SCHOOL FPTIHS GRADE LEVEL 12 - HUMSS

GRADES 1 TO 12
TEACHER PRINCESS LYNN A. PADUA LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME August 19- 23, 2019 QUARTER Second/ Week 1

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 learners have an understanding of…
drama as a genre and are able to analyze its elements and techniques.
B.Performance Standards The learners shall be able to…
compose at least one scene for a one-act play that can be staged.
C.Learning Competencies/Objectives The learners… The learners… The learners… The learners…
Write the LC Code for each
identify the various elements, identify the various elements, understand intertextuality as a explore different staging
techniques, and literary devices techniques, and literary devices in technique of drama. modalities vis-à-vis envisioning the
in drama. (HUMSS_CW/MPIj-IIc- drama. (HUMSS_CW/MPIj-IIc-15) (HUMSS_CW/MPIj-IIc-16) script. (HUMSS_CW/MPIjc-18)
15)
write short exercises involving
GAD Integration: Eliminate all GAD Integration: Eliminate all forms GAD Integration: Eliminate all character, dialogue, plot, and other
forms of violence against women of violence against women forms of violence against women elements of drama.
(HUMSS_CW/MPIj-IIc-19)

GAD Integration: Eliminate all

forms of violence against women
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.
Reading and Writing Drama (one- Reading and Writing Drama (one- Reading and Writing Drama (one- Reading and Writing Drama (one-
act)* act)* act)* act)*
Elements of the genre Elements of the genre Elements of the genre Elements of the genre
a. Character a. Character a. Character a. Character
b. Setting b. Setting b. Setting b. Setting
c. Plot c. Plot c. Plot c. Plot
d. Dialogue d. Dialogue d. Dialogue d. Dialogue

4.1Techniques and literary devices 4.1Techniques and literary devices

a. Intertextuality a. Intertextuality
b. Conceptualization of modality b. Conceptualization of modality
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 Elements of Drama taken from Types of drama taken from https://thewritepractice.com/ https://thewritepractice.com
slideshare.com slideshare.com intertextuality-as-a-literary- /intertextuality-as-a-literary-
device/ device/
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 Review the previous lesson. Review the previous lesson. Review the previous lesson. Review the previous lesson.
presenting the new lesson
B.Establishing a purpose for the lesson Watch the singing of Lea’
Salonga’s in Les Miserables.
C.Presenting examples/instances of See the script of that part where
the new lesson the character Fantine is singing.
D.Discussing new concepts and Discuss dialogue as an element. Discuss types of drama. Discuss intertextuality. Discuss modality.
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery Using the script of Les The learners need to match the The learners need to identify lines The learners need to identify lines
(Leads to formative assessment) Miserables, the learners need to plays with their corresponding from the script of Les Miserables from the script of Les Miserables
locate three lines from the types. which intertextuality is obvious. which modality is obvious.
dialogues of their favorite
character.
G.Finding practical/applications of Ask:
concepts and skills in daily living
How is the week’s lesson can help
you to understand speeches and
write-ups of people?
H. Making generalizations and The learners will synthesize the The learners will synthesize the The learners will synthesize the The learners will synthesize the
abstractions about the lesson concepts they have learned. concepts they have learned. concepts they have learned. concepts they have learned.
I.Evaluating Learning Considering modality, the learners
will create a plot for their puppet
play.
J.Additional activities for application
or remediation
V.REMARKS