School Masagana High School Grade Level 11

GRADES 1 TO 12 Teacher Joseph I. Andagan Learning Area Creative Writing

DAILY LESSON LOG Inclusive Dates July 04-08, 2015 Quarter I

I. OBJECTIVES
A. Content Standard/s
B. Performance Standard/s
C. Learning Competencies/ Objective/s
Write the LC Code for Each
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 to support the learning of content and competencies and enable students to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
The learners have an understanding of poetry as a genre and how to analyze its elements and techniques
The learners shall be able to produce a short, well-crafted poem
The learners identify the various elements, The learners identify the various elements, The learners identify the various elements, The learners identify the various elements,
techniques, and literary devices in poetry techniques, and literary devices in poetry techniques, and literary devices in poetry techniques, and literary devices in 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)

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.
Reading and Writing Poetry* Elements of the genre Essential elements Essential elements
II. CONTENT a.1. Theme
a.2. Tone

IV. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Material Pages
3. Textbook Pages
4. Additional Materials for Learning
Resource Portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establish a purpose for the lesson
List the materials to be used in different days. Varied sources of materials sustain students interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
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.
1. Relay the learning competency to the Introduce students to the idea that Introduce or review the two poetic devices To begin the lesson, introduce the idea that
learners and have them copy it in their individuals can have very different they have been using: Metaphor (an most poems tell a story of emotions, with
notebooks: reactions to poetry by sharing definitions implied comparison where one thing is the mood changing over the course of the
I will identify the unique features and with them. The poet and educator Carl described in terms of another without using poem. Explain that when we can identify
requirements in composing a poem. Leggo has said that Poetry is like putting the words like or as) and simile (a the changing tones of voice that the
2. Ask the students the following questions: an IKEA bed together. How do the comparison using the words like or as). speaker of the poem adopts, we can better
a. Why do we need to write a poem? students interpret this definition? Explore Have students return to their seats and understand the emotional story being told.
b. What do you think makes a good poem? how it suggests different meanings, such discuss which student statements Ask students to pair up or work in small
 as that poetry might appear simple but can
be deceptively tricky to assemble, that it
can be uninspiring or perfectly designed.
Consider the following definitions and
possible interpretations:
resonated with them and why. groups to share their tone list and any
definitions added, and provide clarifications
if required.

Poetry is my grandmothers collection

of recipes stained with the ingredients
that smudge her handwritten notes.
--Poetry is a historical, personal, timeless
story of rituals.

Poetry is a DJ spinning, grooving, and

synchronizing beats on his turntables.
--Poetry is a mish-mash of melodies, a
synthesis of sound, an alliterative text.

Poetry is like riding horseback in the

C. Presenting examples/instances of
the new lesson
Inform the students that poems are, and
why they are important:
Poetry is a literary work in verse writing of
high quality, great beauty, a piece of art,
with emotional sincerity or intensity, a
graceful expression showing imagination
and deep feeling with beautiful and elegant
quality. It is a profound insight that enables
a poet to idealize reality and to see the
things or situations in a particular way, to
express his feelings of his own accord and
to represent them in such a way as to
delight the readers.
rain, without reins, for the first time.
--Poetry is a scary, unfamiliar feat that
many wouldnt even try.
Explain that writers often use concrete
images to explain a feeling or an abstract
idea in poetry. Analyze some of the
statements above with the notes provided
or write your own "Poetry is..."/"Poetry is
like..." sentences and explain them to your
class. Alternately, you may choose to hand
out one or two quotes per small group of
students and have them discuss and then
report their findings to the class. Here are
some guiding discussion questions:
What does the writer think about poetry?
What words and images support this
answer?
Do you feel the same way? Explain.
Before beginning this lesson, have the Continuation of the lesson.
students consult the Tone List. Feel free to
trim or modify the Tone List to suit the
students; however, the longer it is, the
more varied and subtle the students
descriptions of tone will be. Explain that
they will be using this list to describe the
changing tones of voice that a student uses
to convey the emotions in a poem, and ask
students to circle any words on the list they
do not know. Ask students to look up these
words and instruct them to bring in the
definitions and the full Tone List when they
return.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalization and
abstractions about the lesson
I. Evaluating learning
1. Tell the students as to how good poems
are written.
2. Show a sample of a good poem.
3. Inform the learners that they will be
watching video, and that they will only view
it once.
4. Play the video once. (Hamand, Maggie.
A Guide to Writing A Poem. Dec 22,
2011. https://www.youtube.com/watch?
v=pYB3u9714IQ. Accessed July 3, 2016.)
5. After playing the video, ask the students
to write down important points they got.
Allow them to
jot down these points in their notebooks.
Give them a minute to do this.
6. Call three to five students to share their
insights to the class.
1. Provide two sample poems for students
to review. One comes from a high school
graduate with little motivation, experience
or sense of professionalism. The other is
from a sharp student who graduated from a
state university and has been active
acquiring several skill sets.
2. Go over both poems as a class. First,
have students spend a few minutes writing
down errors and needed improvements in
the first poem.
3. Next, go over the second poem.
Compare and contrast the two poems,
explaining why the second students is
1. Hand out pieces of coloured paper to
each student. (White paper will work too,
but the coloured pieces will stand out more
when posted on the walls.) Give students a
few minutes to write their own poetry
statement starting with Poetry is or
Poetry is like on a paper strip. Their
challenge is to use concrete images to
explain their attitudes towards and
experiences with poetry.
If time permits, students could write both
Poetry is and Poetry is like specify the word, phrase, or structural
statements on separate papers.
2. Ask students to pin or tape their poetic
statements on the classroom walls. Invite
them to take a walk around their colourful
poetry gallery. This will give them a
chance to see how many different ways
people view poetry.
3. Distribute three sticky notes to each
class member. Ask students to read the
thoughts of their classmates as they
appear on the classroom walls. Encourage
them to question or make connections with
other students' ideas on their sticky notes
and to post these comments at the bottom
of three coloured papers. If your class isnt
used to giving feedback, provide them with
these sentence stems:
I wonder about
I agree with
I could see that image clearly
1. Leave all student statements on display
throughout your poetry study. There may
be opportunities to refer back to these
attitudes and experiences as students learn
and discuss more about poems.
Conclude the lesson by handing out and
reading sample poems from an online
anthology to the class. For a great example
of the use of similes, read Michael
Ondaatjes Sweet like a Crow.
2. At the end of poetry, ask students to
revisit their initial definitions of poetry to
see whether their attitudes have changed.
Ask students to reflect on their initial
1. Students should select one recitation
video from our website and listen closely to
the speakers interpretation of the poem.
Students should have a printed copy of the
poem so they can follow along.
2. Ask students to listen for and make note
of the tonal turning points in the recitation
on the printed copy of the poem. Challenge
students to indicate how the reciter
indicated a shift in tone (change of volume,
pacing, facial expression, etc.) and to
however, they should be able to support
element (period, line break, em dash, etc.)
where the tone shift occurs. Students will
likely need time to watch the recitation a
few times to map the whole poem.
Discuss the tones in this tone map with
the students. Are these the tones they
heard in your reading? If not, how would
they describe what they heard? Do they
think that parts of the poem should be read
in a tone that is different from your
recitation and the tone map? What tone
seems better in what section, and why?
Using their tone lists, have the students
brainstorm names for each tone they heard
during the recitation. Encourage them to
combine terms whenever they need to: for
example, bantering disbelief. You could
explain that emotions dont always come in
primary colours; often colours blend, and
shade into one another. The more accurate
their descriptions are, the more distinctions
they can learn to recognize. Students do
not need to agree on the tones they hear;
their descriptions by referencing the poem.
Let other students evaluate whether the
tones identified are acceptable.
As a final project for this lesson, have
students write a Memo to Performer as
though they were a director. The memo
should go through a poetry recitation video
on our website section by section,
explaining any problems they find with the
tones portrayed in the performance and
how they think it should be performed
differently. Tell students that they must
justify their recommendations to the
performer in terms of the emotions and
ideas and motivations they see in each
section of the poem.
 better and writing these aspects and metaphor or simile in the form of a journal
reasons on the board or chart paper. entry.
Students also can suggest improvements
the second student could have made.
4. You may want to note that there is no
single best way to structure a poem.

ENRICHMENT
It would be great to have the students
create their own poem and encode it
directly on a computer. If ever the students
would have access to a computer, remind
them of the following format in creating a
good poem.
J. Additional activities for application or Provide the students with a sample of a It is better to have quantitative comments Observe two of your classes other than
remediation poem for critique. They are needed to than qualitative grades. Students might English. Find out the nature, process,
highlight the areas for improvement and the have different takes on drafting poems elements, and models of communication
strong points of the poem. They will then (they might not be able to see all strong exemplified in each class.
rewrite the sample poem in a separate points and areas for improvement). The Using a maximum of 500 words, write a
sheet of paper. important thing is that they start to report about your observations. Use the
recognize the importance of poetry, and following format: font 12, Times New
how it can be improved. Roman, 1.5 spacing.

1. 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 to learn? Identify what help your institutional supervisors can
2. REFLECTION 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 the lesson
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well?
Why did this 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 I wish to share with other teachers.
Pursuant of DepEd Order No. 42, s. 2016