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GRADE 11 School Salapungan National High School Grade Level 12

DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area Creative Non Fiction
Teaching Dates and Time Quarter First

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards
The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)
B. Performance Standards
The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output
The learner…
1. Identify dominant literary conventions of a particular genre HUMSS_CNF11/12-Ia-1
C. Learning Competencies / Objectives 2. Compare and contrast how the elements are used in the different genres HUMSS_CNF11/12-Ia-2
Write the LC code for each

Creative Nonfiction Creative Nonfiction Creative Nonfiction


A. Introduction to Literary Genres A. Introduction to Literary Genres A. Introduction to Literary Genres
• Orientation on the course Creative Nonfiction
1. Understanding Conventions of 1. Understanding Conventions of Traditional 1. Understanding Conventions of Traditional
II. CONTENT • Levelling of expectations
Traditional Genres
• Introduction on the genre of Nonfiction Genres Genres
a. Fiction
b. Drama a. Fiction c. Poetry
• b. Drama
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
B. Other Learning Resources 
Telling the Truth- The Art of Creative  Telling the Truth- The Art of Creative  Telling the Truth- The Art of Creative  Telling the Truth- The Art of Creative
Nonfiction for Senior High School by Aguila, Nonfiction for Senior High School by Nonfiction for Senior High School by Aguila, Nonfiction for Senior High School by Aguila,
et.al., p. 2 Aguila, et.el., pp 4-7 et.el., pp 4-7 et.el., pp 10-14
 www.slideshare.net

IV. PROCEDURES
(10 minutes) (5 minutes) (2 minutes) (5 minutes) (Music)
1. Recall the difference between drama 1. Introductory Activity: Just Sing it!
1. Introduce to the students the new subject. Think-Pair-Share and fiction. - What is your favorite song?
A. Reviewing previous lesson or presenting
Orient them on the standards and topics to 1.With your partner, share what you learned
the new lesson - Sing a few lines of it
be discussed on the subject throughout about nonfiction.
the semester. - Why do you love that song?
(5 minutes) (5 minutes) Introductory Activity: A Movie or (5 minutes) (2 minutes)
Story in Mind Introductory Activity: Patch a Story 1. Relate the activity to poetry.
1. Elicit some expectations from the students. 1. Recall a story that you have read or a 1. Recall the story of Tungkung Langit and
What do you expect to learn/do in the movie that you have seen that Alunsina.by calling one student to tell
B. Establishing a purpose for the lesson course? captured your interest. the first event, then another student to
2. Retell the storyline of the movie or tell the second event, and so on.
story?
3. What do you like about it?

(10 minutes) (Literacy) (5 minutes) (3 minutes) (3 minutes)

1. Introduce the genre of nonfiction. 1. Recall the elements of fiction and 1. Present a paragraph from the myth, 1. Present a lyrics of a song.
2. Elicit ideas from the students about what drama. the part where Alunsina and Tungkung 2. How is this similar to poetry?
nonfiction is and how it is different from 2. Using a Venn diagram, compare and Langit had a quarrel. 3. Can you consider this song a poem?
1. Presenting Examples / instances of the other genres. contrast the conventions and devices 4. Why or why not?
new Lesson 3. Present examples of factual sentences. between fiction and drama.
4. Ask students to read the sentences aloud.

(15 minutes) (10 minutes) (GAD) (.20 minutes) (10 minutes) (Literacy)
1. Using the previous activity as a 1. Make groups with 5 members each. 1. Discuss the characteristics of poetry.
1. Ask the students about their observations baseline, students will work in groups 2. Rewrite the excerpt by using
on how the facts and details are consisting of boys and girls and dialogue. Do this for fifteen minutes. 2. Recall the types, elements and
presented. discuss the following: 3. Peer edit each other’s draft based on conventions of poetry.
5. Discussing new concepts and practicing
new skills #1
2. Ask the students to improve the sentence a. What are the narrative devices? the following: 3. Read the sample poetry and discuss
to make it more interesting to read. b. How are they used in fiction and a. Clarity of dialogue
the questions that follow (p.13).
3. Can you consider the improved sentences drama? b. Appropriateness of dialogue
as Creative Nonfiction? Why? 2. A representative will summarize the c. Dramatic content of dialogue
points of their discussion to the class. d. Realistic content of dialogue

6. Discussing new concepts and practicing


new skills #2
7. Developing Mastery ( 10 minutes) (15 minutes) (Literacy). (10 minutes) (20 minutes)
(Leads to formative assessment # 3) 1. Distribute the copy of the myth “Tungkung
1. Form the activity, how will you differentiate Langit and Alunsina”. Give the students 5 Revise the draft of the dialogue based on the I am
fiction from nonfiction? minutes to read. observation and comments made by your partner
2. Give some more examples of genres that 2. Process the story by answering the group. 1. Write a 4-line stanza poem using the
will fall under Creative nonfiction. comprehension questions on p. 7. title, I Am. In this short poem, write
about your thoughts on yourself-
your characters, fears, virtues,
dreams and aspirations.
2. After writing your poem, have it
edited by any of your
peers/classmates based on the clear
use of imagery and figurative
language, creative presentation of
idea, use of persona, sound, spelling
and grammar.
3. Revise your draft based on the
observation of your partner.

8. Finding practical applications of concepts (3 minutes) (3 minutes) (15 minutes) (Literacy) (2 minutes)
and skills in daily living 1. What lesson from the myth can you 1. Select among the class pairs of
1. Creative nonfiction is about telling the get and apply in real life? students who would present a What have you realized about yourself after
truth. How is this relevant to your life dramatic reading of their dialogue. reading the poem?
as a student?
2. Why is telling the truth important?

9. Making generalizations and abstractions ( 2 minutes) (2 minutes) What element/s clearly define drama compared (3 minutes)
about the lesson Sum up the lesson by distinguishing nonfiction with other genres?
from other genres. Sum up the important points of the discussion. How is poetry similar or different from drama and
fiction?

10. Evaluating learning ( 10 minutes) (15 minutes) Evaluation: The revised version will be submitted The poem will serve as the students’ output.
Individual activity ½ crosswise and will serve as output.
Evaluation: FACT or BLUFF Evaluation: Using a Venn diagram,
compare and contrast fiction and
drama.
11. Additional activities for application or
remediation
V. REMARKS

VI. 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 relevant questions.

A. No. of learners who earned 80% on the formative


assessment
B. No. of learners who 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 work 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 teacher?

Prepared by: Noted by:

MA. AIZA SP. SANTOS TERESITA L. GATBONTON


SHS Teacher III School Head

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