Grades 1 to 12 School Urdaneta City National High School Grade Level 12-GAS

DAILY LESSON Teacher MELCHORA D. BOLAMBAO Learning Area Creative Writing

LOG Teaching Dates and Time June 24-28, 2019 Quarter First
7:30-8:30 LOCKE 8:30-9:30 BLOOM

Monday Tuesday Wednesday Thursday Friday

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,
I. OBJECTIVES
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.
The learners have an The learners have an The learners have an The learners have an The learners have an
understanding of imagery, understanding of imagery, understanding of imagery, understanding of imagery, understanding of imagery,
diction, figures of speech, diction, figures of speech, diction, figures of speech, diction, figures of speech, diction, figures of speech,
A. Content Standards and variations on language and variations on language and variations on language and variations on language and variations on language

B. Performance The learners shall be able

Standards The learners shall be able to The learners shall be able The learners shall be able The learners shall be able
to produce short
produce short paragraphs or to produce short to produce short to produce short
paragraphs or vignettes
vignettes using imagery, paragraphs or vignettes paragraphs or vignettes paragraphs or vignettes
using imagery, diction,
diction, figures of speech, using imagery, diction, using imagery, diction, using imagery, diction,
figures of speech, and
and specific experiences figures of speech, and figures of speech, and figures of speech, and
specific experiences
specific experiences specific experiences specific experiences
C. Learning 1. Arrange the The learners read closely as The learners identify the The learners identify the
Competencies/ Objectives students to one seat writers with a various elements, various elements,
Write the LC code for
apart; consciousness of craft. techniques, and literary SCHOOL RELATED WORKS techniques, and literary
each
2. Distribute the test (HUMSS_CW/MP11/12-Ia- devices in poetry. devices in poetry.
papers; b-5) (HUMSS_CW/MP11/12c-f- (HUMSS_CW/MP11/12c-f-
3. Check the test; and At the end of the lesson 6) 6)
4. Record the scores the students should be At the end of the lesson At the end of the lesson
able to: the students should be the students should be able
1. Read the poem able to: to:
closely; 1. Arrange the words
2. Answer the to make a line of
questions honestly; poem;
and 2. Discuss the
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3. Discuss the elements of genre;
biography of and
Robert Frost and 3. Appreciate poetry
Thomas Wolfe by expressing
emotions through
reading.
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.
Sample of Words of Local and 6. Reading and Writing 6. Reading and Writing
Foreign Writers Poetry* Poetry*
II. CONTENT
Poem: “Acquainted with 6.1. Elements of the genre 6.1. Elements of the genre
LONG QUIZ SCHOOL RELATED WORKS
the Night” by Robert Frost a. Essential elements a. Essential elements
Short Story: The Far and a.1. Theme a.1. Theme
the Near by Thomas Wolfe a.2. Tone a.2. Tone
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
TEST PAPER Literature: The American Creative Writing by Arnold
B. Other Learning Experience Paramount Jarn Ford Buhisan and Creative Writing by Arnold
Resources Edition of Prentice Hall, pp. Ayesha Sayseng pp. 21- 25 Jarn Ford Buhisan and
616- 619; p. 779. Ayesha Sayseng pp. 26-33
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
IV. PROCEDURES 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 Prayer Review the literary pieces Let the students read the Review the definition of
 Monday Tuesday Wednesday Thursday Friday
lesson or 10 minutes to review that were discussed learning competency and poetry and its
presenting the new yesterday. objectives. characteristics.
lesson
B. Establishing a Arrange the students to one IMAGINE ACTIVITY CHAIN OF WORDS DRAW YOUR EMOJI
purpose for the seat apart. Direction: Close your eyes ACTIVITY ACTIVITY
lesson and imagine that you are Direction: Arrange the
riding in a train going to an words to make a line of Directions: Draw your
island. Then, think about poem. SCHOOL RELATED emoji representing your
the forest and waters the (Note: Use lines from the WORKS feeling towards opposite
train is passing by. poem “The Road Not sex relationship.
Suddenly, rain poured out. Taken” by Robert Frost.
Now, think about
something sentimental
while inside the train.
C. Presenting Distribute the test papers. Introduce Robert Frost and Ask the learners what they Discuss the elements of
examples/ Thomas Wolfe know about poetry and if poetry.
instances of the they have tried to write SCHOOL RELATED Theme
new lesson one. WORKS Tone
Rhyme
Line and Meter
Genre
D. Discussing new Check the test papers. Read the poem Discuss poetry. BRAINSTORMING
concepts and “Acquainted with the Use the poem “If I can stop List down all the thoughts
practicing new Night” by Robert Frost. one heart from breaking” you have right now.
skills #1 Then, the learners will by Emily Dickenson and Do Activity 2. Choose a
answer questions about “Stopping by Woods on a genre of poetry and write a
what they read. Snowy Evening” by Robert sample of it. Use the words
Frost as springboard in or phrases from Activity 1.
discussing the topic.
E. Discussing new Read the short story, “The Discuss Units of Poetry
concepts and Far and the Near” by
practicing new Thomas Wolfe. Then, the
skills #2 learners will answer the
questions about what they
read.
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IMPRESSION ACTIVITY SAMPLE ACTIVITY
Direction: Give your Directions: Making the
Ask:
F. Developing reviews on the two literary sample poems as
How the elements of
mastery (Leads to pieces. Consider the examples, try to write a
poetry can help you to
Formative writers’ styles and choice short poem. This is to
strengthen your skills/
Assessment 3) of words. gauge your basic
talents?
understanding of how a
poem should be written.
Ask: Ask: Ask:
G. Finding practical
How the examination of How poetry can help you to How the elements of
applications of
literary crafts can help you express your emotions poetry can help you to
concepts and skills
to be a better writer? towards people? strengthen your skills/
in daily living
talents?
H. Making The learners generalize the The learners synthesize the . The learners enumerate
generalizations and things they learned characteristics of poetry. and describe the elements
abstractions about yesterday and today about of poetry.
the lesson literary crafts.
Record the scores. The learners will have a Do Activity 2 DO COOL DOWN
short quiz written in the Direction: Write down Directions: Exchange your
activity sheets. three reasons why you poem with your seatmate
I. Evaluating learning
chose to write the poem in and let your seatmate
Activity 1. analyse and rate your
poem.
J. Additional activities
for application or
remediation

V. REMARKS

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?
VI. REFLECTION 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% on the
formative assessment
B. No. of Learners who
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require additional
activities for
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 materials did
I use/discover which I
wish to share with
other teachers?