DAILY School Tabunan National High School Grade Level 11

Teacher Myline R. Lopez Learning Area Creative Writing

LESSON LOG
Teaching Dates and Time January 24-25, 2019 Semester 2nd
Session 1 Session 2 Session 3
I. WEEKLY OBJECTIVES
A. Content Standards The learners have an understanding of fiction as a genre and are able to analyze its elements and techniques.

B. Performance Standards
The learners produce at least one striking scene for a short story.

At the end of the lesson, the students are expected to:

a. write a short scene applying the various elements, techniques, and literary devices.
C. Learning Competencies / Objectives
Write the LC code for each

3.2. Techniques and Literary Devices

a. mood/tone
II. CONTENT b. foreshadowing
c. symbolism and motif

III. LEARNING RESOURCES PPT, Projector

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Creative Writing
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Establishing a purpose for the lesson The teacher narrates the scene of “The General’s
Motivate them to learn the new lesson.
Encourage them to ask questions about the
Daughter” to the class where the story of how the
new topic. This will help establish a reason for main character was deceived by the foe of his real
learning the new lessons. father when she was just a kid was shown.
As a starter of the lesson, the teacher asks the
B. Reviewing yesterday’s lesson or
Presenting the new lesson
students the following questions:
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the learners  How do you call the technique being used
how the new lesson connects to previous
lessons. Review and present new lessons in a
by the writer of showing the said scene?
systematic manner. Have you tried using the said technique in your
previous writings?
C. Presenting examples/ instances of the The teacher discusses the techniques and
new lesson
Provide examples of the new lesson. Show
literary devices with examples.
what the instances of the content and
competencies. This is where the concepts are
clarified.
D. Discussing new concepts and practicing The students will be grouped into 4 and each
new skills #1
(Leads to Formative Assessment 1)
group are tasked to choose at least one fictional
Discuss the concepts. Prepare good character and introduce it to the class.
questions for this. Listen to the answers of
learners to gauge if they understood your
presentation lesson. If not, then reteach. If
they have understood, then proceed to
deepening the lesson.
E. Discussing new concepts and practicing new
skills #2
(Leads to Formative Assessment 2)
Deepen the lesson with new ways to apply the
learning. Pair, group and team work might be
a good way to help learners discuss the lesson
among themselves. They can present their
work to the class and this serves as the
teachers’ way of assessing if the concepts are
solidifying and if their skills are developing.
2. Developing mastery
(Leads to Formative Assessment 3)
Develop mastery through more individual
work activities such as writing, creative ways
of representing learning, dramatizing, etc.
Let children demonstrate their learning
through assessable activities such as quizzes,
worksheets, seat work, and games. When the
children demonstrate learning, then proceed
to the next step. Add activities as needed
until formative assessment shows that the
learners are confident in their knowledge and
competencies.
3. Finding practical applications of
concepts and skills in daily living
Develop appreciation and valuing for their
learning by bridging the lesson to daily living.
This will establish relevance in the lesson.
4. Making generalizations and abstractions
about the lesson
Conclude the lesson by asking children good
questions that will help them crystallize their
learning so they can declare the knowledge
and demonstrate their skills.
5. Evaluating learning It is a group competition assessment. The Fictional Character Parade and Story Telling
Assess whether the learning objectives
students are tasked to write a short scene of Presentation.
have been met. Evaluation should tap their chosen fictional character applying the
into the three types of objectives. various elements, techniques, and literary
devices. Their output will be presented next
meeting for the Fictional Character Parade and
Story Telling Presentation. As part of the task,
they are reminded to use recyclable materials
for the clothes of the fictional characters.
6. Additional activities for application or
remediation
Based on the formative assessments, provide
children with enrichment or remedial
activities. Those who are demonstrating
difficulties with the lesson should be given
extra time by the teacher for additional
teaching.
V. REFLECTION
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 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?
Prepared by:

MYLINE R. LOPEZ
Teacher I
 DAILY School Tabunan National High School Grade Level 11
Teacher Myline R. Lopez Learning Area Creative Writing
LESSON LOG
Teaching Dates and Time January 28-30, 2019 Semester 2nd
Session 1 Session 2 Session 3
VI. WEEKLY OBJECTIVES
D. Content Standards The learners have an understanding of drama as a genre and are able to analyze its elements and techniques.
E. Performance Standards The learners shall be able to compose at least one scene for a one-act play that can be staged.
At the end of the lesson, the students are expected to:
F. Learning Competencies / Objectives a. Identify the various elements, techniques, and literary devices in drama; (HUMSS_CW/MPIj-IIc-15)
Write the LC code for each b. Understand intertexuality as a technique of drama; (HUMSS_CW/MPIj-IIc-16)
c. Conceptualize a character/setting/plot for a one-act play. (HUMSS_CW/MPIj-IIc-17)
Reading and Writing Drama (one act)
Elements of the genre
a. Character Reading and Writing Drama (one act) Reading and Writing Drama ( one act)
VII. CONTENT b. Setting Techniques and literary devices Techniques and literary devices
c. Plot a. intertexuality b. conceptualization of modality
d. dialogue

VIII. LEARNING RESOURCES

C. References Creative Writing
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from Learning
Resource (LR) portal
D. Other Learning Resources
IX. PROCEDURES
F. Establishing a purpose for the lesson
Motivate them to learn the new lesson.
Encourage them to ask questions about the
new topic. This will help establish a reason for
learning the new lessons.
G. Reviewing yesterday’s lesson or
Presenting the new lesson
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the learners
how the new lesson connects to previous
lessons. Review and present new lessons in a
systematic manner.
H. Presenting examples/ instances of the
new lesson
Provide examples of the new lesson. Show
what the instances of the content and
competencies. This is where the concepts are
clarified.
I. Discussing new concepts and practicing
new skills #1
(Leads to Formative Assessment 1)
Discuss the concepts. Prepare good
questions for this. Listen to the answers of
learners to gauge if they understood your
presentation lesson. If not, then reteach. If
they have understood, then proceed to
deepening the lesson.
J. Discussing new concepts and practicing new
skills #2
(Leads to Formative Assessment 2)
Deepen the lesson with new ways to apply the
learning. Pair, group and team work might be
a good way to help learners discuss the lesson
among themselves. They can present their
work to the class and this serves as the
teachers’ way of assessing if the concepts are
solidifying and if their skills are developing.
7. Developing mastery
(Leads to Formative Assessment 3)
Develop mastery through more individual
work activities such as writing, creative ways
of representing learning, dramatizing, etc.
Let children demonstrate their learning
through assessable activities such as quizzes,
worksheets, seat work, and games. When the
children demonstrate learning, then proceed
to the next step. Add activities as needed
until formative assessment shows that the
learners are confident in their knowledge and
competencies.
8. Finding practical applications of
concepts and skills in daily living
Develop appreciation and valuing for their
learning by bridging the lesson to daily living.
This will establish relevance in the lesson.
9. Making generalizations and abstractions
about the lesson
Conclude the lesson by asking children good
questions that will help them crystallize their
learning so they can declare the knowledge
and demonstrate their skills.
10. Evaluating learning
Assess whether the learning objectives have
been met. Evaluation should tap into the three
types of objectives.
11. Additional activities for
application or remediation
Based on the formative assessments, provide
children with enrichment or remedial
activities. Those who are demonstrating
difficulties with the lesson should be given
extra time by the teacher for additional
teaching.
X. REFLECTION
H. No. of learners who earned 80% on the formative
assessment
I. No. of learners who require additional activities
for remediation.
J. Did the remedial lessons work? No. of
learners who have caught up with the lesson.

K. No. of learners who continue to require

remediation

L. Which of my teaching strategies worked well?

Why did these work?

M. What difficulties did I encounter which my

principal or supervisor can help me solve?

N. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
 DAILY School Tabunan National High School Grade Level 11
Teacher Myline R. Lopez Learning Area Reading and Writing
LESSON LOG
Teaching Dates and Time February 11-13, 2019 Semester 2nd
Session 1 Session 2 Session 3
XI. WEEKLY OBJECTIVES
G. Content Standards The learners understand the requirements of composing academic writing and professional correspondence.
The learners produces each type of academic writing and professional correspondence following the properties of well-written texts and process approach to
H. Performance Standards
writing.
At the end of the lesson, the learners are expected to:
I. Learning Competencies / Objectives 1. Identify the unique features of and requirements in composing texts that are useful across disciplines.
Write the LC code for each e. Position Paper (EN11/12RWS-IVdg-12.4)

f. CONTENT Purposeful Writing in the Disciplines and for

Professsions

g. LEARNING RESOURCES
E. References
9. Teacher’s Guide pages
10. Learner’s Materials pages
11. Textbook pages
12. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
h. PROCEDURES
K. Establishing a purpose for the lesson In a small group of four, let the students collect at
Motivate them to learn the new lesson. least two advertisements that they think are
Encourage them to ask questions about the
new topic. This will help establish a reason for especially effective.
learning the new lessons.
L. Reviewing yesterday’s lesson or Let each group discuss why they think each
Presenting the new lesson
Connect the lesson with learners’ prior
advertisement is persuasive and effective.
knowledge. Explicitly teach to the learners
how the new lesson connects to previous
lessons. Review and present new lessons in a
systematic manner.
M. Presenting examples/ instances Discuss to the students what a position paper is
of the new lesson
Provide examples of the new lesson. Show
and relate it to their recent output.
what the instances of the content and
competencies. This is where the concepts are
clarified.
N. Discussing new concepts and practicing Ask the students to break down the
new skills #1 advertisements they have chosen using the
(Leads to Formative Assessment 1)
Discuss the concepts. Prepare good teacher’s provided worksheet.
questions for this. Listen to the answers of
learners to gauge if they understood your
presentation lesson. If not, then reteach. If
they have understood, then proceed to
deepening the lesson.
O. Discussing new concepts and practicing new Group the students into 8, and in a form of a
skills #2
(Leads to Formative Assessment 2) “Power Point Presentation” let the students Continuation of the presentation.
Deepen the lesson with new ways to apply the discuss their stand on how they feel on the issue
learning. Pair, group and team work might be
a good way to help learners discuss the lesson regarding the “Firing Unmarried Female
among themselves. They can present their Teachers for Being Pregnant”. (Each presenter is
work to the class and this serves as the required to wear corporate attire.)
teachers’ way of assessing if the concepts are
solidifying and if their skills are developing.
12. Developing mastery
(Leads to Formative Assessment 3)
Develop mastery through more individual
work activities such as writing, creative ways
of representing learning, dramatizing, etc.
Let children demonstrate their learning
through assessable activities such as quizzes,
worksheets, seat work, and games. When the
children demonstrate learning, then proceed
to the next step. Add activities as needed
until formative assessment shows that the
learners are confident in their knowledge and
competencies.
13. Finding practical applications of
concepts and skills in daily living
Develop appreciation and valuing for their
learning by bridging the lesson to daily living.
This will establish relevance in the lesson.
14. Making generalizations and
abstractions about the lesson
Conclude the lesson by asking children good
questions that will help them crystallize their
learning so they can declare the knowledge
and demonstrate their skills.
15. Evaluating learning In a ¼ sheet of paper, let the students identify the
Assess whether the learning objectives have unique features of and requirements in composing
been met. Evaluation should tap into the three position paper.
types of objectives.
16. Additional activities for
application or remediation
Based on the formative assessments, provide
children with enrichment or remedial
activities. Those who are demonstrating
difficulties with the lesson should be given
extra time by the teacher for additional
teaching.
i. REFLECTION
O. No. of learners who earned 80% on the formative
assessment
P. No. of learners who require additional activities
for remediation.
Q. Did the remedial lessons work? No. of
learners who have caught up with the lesson.

R. No. of learners who continue to require

remediation

S. Which of my teaching strategies worked well?

Why did these work?

T. What difficulties did I encounter which my

principal or supervisor can help me solve?

U. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?