GRADE School DITUMABO NATIONAL HIGH SCHOOL Grade Level 11

11 Teacher ANGELBERT T. MANZANARES Learning Area Creative Writing

DAILY Teaching Dates and Time March 6-10: 10:45-11:45 am, 1:00-2:00 pm, Quarter THIRD
LESSON LOG 2:00-3:00 pm & 3:00-4:00 pm

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
B. Performance Standard The learners shall be able to produce a short, well-crafted poem.
C. Learning Identify the various elements, Identify the various elements, Identify the various elements, Identify the various elements,
Competency/Objectives techniques, and literary devices techniques, and literary devices in techniques, and literary devices in techniques, and literary
Write the LC code for each. in specific forms of poetry. specific forms of poetry. specific forms of poetry. devices in specific forms of
poetry.
HUMSS_CW/MP11/12c-f-6 HUMSS_CW/MP11/12c-f-6 HUMSS_CW/MP11/12c-f-6
HUMSS_CW/MP11/12c-f-6
II. CONTENT Elements of Poetry: Elements of Poetry: Elements of Poetry: Elements of Poetry:
Structure of Poetry Structure of Poetry Structure of Poetry Structure of Poetry
A. Stanza A. Stanza A. Stanza A. Stanza
B. Form B. Form B. Form B. Form
1. Lyric Poetry 1. Lyric Poetry 1. Lyric Poetry 1. Lyric Poetry
2. Narrative Poetry 2. Narrative Poetry 2. Narrative Poetry 2. Narrative Poetry
3. Descriptive Poetry 3. Descriptive Poetry 3. Descriptive Poetry 3. Descriptive Poetry
Other Forms of Poetry Other Forms of Poetry Other Forms of Poetry Other Forms of Poetry
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Creative Writing: Quarter 1 Creative Writing: Quarter 1 Week Creative Writing: Quarter 1 Week 2 Creative Writing: Quarter 1
Week 2 Module 2: Lesson 1- 2 Module 2: Lesson 1- Elements Module 2: Lesson 1- Elements of Week 2 Module 2: Lesson 1-
Elements of Poetry (Structure of of Poetry (Structure of Poetry); pp. Poetry (Structure of Poetry); pp. 2- Elements of Poetry (Structure
Poetry); pp. 2-10 2-10 10 of Poetry); pp. 2-10
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resource 1. Chalk & Blackboard 1. Chalk & Blackboard 1. Chalk & Blackboard 1. Chalk & Blackboard
2. Visual aids/PowerPoint 2. Visual aids/PowerPoint 2. Visual aids/PowerPoint 2. Visual aids/PowerPoint
presentation presentation presentation presentation
 3. TV Screen 3. TV Screen 3. TV Screen 3. TV Screen
4. YouTube 4. YouTube 4. Jigsaw Puzzle
IV. PROCEDURES
A. Reviewing previous lesson For the review of the last lesson, The teacher will ask the learners Jigsaw Puzzle The teacher will present a
or presenting the new lesson the teacher will show a blank to recap the topics discussed The teacher will start the session by diagram of the summary of
network tree of the previous previously. dividing the students into 6 groups. the lessons last week and this
topic which the class will fill out Each group will be given a jigsaw week which are all about the
with the appropriate terms or puzzle to build where 3 have haiku structure of poetry for them to
concepts. and the other 3 has limericks. After remember
a group finishes the puzzle, they
have to read the revealed poetry on
their puzzle in chorus. The first to
read their poetry will be hailed as
the winner of the task.
B. Establishing a purpose for The teacher will ask random Video Presentation After all of the groups complete their As preparation for the
the lesson students about their favorite The teacher will show a short clip puzzle, each group will be given a performance task, the class
stories of all time. Afterward, of different sceneries animated by chance to visit and take a look at will try to answer Check Your
students will be given a question, Studio Ghibli. Afterward, the the poetry of other groups. Understanding on the
“Can poetry tell a story?” Afterward, each group will tell which learner’s material on page 7.
students will be given a chance to
two other groups are similar to
describe and share their theirs.
impressions with the shown video Haiku (Puzzle No.1, Puzzle No.3,
clip. and Puzzle No. 4)
Limerick (Puzzle No.2, Puzzle No.5,
and Puzzle No. 6)
C. Presenting Video Presentation The teacher will show the The teacher will tell the students
The teacher will inform the
examples/Instances of the To indulge the students in students a word cloud of different which poems are similar to one students that now is the time
new lesson Narrative Poetry, the teacher will adjectives and let them guess another according to their form. for them to apply their skills
play a video of “Ballad of A what type of poetry according to and attained learning through
Mother's Heart” by Jose La Villa form will be their next topic. a performance task. The
Tierra and tell them that the teacher will arrange the
presented video is an example of students into 5 groups. Each
the new topic. group will be given a poem.
D. Discussing new concepts The teacher will briefly discuss The teacher will now discuss the The teacher will briefly discuss the Performance Task
and practicing new skills # 1 the following topics through a definition and characteristics of following topics through a
PowerPoint presentation: the new topic which is Descriptive PowerPoint presentation: To display their skills in
deciphering the context of a
Poetry as a form of poetry.
B. Form Other Forms of Poetry poem through the display of
2. Narrative Poetry 1. Haiku proper reading, the students
a. Ballad 2. Limerick will be given a task to do a
 b. Epic poetry reading of the assigned
poem to their group.
The criteria for the task are as
follows.

Rubric
Delivery (40%)
 Quality of voice,
fluency,
pronunciation,
blending, and
harmony.
Interpretation (50%)
 Manner in which the
piece was clearly
internalized
particularly its
intended meaning.
Audience Adaptation (10%)
 The group is able to
keep the audience
engaged.
E. Discussing new concepts To further discuss the two Listening The teacher will further discuss The students will be given
and practicing new skills # 2 subtypes of Narrative Poetry Haiku and Limericks through the adequate time for practicing
(ballad & epic) as a form of a The students will be instructed by given sample in the learner’s before the performance. The
poem, the teacher will be using the teacher to close their eyes and material on page 6. teacher will remind the
the given sample poems in the listen to the poetry reading of “I student of the rubrics.
learner’s material on pages 5-6. wandered Lonely as a Cloud” by
William Wordsworth. Afterward,
the students will share what they
have imagined through the poem
they have listened to.
F. Developing mastery The teacher will call the learners The teacher will ask the learners To further develop the mastery of The students will now perform
(leads to Formative through a draw lots. The name to define Descriptive Poetry using learners in the lesson, the teacher what they have practiced
Assessment 3) drawn will identify what type of their own words. will give some keywords or phrases which the teacher will be
Narrative Poetry the sample is assessing through the given
that define the discussed topics and
given by the teacher. criteria.
the learners will be encouraged to
give their input as well.
G. Finding practical application The teacher will share with the The teacher will ask the learners, The teacher will ask the students The teacher will ask the
of concepts and skills in learners that the earliest poetry “If you are going to write your own how relevant haiku and limericks students how important
daily living was not written but spoken, descriptive poetry, what will be are in today’s society. learning the structure of
recited, chanted, or sung. Poetic your subject?” poetry is in creative writing.
devices like rhythm, rhyme, and
repetition made stories easier to
memorize so they could be
transported long distances and
handed down through
generations. Thus, narrative
poetry evolved from this oral
tradition.
H. Making generalizations and The teacher will ask the learners The learners will generalize what The learners will generalize what
abstractions about the to summarize today’s topic about they have learned. they have learned.
lesson narrative poetry and its
subtypes.

I. Evaluating learning Venn Diagram Activity Post-Test

The teacher will instruct the To assess the attained learning of Students will answer the given
students to create a Venn the students, they will be instructed post-test on their learning
Diagram of a Ballad and Epic in to answer Activity 2 on the learner’s material on page 9.
their activity notebook. material on page 7.

Criteria
- Word Choice and
Creativity (10)
- Form (10)
- Grammar and Spelling (10)
J. Additional activities for Your Story Reflection
application or remediation As an assignment, the students
will be encouraged to take an IG- The students will write
worthy picture of any subject they reflective learning using the
love. Afterward, they will upload it prompts given on the
into their FB/IG story with a two- Reflective Learning Sheet on
line description using imagery or the learner’s material on page
elaborative adjectives. 10.

Rubric:
Description (5 pts)
  The text in the story
applied imagery or
adjectives that best
describe their chosen
subject.
Visual Impact (5 pts)
 The overall visual impact
is considered aesthetic.
V. REMARKS
VI. REFLECTION
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?

Prepared by Checked and Reviewed by: Noted:

ANGELBERT T. MANZANARES ERWIN H. ROLDAN PRAISE FRANCIS D. NAPOLES, EdD
Practice Teacher SHST-III –Cooperating Teacher SHS Head Teacher- I