Grades 1 to 12 School Urdaneta City National High School Grade Level 12-GAS

DAILY LESSON Teacher MELCHORA D. BOLAMBAO Learning Area Creative Writing

LOG Teaching Dates and Time July 1-5, 2019 Quarter First
7:30-8:30 LOCKE 8:30-9:30 BLOOM

Monday Tuesday Wednesday Thursday Friday

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,
I. OBJECTIVES
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 The learners have an The learners have an The learners have an The learners have an
understanding of poetry as a understanding of poetry as understanding of poetry as understanding of poetry understanding of poetry as
A. Content Standards genre and how to analyze its a genre and how to analyze a genre and how to analyze as a genre and how to a genre and how to analyze
elements and techniques its elements and its elements and analyze its elements and its elements and
techniques techniques techniques
techniques
B. Performance The learners shall be able to The learners shall be able The learners shall be able The learners shall be able The learners shall be able
Standards produce a short, well- to produce a short, well- to produce a short, well- to produce a short, well- to produce a short, well-
crafted poem crafted poem crafted poem crafted poem crafted poem
C. Learning At the end of lesson the At the end of lesson the At the end of lesson the At the end of lesson the
Competencies/ Objectives N/A learners will be able to; learners will be able to; learners will be able to; learners will be able to;
Write the LC code for
A. dentify the various A. dentify the various A. use selected elements of C. use selected elements of
each
elements, techniques, and elements, techniques, and poetry in short exercises. poetry in short exercises.
literary devices in poetry. literary devices in poetry. (HUMSS_CW/MP11/12c-f-8) (HUMSS_CW/MP11/12c-f-8)
(HUMSS_CW/MP11/12c-f-6) (HUMSS_CW/MP11/12c-f-6) B. explore innovative
B. determine specific forms B.determine specific forms explore innovative
techniques in writing
and conventions of poetry. and conventions of poetry. techniques in writing
poetry.
(HUMSS_CW/MP11/12c-f-7) (HUMSS_CW/MP11/12c-f-7) poetry.
(HUMSS_CW/MP11/12c-f-9)
(HUMSS_CW/MP11/12c-f-9)
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.
SCHOOL RELATED WORKS 6. Reading and Writing 6. Reading and Writing c. Other experimental texts c. Other experimental texts
Poetry* Poetry*
b. Elements for specific b. Elements for specific c.1. typography c.1. typography
forms forms c.2. genre-crossing texts c.2. genre-crossing texts
b.1. Conventional forms b.1. Conventional forms (e.g. (e.g.
(exemplar: short Tagalog (exemplar: short Tagalog
poems like tanaga and poems like tanaga and prose poem, performance prose poem, performance
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diona; haiku; diona; haiku;
sonnet) sonnet)
-rhyme and meter -rhyme and meter poetry, poetry,
-metaphor -metaphor
etc.) etc.)
b.2. Free verse b.2. Free verse
-the line and line break -the line and line break
-enjambments -enjambments
-metaphor -metaphor
III. LEARNING 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
RESOURCES concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.

A. References N/A

1. Teacher’s Guide
N/A
pages
2. Learner’s Material
N/A
pages
Creative Writing by Arnold Creative Writing by Arnold Creative Writing by Arnold
3. Textbook pages N/A Jarn Ford Buhisan and slideshare.com Jarn Ford Buhisan and Jarn Ford Buhisan and
Ayesha Sayseng, pp. 37-38 Ayesha Sayseng pp. 38- 39 Ayesha Sayseng, p. 40
4. Additional N/A
Materials from
Learning Resource
(LR) portal
B. Other Learning N/A Ppt presentation, Ppt presentation,
Resources television,chalk and board television,chalk and board
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
IV. PROCEDURES 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 N/A Review the elements of State the learning Review typography.
lesson or Review elements of poetry. poetry. competency and
presenting the new objectives.
lesson
B. Establishing a Describe Me Activity Pinoy Touch Activity If I Were a Shape Activity Prose or Poem? Activity
purpose for the
lesson N/A Directions: With a group, Directions: Create your Directions: Answer the
questions: “If I were a
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describe the poem given “hugot” about the rain. shape, what would I be?” Directions: Read the piece
based on form. by using cutting colored and determine whether it
paper considering the is a prose or a poem.
shape you chose. Before
posting on the board, write
in the colored paper the
reason why you choose the
shape.

C. Presenting N/A Connect the activity with

examples/ N/A the conventional forms of
instances of the poetry.
new lesson
D. Discussing new Discuss poetry forms and Discuss conventional forms Discuss about typography Discuss prose poem.
concepts and N/A their characteristics. of poetry in Philippine especially the concrete
practicing new  Blank Verse Literature: poetry/ shape poetry.
skills #1  Haiku  Tanaga Use Gertrude Stein’s A
 Epic  Diona Seltzer Bottle.
 Limerick  Bugtong Use John Hollander’s Swan
 Free Verse and Shadow.
Sonnet
E. Discussing new Show more examples of
concepts and N/A N/A concrete poetry.
practicing new
skills #2
Do true or false test about Do true or false test about Describe Me Activity Describe Me Activity
F. Developing
mastery (Leads to poetry forms and short Tagalog poems.
N/A characteristics of each Direction: Describe Direction: Describe
Formative concrete poetry in three concrete poetry in three
Assessment 3) form.
adjectives. adjectives.
Ask:
G. Finding practical N/A N/A
applications of
How the conventional
concepts and skills
forms of poetry can
in daily living
enhance your writing skill?
H. Making N/A The learners differentiate The learners generalize The learners generalize
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generalizations and N/A conventional forms of things about concrete things about prose poem.
abstractions about poetry. poetry.
the lesson
Do Activity 2 Write your poem based on The learners will create a The learners will create
N/A the form assigned to your concrete poetry using the their prose poem. (Set
Directions: Write your group. Then, do a gallery shape of house. (Set guidelines)
poem based on the form walk of the works. The guidelines)
I. Evaluating learning assigned to your group. learners can give their
Then, do a gallery walk of comments on the works.
the works. The learners can
give their comments on the
works.
J. Additional activities
for application or N/A N/A
remediation

V. REMARKS N/A

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?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them 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
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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?