/MP1g-i-13: write journal HUMSS_CW/MP1g-i-14: The HUMSS_CW/MP1g-i-14: The learners
Competency/Objectives journal entries and other short entries and other short exercises learners write a short scene applying write a short scene applying the
Write the LC code for each. exercises exploring key elements of exploring key elements of fiction the various elements, techniques, various elements, techniques, and
fiction and literary devices literary devices

Objectives Objectives Objectives Objectives

Learners should be able to Learners should be able to Learners should be able to Learners should be able to
K- incorporate creative visualization K-recall the different parts of a plot K- describe the setting & K- recall the points to consider in
and verbalization in writing S- provide appropriate ending of a story atmosphere of the story writing the setting
S- write a journal entry A- integrate self-reflection in writing an S- recognize points to consider in S- write a setting for a short story
A- show appreciation of the entry to their journal writing a scene A- carry out the fundamentals in
differences of strategy used by each A- share experiences in life through writing a scene
writer describing its scene

k- 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.
Writing a Journal Entry-Writeshop Writing Journal Entry-Plot Setting and atmosphere Setting and Atmosphere- Writing
l- LEARNING
RESOURCES
A. References Fundamentals of Creative Writing
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Pp1-8
 4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
m- 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, question 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 Constructivism Integrative Approach Collaborative Approach
or presenting the new 3A’s activity AACE Activity 4A’s Activity 2D-2M Activity
lesson Decide:
ACT: (Giving simple workshop) Apply: ACTIVITY:
Each student is given the same The teacher will play a short video clip The class will be given a copy of a text Activity:
conceptual picture. They have to to the class. (the entire video would not entitled, The Dirty Kitchen. They will be The students are asked to recall
describe the given picture as be played) The students should identify given time to read and analyze the points to consider in writing a setting.
creative as possible without the parts of a plot from the clip being setting of the text. Then, students will work on six
overthinking. They may use flow watched. groups. Each group are given the task
writing as their strategy. They have to write a scene for a short story.
to keep logs on their descriptions. Exposition: They have to go outside of the room
Rising Action: and find a specific area in the school
Climax: that will serve as their basis in
crafting their setting. They have to
decide on the concept of their story
based on their chosen area of the
school.

B. Establishing a purpose for ANALYZE (Compare & Abstract) ANALYZE Analysis: Describe:
the lesson The class will be given time for the
presentation of their output. Students should observe and study all the How are you going to describe the scene In describing their setting, each group
As everyone in the class is instances in the story to be able to provide of the text? should be able to inculcate sensory
presenting, they have to observe, how the characters will solve the problem. details in writing. They should focus on
evaluate, and list down the Does the description from the text describing:
differences and similarities of their provide you with the clear picture of the -what images do they see, hear, feel,
individual output to the other scene? taste and smell
outputs of the class. This will serve
How does the scene affect the story?
as a draft of their journal entry.
C. Presenting MODEL:
examples/Instances of the . Example:
new lesson As daylight breaks, restless winds
sneak into my room causing little
bumps on my arms to form. I have no
choice but to wake from my dream.
The bright reflection caused by the
white, fluffy substance blanketing my
back yard forces my eyes to squint, as
I throw open the window curtains.
Squeals and muffled laughter from the
playful kids next door catch my
attention. I rush down the stairs to put
on my gear, and I run out into the
bitter cold to join them. But after
playing for an hour, I’m convinced to
come back inside. The brisk air that
grabs at my lungs, and the numbness
of my toes in my boots have won. But
the delicious aroma of Mom’s hot
chocolate comforts me. It is soothingly
warm as it melts down my throat and
tastes like heaven on my lips.
-On describing a cold atmosphere
(Winter time)
D. Discussing new concepts Conceptualize ABSTRACTION
and practicing new skills # 1 The teacher discusses:
E. Discussing new concepts Once the students are done with providing the Setting & atmosphere
and practicing new skills # 2 exposition, the rising action and the climax, Points to consider in writing a scene.
F. Developing mastery and examining the characters, they are now
(leads to Formative given time to conceptualize on what ending
Assessment 3) would be appropriate for the story.

G. Finding practical application APPLY Experience APPLICATION MONITOR

of concepts and skills in The class will be given time to finalize The class will do peer critiquing on the outputs Students are asked to share a The teacher will monitor the students as
daily living their journal entry. Their entry should of their classmates. Then, the teacher will now memorable experience in their life by they move around the school and find a
include the process they have undergone play the last part of the video clip to see how giving vivid description of its atmosphere/ spot in writing their setting.
in describing the given picture. Also, their the real ending of the clip goes. setting.
 experiences during the workshop will be
included.

H. Making generalizations and *For their journal entry, they have to do self-
abstractions about the reflection based on the day’s activity. They
lesson should focus on how they have come up in
providing an ending to a story.
I. Evaluating learning
J. Additional activities for
application or remediation
n- REMARKS
o- 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?