SCHOOL
GRADES 1 TO 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
Tondol National High School GRADE LEVEL 11 GAS
TEACHER Carl John C. Carolino LEARNING AREA Creative Writing
TEACHING DATES AND TIME June 11-15, 2018 QUARTER First/ Week 2
SESSION 1 SESSION 2 SESSION 3 SESSION 4
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 to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learners have an understanding of imagery, diction, figures of speech, and variations on language.
The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences.
The learners… The learners… The learners… The learners…
use imagery, diction, figures of use imagery, diction, figures of read closely as writers with a read closely as writers with a
speech, and specific experiences. speech, and specific experiences. consciousness of craft. consciousness of craft.
(HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-5) (HUMSS_CW/MP11/12-Ia-b-5)
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.
1.3. Language 1.3. Language 1.4. Sample works of well-known 1.4. Sample works of well-known
a. Imagery a. Imagery local and foreign writers local and foreign writers
b. Figures of speech b. Figures of speech
c. Diction c. Diction Poem: “Be Beautiful, Noble, Like Poem: “Acquainted with the
the Antique Ant” by Jose Garcia Night” by Robert Frost
Villa
Short Story: “My Father Goes to Short Story: The Far and the Near
Court” by Carlos Bulosan by Thomas Wolfe
List the materials to be used in different days. Varied sources of materials sustain children’s 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.
Creative Writing by Arnold Jarn Creative Writing by Arnold Jarn Ford Literature: The American Literature: The American
Ford Buhisan and Ayesha Buhisan and Ayesha Sayseng, pp. 14- Experience Paramount Edition of Experience Paramount Edition of
Sayseng, pp. 14- 20 20 Prentice Hall, pp. 982- 985 Prentice Hall, pp. 616- 619; p. 779.

IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
Review sensory experiences.
Present Trees by Joyce Kilmer.
Point out the images. Connect it
with imagery.
Recall figurative language.
Connect it with figures of speech.
Add information about imagery.
Review imagery and figurative
language.
“Kalyeserye” activity
Direction: The learners need to
depict a street scene. They should
use the following words:
1. Erpat
2. Syota
3. Pare
4. Bes
5. Tomguts
Ask them their impressions on the
activity.
Have You Ever Activity
Direction: The class will be divided
into two. There will be questions
about experiences in life (i.e. Have
you ever tried eating Toblerone
chocolate?). If one of the members
of each group had experienced the
situation, he/ she needs to tally on
the board. The fastest group to let
all the members tallied their count
wins.
Discuss about diction.
My Father Goes to Court PDF
Version from SHS Training
Review diction.
I “Pic” This Activity
Direction: There are two pictures
to be used in this activity: ant and
coin.
The learners will be asked: If you
are not a human, what would you
like to be: an ant or a coin? Why?
The learners will explain there
answers.
Introduce the authors Jose Garcia
Villa and Carlos Bulosan.
Read the poem “Be Beautiful,
Noble, Like the Antique Ant” by
Jose Garcia Villa. Then, the
learners will answer questions
about what they read.
Review the literary pieces that
were discussed yesterday.
Imagine Activity
Direction: Close your eyes and
imagine that you are riding in a
train going to an island. Then, think
about the forest and waters the
train is passing by. Suddenly, rain
poured out. Now, think about
something sentimental while
inside the train.
Introduce Robert Frost and
Thomas Wolfe
Read the poem “Acquainted with
the Night” by Robert Frost. Then,
the learners will answer questions
about what they read.
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 generalizations and
abstractions about the lesson
I.Evaluating Learning
J.Additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation
Discuss about figures of speech.
Let the learners give their
examples.
Create an identification test
about figures of speech.
Ask:
How figures of speech and
imagery can enhance your
writing skills?
The learners generalize about
imagery.
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 relevant
questions.
Do Activity 2
Direction: Think of three words and
write the words in formal, informal
and slang dictions.
Ask:
How diction can help you to be a
good communicator?
The learners differentiate the types
of diction.
Do Exercise 3
Write an essay employing the
figurative languages. Use informal
diction in the essay. Choose from
the following subjects:
1. Riding a jeepney
2. Going to church
3. Attending a party.
Read the short story “My Father
Goes to Court” by Carlos Bulosan.
Then, the learners will answer
questions about what they read.
Impression activity
Direction: Give your reviews on
the two literary pieces. Consider
the writers’ styles and choice of
words.
Read the short story, “The Far and
the Near” by Thomas Wolfe. Then,
the learners will answer the
questions about what they read.
Impression activity
Direction: Give your reviews on the
two literary pieces. Consider the
writers’ styles and choice of words.
Ask:
How the examination of literary
crafts can help you to be a better
writer?
The learners generalize the things
they learned yesterday and today
about literary crafts.
The learners will have a quiz.
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
material did I use/discover which I
wish to share with other teachers?