GRADE 12 School Morong National High School- Senior HS Grade Level 12

DAILY LESSON LOG Teacher Frances Therese D. San Juan Learning Area Creative Nonfiction
Teaching Dates and Time Quarter third

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)
B. Performance Standard The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output
C. Learning 1.Compare and contrast how the Analyze and interpret the Compare and contrast how the Create samples of the different
elements are used in the different
Competency/Objectives genres HUMSS_CNF11/12-Ia-2 theme and techniques used elements are used in the literary elements based on one’s
in a particular text different genres experience (e.g. metaphor to
Write the LC code 2.Analyze and interpret the theme HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ia-2 describe an emotion)
and techniques used in a particular
for each. text HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ib-d-4

3.Create samples of the different

literary elements based on one’s
experience (e.g. metaphor to
describe an emotion)
HUMSS_CNF11/12-Ib-d-4
II. CONTENT Introduction to Literary Genres
III. LEARNING
RESOURCES
A. References Creative Writing CG page 1 of 8 thesisstatementppt-120307203006-
Creative Nonfiction Claiming Spaces: Understanding, Reading, and Writing Creative Nonfiction phpapp01
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Pages 21 to 24 Pages 25 to 34 Pages 35 to 37
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning http://shakespeare.mit.edu/romeo
Resource _juliet/romeo_juliet.2.2.html https://www.scribd.com/document/38
Romeo and Juliet - Act 2 Scene 2 - 4188127/Caught-in-the-Forest-Fire
Capulet's orchard
https://www.youtube.com/watch?
v=mEHQjDah3K0&t=403s
Romeo and Juliet balcony scene
with subtitle
https://www.youtube.com/watch?v
=MZBK1zuK2KE&t=433s
IV. PROCEDURES
A. Reviewing previous Recall the fiction read last Recall the theme and technique Give the similarities and
lesson or presenting week by finding situations/ Recall elements of fiction that of the drama, Scene II Capulet’s differences of drama and creative
the new lesson circumstances that happened can be used to write creative Orchard. nonfiction based on the use of
in the story relevant to nonfiction. dramatic elements (situation,
present times. character, plot, style).
B. Establishing a purpose What is the setting of the Drama is rather a forgotten The drama’s theme and Remember, writing creative
for the lesson story that we have read? literary genre with all the TV technique contributed to its nonfiction requires dramatic
How does the setting make and Online series we have overall atmosphere and created writing.
the fiction realistic and today. Who has experienced an effect to the readers. How do
believable? watching a theater play? If not, you feel while and after reading?
what do you expect in an
authentic drama?
C. Presenting Recall the definition of setting. What TV drama series do you In reading drama, the theme is Recall five dramatic events in your
examples/Instances of Elicit from the learners that love watching? What do you important so as to convey the life and explain why you consider
the new lesson setting does not only show know about Romeo and Juliet? significance of each character’s them dramatic. Let two to three
time and place, but also actions and the story as a whole. learners share their experience
present the atmosphere, The author’s style also affects the with the class.
social condition and situation story’s atmosphere. In writing
of the characters and period creative nonfiction, the dramatic
of time. elements can also be used to
create a dramatic effect. As
mentioned earlier in the previous
lesson, creative nonfiction
requires dramatic writing.
D. Discussing new What makes the story Definition of drama Reading: Caught in the Forest Fire When you heard others’ dramatic
concepts and Morning in Nagrebcan by John Iremil Teodoro, a creative life events, which parts of the story
realistic? How does the setting nonfiction text about the can you recall the most?
 practicing new skills # affect the mood/ atmosphere Definition of the elements of narrator’s encounter with -Let learners exchange thoughts
1 of the story? drama (situation, characters, disaster. until the class arrive at main point:
dialogue, plot, style) An event becomes dramatic for the
The setting made the story action, how the events are
realistic and believable since arranged and how it makes the
the author, Manuel Arguilla is reader feel while and after reading.
from Nagrebcan. He, himself
experienced the life there.
E. Discussing new Setting in fiction and creative Pre- reading Analysis of the text based on the If you are going to tell your
concepts and nonfiction is an important -Background info about the two dramatic elements- situation, dramatic event in writing, how
practicing new skills # element that contributes to reading texts (Scene II Capulet’s character, plot, and style. would you begin? What detail
2 the overall atmosphere of a Orchard from William would you first tell?
literary piece. Read the essay Shakespeare’s Romeo and Juliet What details from the text show
by Yasmin Arquiza, “My and Caught in the Forest Fire by the situation? -Allow learners to write a draft on a
Hometown”. John Iremil Teodoro. scratch paper. Then, let volunteers
Answer questions for Who are the characters in this from the class share their answers.
comprehension. Cultural- Historical Background nonfiction text? Why are they
on Romeo and Juliet significant in the story told by the Emphasize this:
writer? According to Cristina Pantoja
Previewing Hidalgo (2003, 58), the key to good
-Movie clip of Scene II How are the events in the text creative nonfiction is dramatic
arranged? writing and the key to dramatic
Vocabulary Building writing is action. Forget the slow
Describe the style of the narrator start, the warm- up, and the build-
Reading: Read script of Scene II in telling his experience. How up. Most modern readers do not
Capulet’s Orchard does the author make the text have much time to spare.
dramatic? Depending on the text, action may
already be required even in the
beginning paragraph.
F. Developing mastery What makes setting in fiction What is the theme of the Are there similarities between Which part of your experience of a
(leads to Formative similar to fiction in creative drama? What is its main the drama Scene II Capulet’s dramatic event will you most
Assessment 3) nonfiction? concept? Is it fitting with the Orchard from Romeo and Juliet probably start? What makes
style of William Shakespeare? and the creative nonfiction creative nonfiction dramatic?
Caught in the Forest Fire? What
similarities do they have?
What makes the different? What
is different between the two
literary pieces?
G. Finding practical The setting of the story made In what ways are Romeo and In the text, the author shared a Out of the five dramatic events in
application of it realistic and believable. Juliet similar to and different significant experience when he your life that you were able to
concepts and skills in Why? How does the writer, from contemporary couples? and his companion encountered recall earlier, which one is the best
daily living Manuel E. Arguilla do this? a disaster in a sitio. He presented to share to readers and write a
How was he able to describe If you would write drama, it in a dramatic way. Have you creative nonfiction text about?
the place with rich details? would you consider writing experienced something close to What makes it dramatic?
Compare this with the essay. about romance and love? what the Teodoro experienced in
How does the author describe Would you use the same style Sitio Imba?
her hometown? and technique used by
Shakespeare in writing?
H. Making What element of fiction gives Elicit from the learners how the Elicit from learners how drama What is the key to writing creative
generalizations and it a sense of reality? Is setting theme and technique, and creative nonfiction are nonfiction?
abstractions about the an important element of (particularly the use of poetry different in form but share the
lesson creative nonfiction too? How? for the dialogue) of the author same characteristic of using -Dramatic writing is key to writing
made the literary piece theme and technique to create creative nonfiction.
different from others. an effect to their overall setting
and atmosphere.
The theme of the drama and
technique used by the author
made it distinct from other
dramas and literary genres. The
dialogue, written in poetry form
added elegance and the
romantic feeling to the overall
setting and atmosphere of the
drama.
I. Evaluating learning Writer’s Bloc 1. Which details from the Using the Venn Diagram, show 5 Writer’s Bloc
Using the Elements of Fiction selection show the love similarities and differences of Of the dramatic experiences you
presented in the table, write between the characters? drama and creative nonfiction were able to recall, choose one
the notes of an essay you 2. How does the theme of the based on dramatic elements that you can write about and serve
want to write. Your topic drama affect you? (situation, character, plot, style). as the possible subject of a creative
should be based on your 3. What is the effect of – 10pts. nonfiction text. Then, complete the
experience and describe your Shakespeare’s style in writing to table. (page 37)
own hometown. Being faithful the theme of the drama?
to reality will not stop you Criteria for scoring (60 pts total)
from inventing details to make Details- 10
your storytelling more Organization- 10
exciting. You may add or Conventions- 10
 subtract details as long as the Word Choice- 10
essence of your story is Task Completion- 20
retained.
J. Additional activities Writing activity may be Assignment
for application or continued at home. 1.What details from the
remediation selection pertain to the
following elements?
a. situation
b. characters
c. plot
d. style

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?
H.