GRADES 12 School Philippine Christian University – Dasmariñas Grade Level 12

DAILY Teacher Learning Area Creative Writing

LESSON LOG November 2017
Teaching Dates and Time Week 4/Sessions 1 – 4 Quarter Second
(55 minutes/session)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
1. Content standards The learners have an understanding of the different orientations of creative writing.
2. Performance standards The learners shall be able to produce a craft essay on the personal creative process deploying a consciously selected orientation of creative writing.
3. Learning competencies/ At the end of the session/s the At the end of the session/s the At the end of the session/s the At the end of the session/s the
objectives learners are expected to. learners are expected to. learners are expected to. learners are expected to.

1. situate the creative work in 1. situate the creative work in 1. situate the creative work in 1. situate the creative work in
literary and /or sociopolitical literary and /or sociopolitical literary and /or sociopolitical literary and /or sociopolitical
context (HUMSS_CW/MPIIc-f- context (HUMSS_CW/MPIIc-f- context (HUMSS_CW/MPIIc-f- context (HUMSS_CW/MPIIc-f-
21) 21) 21) 21)
2. demonstrate awareness of and 2. demonstrate awareness of and 2. demonstrate awareness of and 2. demonstrate awareness of and
sensitivity to the different sensitivity to the different sensitivity to the different sensitivity to the different
orientations of creative writing orientations of creative writing orientations of creative writing orientations of creative writing
(HUMSS_CW/MPIIc-f-22) (HUMSS_CW/MPIIc-f-22) (HUMSS_CW/MPIIc-f-22) (HUMSS_CW/MPIIc-f-22)
3. write a craft essay 3. write a craft essay 3. write a craft essay 3. write a craft essay
(HUMSS_CW/MPIIc-f-23) (HUMSS_CW/MPIIc-f-23) (HUMSS_CW/MPIIc-f-23) (HUMSS_CW/MPIIc-f-23)
II. CONTENT “Essay”
“Writing A Craft Essay” “Writing A Craft Essay” “Writing A Craft Essay” “Writing A Craft Essay”
III. LEARNING 1. Whiteboard marker 1. Visual aids/PowerPoint 1. Visual aids/PowerPoint 1. Visual aids/PowerPoint
RESOURCES 2. Visual aids/PowerPoint presentation presentation presentation
presentation 2. Whiteboard marker 2. Whiteboard marker 2. Whiteboard marker
3. LCD Projector 3. LCD Projector 3. LCD Projector 3. LCD Projector
A. Reference/s Callery, D. (2001). A Callery, D. (2001). A Callery, D. (2001). A Callery, D. (2001). A
practical guide to write an essay. practical guide to write an essay. practical guide to write an essay. practical guide to write an essay.
London: Nick Hern. London: Nick Hern. London: Nick Hern. London: Nick Hern.
Dukore, B. (1974). Crafting Dukore, B. (1974). Crafting Dukore, B. (1974). Crafting Dukore, B. (1974). Crafting
an essay and criticism. Kentucky: an essay and criticism. Kentucky: an essay and criticism. Kentucky: an essay and criticism. Kentucky:
Heinle & Heinle. Heinle & Heinle. Heinle & Heinle. Heinle & Heinle.

IV. PROCEDURES
B. Reviewing previous lesson
or presenting new lesson
C. Establishing a purpose for
the lesson
D. Presenting examples/
instances of the new lesson
E. Discussing new concepts
and practicing new skills
F. Developing Mastery
Anonymous (2017). “How
to write an essay.” Retrieved to write an essay.” Retrieved to write an essay.” Retrieved to write an essay.” Retrieved
October 19, 2017, from October
www.slideshare.net.ph www.slideshare.net.ph
The teacher reviews the questions
asked and learners responses from
previous discussion.
The teacher will start the class by a
simple presentation. The instructor
will recite an example of an essay
written by a well-known writer like
Francis Bacon.
The teacher will ask the learners’
observation. The learners will be
asked on how the essay is delivered
and what word/s in the text are given
emphasis by the speaker.
The teacher will use the responses of
the learners to unlock the idea about
an “essay.”
The teacher will ask the schema of
the students about an essay. With
this, the teacher will introduce the
idea about a craft essay. He or she
will use the previous knowledge of
the students to refine their concept
about an essay, specifically a craft
essay.
Anonymous (2017). “How Anonymous (2017). “How
19, 2017, from October 19,
www.slideshare.net.ph
The teacher reviews the questions
asked and learners responses from
the session 1.
The teacher will start the class by a
simple presentation. The instructor
will recite an example of an essay
written by a well-known writer like
Francis Bacon.
The teacher will ask the learners’
observation. The learners will be
asked on how the essay is delivered
and what word/s in the text are given
emphasis by the speaker.
The teacher will use the responses of
the learners to unlock the idea about
an “essay.”
The teacher will ask the schema of
the students about an essay. With
this, the teacher will introduce the
idea about a craft essay. He or she
will use the previous knowledge of
the students to refine their concept
about an essay, specifically a craft
essay.
Anonymous (2017). “How
2017, from October 19, 2017, from
www.slideshare.net.ph
The teacher reviews the questions
asked and learners responses from
the session 2.
The teacher will start the class by a
simple presentation. The instructor
will recite an example of an essay
written by a well-known writer like
Francis Bacon.
The teacher will ask the learners’
observation. The learners will be
asked on how the essay is delivered
and what word/s in the text are given
emphasis by the speaker.
The teacher will use the responses of
the learners to unlock the idea about
an “essay.”
The teacher will ask the schema of
the students about an essay. With
this, the teacher will introduce the
idea about a craft essay. He or she
will use the previous knowledge of
the students to refine their concept
about an essay, specifically a craft
essay.
The teacher reviews the questions
asked and learners responses from
the session 3.
The teacher will start the class by a
simple presentation. The instructor
will recite an example of an essay
written by a well-known writer like
Francis Bacon.
The teacher will ask the learners’
observation. The learners will be
asked on how the essay is delivered
and what word/s in the text are given
emphasis by the speaker.
The teacher will use the responses of
the learners to unlock the idea about
an “essay.”
The teacher will ask the schema of
the students about an essay. With
this, the teacher will introduce the
idea about a craft essay. He or she
will use the previous knowledge of
the students to refine their concept
about an essay, specifically a craft
essay.

Topic to discuss: Topic to discuss: Topic to discuss: Topic to discuss:

Essay Essay Essay Essay

 short writing piece of a  short writing piece of a  short writing piece of a  short writing piece of a
particular subject or topic. particular subject or topic. particular subject or topic. particular subject or topic.
 From the Latin word “Exagium,”  From the Latin word “Exagium,”  From the Latin word “Exagium,”  From the Latin word “Exagium,”
which means an act of weighing. which means an act of weighing. which means an act of weighing. which means an act of weighing.
Structure of an Essay
1. Introduction = interesting
2. Body = persuasive
3. Conclusion = effective
Introduction
1. get the attention and interest of
the reader.
2. Choose a topic of your interest.
3. Know your purpose (to inform,
persuade, or argue).
Body
1. Write the point of paragraph.
2. Explanation of point (go into
detail)
3. Example (facts to back up idea)
4. Relevance (why?) Mini
conclusion.
5. Link to next paragraph for flow/
easy reading
Conclusion
1. Summarize main points (usually
don’t introduce new ideas)
2. Make sure the audience
understands the main point of
the essay
3. Recommend, answer, reaffirm,
reflect, echo, clarify, emphasize,
effective and powerful.
Structure of an Essay
1. Introduction = interesting
2. Body = persuasive
3. Conclusion = effective
Introduction
1. get the attention and interest of
the reader.
2. Choose a topic of your interest.
3. Know your purpose (to inform,
persuade, or argue).
Body
1. Write the point of paragraph.
2. Explanation of point (go into
detail)
3. Example (facts to back up idea)
4. Relevance (why?) Mini
conclusion.
5. Link to next paragraph for flow/
easy reading
Conclusion
1. Summarize main points (usually
don’t introduce new ideas)
2. Make sure the audience
understands the main point of
the essay
3. Recommend, answer, reaffirm,
reflect, echo, clarify, emphasize,
effective and powerful.
Structure of an Essay
1. Introduction = interesting
2. Body = persuasive
3. Conclusion = effective
Introduction
1. get the attention and interest of
the reader.
2. Choose a topic of your interest.
3. Know your purpose (to inform,
persuade, or argue).
Body
1. Write the point of paragraph.
2. Explanation of point (go into
detail)
3. Example (facts to back up idea)
4. Relevance (why?) Mini
conclusion.
5. Link to next paragraph for flow/
easy reading
Conclusion
1. Summarize main points (usually
don’t introduce new ideas)
2. Make sure the audience
understands the main point of
the essay
3. Recommend, answer, reaffirm,
reflect, echo, clarify, emphasize,
effective and powerful.
Structure of an Essay
1. Introduction = interesting
2. Body = persuasive
3. Conclusion = effective
Introduction
1. get the attention and interest of
the reader.
2. Choose a topic of your interest.
3. Know your purpose (to inform,
persuade, or argue).
Body
1. Write the point of paragraph.
2. Explanation of point (go into
detail)
3. Example (facts to back up idea)
4. Relevance (why?) Mini
conclusion.
5. Link to next paragraph for flow/
easy reading
Conclusion
1. Summarize main points (usually
don’t introduce new ideas)
2. Make sure the audience
understands the main point of
the essay
3. Recommend, answer, reaffirm,
reflect, echo, clarify, emphasize,
effective and powerful.
 4. A moral passed on and a lesson 4. A moral passed on and a lesson 4. A moral passed on and a lesson 4. A moral passed on and a lesson
learned from your essay. learned from your essay. learned from your essay. learned from your essay.

Writing Process (Essay) Writing Process (Essay) Writing Process (Essay) Writing Process (Essay)
Step 1: Sticking to the topic Step 1: Sticking to the topic Step 1: Sticking to the topic Step 1: Sticking to the topic

Step 2: Planning the Essay Step 2: Planning the Essay Step 2: Planning the Essay Step 2: Planning the Essay

Step3: Reviewing the Essay Step3: Reviewing the Essay Step3: Reviewing the Essay Step3: Reviewing the Essay

G. Evaluating Learning
H. Additional activities for
application or remediation
The learners will be challenge to
make their own essay and the will be
given certain topic for their text. This
task will be guided by a rubric. This
rubric will be given to each learner
and they will staple this guide
together with their piece upon
submitting it.
Agreement:
Research and study about a Craft
Essay. Print your research and use
this as your guide in dealing with the
next lesson tomorrow.
The learners will be challenge to
make their own essay and the will be
given certain topic for their text. This
task will be guided by a rubric. This
rubric will be given to each learner
and they will staple this guide
together with their piece upon
submitting it.
Agreement:
Research and study about a Craft
Essay. Print your research and use
this as your guide in dealing with the
next lesson tomorrow.
The learners will be challenge to
make their own essay and the will be
given certain topic for their text. This
task will be guided by a rubric. This
rubric will be given to each learner
and they will staple this guide
together with their piece upon
submitting it.
Agreement:
Research and study about a Craft
Essay. Print your research and use
this as your guide in dealing with the
next lesson tomorrow.
The learners will be challenge to
make their own essay and the will be
given certain topic for their text. This
task will be guided by a rubric. This
rubric will be given to each learner
and they will staple this guide
together with their piece upon
submitting it.
Agreement:

PREPPARED: CHECKED:

Dr. Mario S. Mecate

Subject Teacher, PCU-SHS Principal, PCU-SHS