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 5/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 will be able to make a script for a one-act play and present this play in class as part of their final output.
3. Learning competencies/ At the end of the session the At the end of the session the At the end of the session the At the end of the session the
objectives learners are expected to perform or learners are expected to perform or learners are expected to perform or learners are expected to perform or
do any of the following: do any of the following: do any of the following: do any of the following:
1. create a group blog for poetry 1. create a group blog for poetry 1. create a group blog for poetry 1. create a group blog for poetry
and/or fiction applying ICT and/or fiction applying ICT and/or fiction applying ICT and/or fiction applying ICT
skills/any appropriate skills/any appropriate skills/any appropriate skills/any appropriate
multimedia forms; multimedia forms; multimedia forms; multimedia forms;
(HUMSS_CW/MPIIg-j-24) (HUMSS_CW/MPIIg-j-24) (HUMSS_CW/MPIIg-j-24) (HUMSS_CW/MPIIg-j-24)
2. explore various modes of 2. explore various modes of 2. explore various modes of 2. explore various modes of
publishing media for publishing media for publishing media for publishing media for
manuscripts; manuscripts; manuscripts; manuscripts;
(HUMSS_CW/MPIIg-j-25) (HUMSS_CW/MPIIg-j-25) (HUMSS_CW/MPIIg-j-25) (HUMSS_CW/MPIIg-j-25)
3. understand the possibilities of 3. understand the possibilities of 3. understand the possibilities of 3. understand the possibilities of
intertextual forms; or intertextual forms; or intertextual forms; or intertextual forms; or
(HUMSS_CW/MPIIg-j-26) (HUMSS_CW/MPIIg-j-26) (HUMSS_CW/MPIIg-j-26) (HUMSS_CW/MPIIg-j-26)
4. write a suite of poems, a 4. write a suite of poems, a 4. write a suite of poems, a 4. write a suite of poems, a
full/completed short story or a full/completed short story or a full/completed short story or a full/completed short story or a
script for a one-act play script for a one-act play script for a one-act play script for a one-act play
(HUMSS_CW/MPIIg-j-27) (HUMSS_CW/MPIIg-j-27) (HUMSS_CW/MPIIg-j-27) (HUMSS_CW/MPIIg-j-27)
II. CONTENT Final output
“Writing a One-Act Drama/Play” “Writing a One-Act Drama/Play” “Presentation of a One-Act Drama” “Presentation of a One-Act Drama”
IV. 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
V. PROCEDURES
B. Reviewing previous lesson The teacher reviews the questions The teacher reviews the questions The teacher reviews the questions The teacher reviews the questions
or presenting new lesson asked and learners responses from asked and learners responses from asked and learners responses from asked and learners responses from
previous discussion. the session 1. the session 2. the session 3.
C. Establishing a purpose for The teacher will present some ways The teacher will present different The teacher will present different The teacher will present different
the lesson in presenting a drama. The teacher line from famous movies or stories line from famous movies or stories line from famous movies or stories
will present a dram on stage and a that the learners can relate. that the learners can relate. that the learners can relate.
drama on film.
D. Presenting examples/ The teacher will ask the learners The teacher will ask the students The teacher will ask the students The teacher will ask the students
instances of the new lesson with the following questions. about the aid that a dialogue can about the aid that a dialogue can about the aid that a dialogue can
give in the success of a drama. give in the success of a drama. give in the success of a drama.
Inquiry-Based Learning
1. What have you notice between Inquiry-Based Learning Inquiry-Based Learning Inquiry-Based Learning
the dram on stage and a drama
on film? 1. What is the importance of a 1. What is the importance of a 1. What is the importance of a
2. Are there any differences with dialogue in a drama? dialogue in a drama? dialogue in a drama?
their ways in presenting their 2. Can we present a drama without 2. Can we present a drama without 2. Can we present a drama without
act or piece? dialogue? dialogue? dialogue?
3. How about the elements of the 3. What is the most enticing to 3. What is the most enticing to 3. What is the most enticing to
drama? Are these present in watch or read, a drama with watch or read, a drama with watch or read, a drama with
both presentations? How and dialogue or a drama without any dialogue or a drama without any dialogue or a drama without any
Why? lines or dialogue? lines or dialogue? lines or dialogue?
E. Discussing new concepts The learners will make a compare The teacher will ask the learner The teacher will ask the learner The teacher will ask the learner
and practicing new skills and contrast analysis between the about the presentation of text in a about the presentation of text in a about the presentation of text in a
drama on stage and drama on film. drama and a simple literary text like drama and a simple literary text like drama and a simple literary text like
They will write their analysis on a short story? short story? short story?
½ sheet of yellow pad.
The teacher will present some The teacher will present some The teacher will present some
structure of a literary text and an structure of a literary text and an structure of a literary text and an
example a script in a drama. Then, example a script in a drama. Then, example a script in a drama. Then,
the instructor will ask the the instructor will ask the the instructor will ask the
observation of the learners about observation of the learners about observation of the learners about
their structure. their structure. their structure.
F. Developing Mastery The teacher will encourage the The teacher will use observation of The teacher will use observation of The teacher will use observation of
learners to share their thought in the the learners in presenting the the learners in presenting the the learners in presenting the
class. The instructor will use these concept in writing a one-act drama. concept in writing a one-act drama. concept in writing a one-act drama.
responses to refine their thought
about drama. likewise, he or she  Elements of Drama  Elements of Drama  Elements of Drama
will establish the full concept of the Title of the drama  Title of the drama  Title of the drama
learners about drama using their  Plot  Plot  Plot
experiences in watching a drama  Character  Character  Character
that is done on film and on stage.  Dialogue  Dialogue  Dialogue
 Music  Music  Music
 Theme  Theme  Theme
 Movement  Movement  Movement
 Division of Scenes/Events  Division of Scenes/Events  Division of Scenes/Events
G. Evaluating Learning The learners will be challenge to The learners will write a one-act The learners will write a one-act The learners will write a one-act
present a short drama in the class. drama and they will present this drama and they will present this drama and they will present this
This task will be done by group. drama in the class. Their one-act drama in the class. Their one-act drama in the class. Their one-act
The teacher will divide the class drama will be guided by a rubric as drama will be guided by a rubric as drama will be guided by a rubric as
into four groups. Furthermore, the well as their presentation. well as their presentation. well as their presentation.
learners will choose of any topics or
issues that our country is The teacher will give a standard The teacher will give a standard The teacher will give a standard
experiencing nowadays like “Extra- format in writing their one-act format in writing their one-act format in writing their one-act
Judicial Killing, Transport Strike drama and in presenting their drama drama and in presenting their drama drama and in presenting their drama
Protest and the like.” in class. in class. in class.

Their drama will focus on the piece Their drama will focus on the piece Their drama will focus on the piece
of Victor Hugo’s Les Misérables. of Victor Hugo’s Les Misérables. of Victor Hugo’s Les Misérables.
H. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation Research in advance about the Research in advance about the Present your one-act drama in the
concept on how to make a one-act concept on how to make a one-act class. Provide some props, music,
play or drama. play or drama. and the like that can help your
group in presenting a play//drama.

PREPPARED: CHECKED:

Dr. Mario S. Mecate

Subject Teacher, PCU-SHS Principal, PCU-SHS