SCHOOL Tondol National High School GRADE LEVEL 12- GAS

GRADES 1 TO 12
TEACHER Carl John C. Carolino LEARNING AREA Creative Nonfiction
DAILY LESSON LOG
TEACHING DATES AND TIME November 19- 23, 2018 QUARTER Third/ Week 4

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES 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.
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.
C.Learning Competencies/Objectives 4. Create samples of the different 4. Create samples of the different 4. Create samples of the different 4. Create samples of the different
Write the LC Code for each literary elements based on one’s literary elements based on one’s literary elements based on one’s literary elements based on one’s
experience (e.g. metaphor to experience (e.g. metaphor to experience (e.g. metaphor to experience (e.g. metaphor to
describe an emotion). describe an emotion). describe an emotion). describe an emotion).
(HUMSS_CNF11/12-Ib-d-4) (HUMSS_CNF11/12-Ib-d-4) (HUMSS_CNF11/12-Ib-d-4) (HUMSS_CNF11/12-Ib-d-4)

5. Write a draft of a short piece 5. Write a draft of a short piece 5. Write a draft of a short piece 5. Write a draft of a short piece
using any of the literary using any of the literary conventions using any of the literary using any of the literary
conventions of genre following of genre following these pointers: conventions of genre following conventions of genre following
these pointers: a. Choosing a topic these pointers: these pointers:
a. Choosing a topic b. Formulating a thesis statement a. Choosing a topic a. Choosing a topic
b. Formulating a thesis statement c. Organizing and developing ideas b. Formulating a thesis statement b. Formulating a thesis statement
c. Organizing and developing d. Using any literary conventions of c. Organizing and developing ideas c. Organizing and developing ideas
ideas a genre d. Using any literary conventions d. Using any literary conventions of
d. Using any literary conventions e. Ensuring that theme and of a genre a genre
of a genre technique are effectively developed e. Ensuring that theme and e. Ensuring that theme and
e. Ensuring that theme and (HUMSS_CNF11/12-Ib-d-5) technique are effectively technique are effectively
technique are effectively developed (HUMSS_CNF11/12-Ib- developed (HUMSS_CNF11/12-Ib-
developed (HUMSS_CNF11/12- d-5) d-5)
Ib-d-5)
6. Peer-edit each other’s draft 6. Peer-edit each other’s draft
based on based on
a. clarity of idea a. clarity of idea
b. appropriate choice of literary b. appropriate choice of literary
element element
c. appropriate use of the element c. appropriate use of the element
 d. effective combination of the d. effective combination of the
idea and the chosen literary idea and the chosen literary
element (HUMSS_CNF11/12-Ib-d- element (HUMSS_CNF11/12-Ib-d-
6) 6)

7. Revise the draft of a short piece 7. Revise the draft of a short piece
using any of the literary using any of the literary
conventions of a genre (e.g. plot conventions of a genre (e.g. plot
for narrative piece) for narrative piece)
(HUMSS_CNF11/12-Ib-d-7) (HUMSS_CNF11/12-Ib-d-7)
II.CONTENT 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.
A. Introduction to Literary A. Introduction to Literary A. Introduction to Literary A. Introduction to Literary
Genres Genres Genres Genres
3. Using Elements as Techniques 3. Using Elements as Techniques to 3. Using Elements as Techniques 3. Using Elements as Techniques to
to develop Themes develop Themes to develop Themes develop Themes
III.LEARNING RESOURCES 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.
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 Writing Techniques in Creative Writing Techniques in Creative Writing Techniques in Creative Writing Techniques in Creative
Nonfiction by Sonia B. SyGaco, Nonfiction by Sonia B. SyGaco, pages Nonfiction by Sonia B. SyGaco, Nonfiction by Sonia B. SyGaco,
pages 1- 2; 11- 40 1- 2; 11- 40 pages 1- 2; 11- 40 pages 1- 2; 11- 40

Writing Techniques in Creative Writing Techniques in Creative Writing Techniques in Creative Writing Techniques in Creative
Nonfiction by Sonia B. SyGaco, Nonfiction by Sonia B. SyGaco, pages Nonfiction by Sonia B. SyGaco, Nonfiction by Sonia B. SyGaco,
pages 3- 11 3- 11 pages 3- 11 pages 3- 11

Creative Writing by Arnold Jarn Creative Writing by Arnold Jarn Ford Creative Writing by Arnold Jarn Creative Writing by Arnold Jarn
Ford Buhisan and Ayesha Sayseng Buhisan and Ayesha Sayseng pages Ford Buhisan and Ayesha Sayseng Ford Buhisan and Ayesha Sayseng
pages 21-42 21-42 pages 21-42 pages 21-42

Writing Techniques in Creative Writing Techniques in Creative Writing Techniques in Creative Writing Techniques in Creative
Nonfiction by Sonia B. SyGaco, Nonfiction by Sonia B. SyGaco, pages Nonfiction by Sonia B. SyGaco, Nonfiction by Sonia B. SyGaco,
pages 41- 48 41- 48 pages 41- 48 pages 41- 48
IV.PROCEDURES 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.
A.Reviewing previous lesson or State the learning competencies. Review the previous lesson. Review the previous session. Review the previous lesson.
presenting the new lesson
B.Establishing a purpose for the lesson Posit this question: Ask them their impression about
critiquing.
Are you wishing for your literary
work to be published and
appreciated?
C.Presenting examples/instances of Present stories of Filipinos whose Tell them that critiquing is helpful
the new lesson works are famous online. to improve one’s work.
D.Discussing new concepts and Present the concept Discuss peer editing. Focus on the Discuss the process of revising.
practicing new skills #1 #ProjectLights. This literary following:
movement will showcase poems,
stories, songs, and videos about a. clarity of idea
lights. b. appropriate choice of literary
element
Discuss the following: c. appropriate use of the element
d. effective combination of the
a. Choosing a topic idea and the chosen literary
b. Formulating a thesis statement element
c. Organizing and developing
ideas
d. Using any literary conventions
of a genre
e. Ensuring that theme and
technique are effectively
developed
E.Discussing new concepts and Present the tool for peer editing.
practicing new skills #2
F.Developing mastery The learners will create their The learners will continue their The learners will find their peer The learners will accept the
(Leads to formative assessment) outputs based on their output making. and use the tool. comments and apply those for
experiences. revision.
G.Finding practical/applications of Ask:
concepts and skills in daily living
How the activities will help you to
tell your emotions?
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning The learners will give update on The learners will present their The learners will present their
their outputs. outputs. outputs.
J.Additional activities for application Present the idea of launching
or remediation #ProjectLights Campaign.
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% of
the formative assessment
B.No. of learners who require
additional activities to 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
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?