GRADES 12 School UDDIAWAN NATIONAL HIGH SCHOOL Grade Level 12

DA Teacher Kathlyn S. Guillermo Learning Area Creative Writing

ILY Teaching Dates and Time Week 4 September 19-23, Quarter First
LESSON 2022
LOG

SESSION 1 SESSION
I. OBJECTIVES
1. Content standards The learners understand the different orientations of creative writing.
2. Performance The learners shall be able to produce a craft essay on the personal creative process deploying a consciously selected orientation of creative
standards writing.
3. Learning At the end of the session/s the At the end of the session/s At the end of the session/s At the end of the session/s
competencies/ learners are expected to. the learners are expected to. the learners are expected to. learners are expected to.
objectives
1. situate the creative work in 1. situate the creative work in 1. situate the creative work in 1. situate the creative work
literary and /or sociopolitical literary and /or literary and /or literary and /or sociopolitic
context (HUMSS_CW/MPIIc-f- sociopolitical context sociopolitical context context (HUMSS_CW/MPI
21) (HUMSS_CW/MPIIc-f- 21) (HUMSS_CW/MPIIc-f- 21) f- 21)
2. demonstrate awareness of and 2. demonstrate awareness of 2. demonstrate awareness of 2. demonstrate awareness of a
sensitivity to the different and sensitivity to the and sensitivity to the sensitivity to the differe
orientations of creative writing different orientations of different orientations of orientations of creati
(HUMSS_CW/MPIIc-f-22) creative writing creative writing writing (HUMSS_CW/MPI
3. write a craft essay (HUMSS_CW/MPIIc-f-22) (HUMSS_CW/MPIIc-f-22) f-22)
(HUMSS_CW/MPIIc-f-23) 3. write a craft essay 3. write a craft essay 3. write a craft ess
(HUMSS_CW/MPIIc-f-23) (HUMSS_CW/MPIIc-f-23) (HUMSS_CW/MPIIc-f-23)
II. CONTENT ”
“Writing A Craft Essay” “Writing A Craft “Writing A Craft “Writing A Craft
Essay” Essay” Essay”
III.LEARNING
RESOURCES

A. Reference/s Callery, D. (2001). A practical guide to write an essay. London: Callery, D. (2001). A practical guide to write an essa
Nick Hern. London: Nick Hern.
Dukore, B. (1974). Crafting an essay and criticism. Kentucky: Dukore, B. (1974). Crafting an essay and criticis
Heinle & Heinle. Kentucky: Heinle & Heinle.
IV. PROCEDURES
B. Reviewing previous The teacher reviews the questions The teacher reviews the questions
lesson or presenting asked and learners responses from previous discussion. asked and learners responses from the session 2
new lesson
C. Establishing a purpose The teacher will start the class by a simple presentation. The The teacher will start the class by a simple presentation. The
for the lesson instructor will recite an example of an essay instructor will recite an example of an essay
written by a well-known writer like Francis Bacon. written by a well-known writer like Francis Bacon.

D. Presenting examples/ The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
instances of the new learners’ observation. The learners’ observation. The learners’ observation. The learners’ observation. The
lesson learners will be asked on how learners will be asked on how learners will be asked on how learners will be asked on how
the essay is delivered and what the essay is delivered and what the essay is delivered and what the essay is delivered and what
word/s in the text are given word/s in the text are given word/s in the text are given word/s in the text are given
emphasis by the speaker. emphasis by the speaker. emphasis by the speaker. emphasis by the speaker.
E. Discussing new The teacher will use the The teacher will use the The teacher will use the The teacher will use the
concepts and responses of the learners to responses of the learners to responses of the learners to responses of the learners to
practicing new skills unlock the idea about unlock the idea about unlock the idea about unlock the idea about
an “essay.” an “essay.” an “essay.” an “essay.”
F. Developing Mastery  From the Latin word  From the Latin word  From the Latin word  From the Latin word
“Exagium,” which means “Exagium,” which means “Exagium,” which means “Exagium,” which means
an act of weighing. an act of weighing. an act of weighing. an act of weighing.

Structure of an Essay Structure of an Essay Structure of an Essay Structure of an Essay

1. Introduction = interesting 1. Introduction = interesting 1. Introduction = interesting 1. Introduction = interesting
2. Body = persuasive 2. Body = persuasive 2. Body = persuasive 2. Body = persuasive
3. Conclusion = effective 3. Conclusion = effective 3. Conclusion = effective 3. Conclusion = effective

Introduction Introduction Introduction Introduction

1. get the attention and 1. get the attention and 1. get the attention and 1. get the attention and
interest of the reader. interest of the reader. interest of the reader. interest of the reader.
2. Choose a topic of your 2. Choose a topic of your 2. Choose a topic of your 2. Choose a topic of your
interest. interest. interest. interest.
3. Know your purpose (to 3. Know your purpose (to 3. Know your purpose (to 3. Know your purpose (to
inform, persuade, or inform, persuade, or inform, persuade, or inform, persuade, or
argue). argue). argue). argue).

Body Body Body Body

1. Write the point of paragraph. 1. Write the point of paragraph. 1. Write the point of paragraph. 1. Write the point of paragraph.
2. Explanation of point (go 2. Explanation of point (go 2. Explanation of point (go 2. Explanation of point (go
into detail) into detail) into detail) into detail)
3. Example (facts to back up 3. Example (facts to back up 3. Example (facts to back up 3. Example (facts to back up
idea) idea) idea) idea)
4. Relevance (why?) 4. Relevance (why?) 4. Relevance (why?) 4. Relevance (why?)
Mini Mini conclusion. Mini conclusion. Mini conclusion.
conclusion. 5. Link to next paragraph for 5. Link to next paragraph for 5. Link to next paragraph for
5. Link to next paragraph for flow/ easy reading flow/ easy reading flow/ easy reading
flow/ easy reading
Conclusion Conclusion Conclusion
Conclusion 1. Summarize main points 1. Summarize main points 1. Summarize main points
1. Summarize main points (usually don’t introduce (usually don’t introduce (usually don’t introduce
(usually don’t introduce new ideas) new ideas) new ideas)
new ideas) 2. Make sure the audience 2. Make sure the audience 2. Make sure the audience
2. Make sure the audience understands the main point understands the main point understands the main point
understands the main point of the essay of the essay of the essay
of the essay 3. Recommend, answer, 3. Recommend, answer, 3. Recommend, answer,
3. Recommend, answer, reaffirm, reaffirm, reaffirm,
reaffirm, reflect, echo, clarify, reflect, echo, clarify, reflect, echo, clarify,
reflect, echo, clarify, emphasize, effective and emphasize, effective and emphasize, effective and
emphasize, effective and powerful powerful. powerful
powerful.

4. A moral passed on and a 4. A moral passed on and a 4. A moral passed on and a .

lesson learned from your lesson learned from your lesson learned from your
essay. essay. 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 2: Planning the Essay Step 2: Planning the Essay Step 2: Planning the Essay
Step3: Reviewing the Essay Step3: Reviewing the Step3: Reviewing the Essay
Essay.
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 The learners will be challenge to The learners will be challenge to The learners will be challenge to The learners will be challenge to
make their own essay and the will make their own essay and the will make their own essay and the will make their own essay and the will
be given certain topic for their text. be given certain topic foheir text. be given certain topic for their text. be given certain topic for their text.
This task will be guided by a rubric. This task will be guided by a rubric. This task will be guided by a rubric. This task will be guided by a rubric.
This rubric will be given to each This rubric will be given to each This rubric will be given to each This rubric will be given to each
learner and they will staple this learner and they will staple this learner and they will staple this learner and they will staple this
guide guide guide guide
together with their piece upon together with their piece upon together with their piece upon together with their piece upon
submitting it. submitting it. submitting it. submitting it.
H. Additional activities for Agreement: Agreement: Agreement: Agreement:
application or remediation
Research and study about a Craft Research and study about a Craft Research and study about a Craft
Essay. Print your research and use Essay. Print your research and use Essay. Print your research and use
this as your guide in dealing with this as your guide in dealing with this as your guide in dealing with
the the the
next lesson tomorrow. next lesson tomorrow. next lesson tomorrow.
V. REMARKS
VI. REFLECTION
A. No of learners who earned in
the evaluation
B. No. of learners who require
additional activities for
remediation
who scored below 80%
C. Did the remedial lesson
works? No of learners who
have caught up with the
lesson
D. No. of learners who
continue require remediation
E. Which teaching strategies
worked well? Why this 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 learners?
PREPPARED: CHECKED:

Dr. Mario S. Mecate

Subject Teacher, PCU-SHS Principal, PCU-SHS