ANNEX1B OF DEPED ORDER NO. 42, S.

2016
dpf2022-2023

SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12

DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME SEPTEMBER 04-08,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (SEPTEMBER 04) TUESDAY (SEPTEMBER 05) WEDNESDAY (SEPTEMBER 06) THURSDAY (SEPTEMBER 07) FRIDAY (SEPTEMBER 08)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.

The learners have an understanding of The learners have an understanding of The learners have an understanding of The learners have an understanding of
A. Content Standard Checking, item and score analyses imagery, diction, figures of speech, and imagery, diction, figures of speech, and imagery, diction, figures of speech, and imagery, diction, figures of speech, and
variations on language. variations on language. variations on language. variations on language.

The learners shall be able to produce short paragraphs The learners shall be able to produce short paragraphs The learners shall be able to produce short paragraphs The learners shall be able to produce short paragraphs
B. Performance Standard or vignettes using imagery, diction, figures of speech, or vignettes using imagery, diction, figures of speech, or vignettes using imagery, diction, figures of speech, or vignettes using imagery, diction, figures of speech,
and specific experiences. and specific experiences. and specific experiences. and specific experiences.

Use imagery, diction, figures of speech, and Use imagery, diction, figures of speech, and Use imagery, diction, figures of speech, and Use imagery, diction, figures of speech, and
specific experiences to evoke meaningful specific experiences to evoke meaningful specific experiences to evoke meaningful specific experiences to evoke meaningful
C. Learning Competencies/ Objectives responses from readers responses from readers responses from readers responses from readers
HUMSS_CW/MP11/12- Ia-b-4 HUMSS_CW/MP11/12- Ia-b-4 HUMSS_CW/MP11/12- Ia-b-4 HUMSS_CW/MP11/12- Ia-b-4

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two

Creative Writing Creative Writing Creative Writing Creative Writing

II. CONTENT Imagery, Diction, Figures of Speech, Imagery, Diction, Figures of Speech, Imagery, Diction, Figures of Speech, Imagery, Diction, Figures of Speech,
and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke
meaningful responses meaningful responses meaningful responses meaningful responses

III. LEARNING RESOURCES \

A. References Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105

1. Teacher's Guide Page Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105

2. Learner's Material Page Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105

3. Textbook Page Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105

4. Additional Materials for Learning

Resources (LR) Portal

B. Other Learning Resources PPT PPT PPT PPT

These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
Ask learners what they understood about
Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
A. Reviewing Previous Lesson or Creative writing. Read the statements
enumerating what they have learned the enumerating what they have learned the enumerating what they have learned the
Presenting New Lesson carefully. Identify if the statement is TRUE
previous day. previous day. previous day.
or FALSE.

Teacher will state what learners need to Teacher will state what learners need to Teacher will state what learners need to Teacher will state what learners need to
learn that at the end of this lesson, learners learn that at the end of this lesson, learners learn that at the end of this lesson, learners learn that at the end of this lesson, learners
will be producing short paragraphs or will be producing short paragraphs or will be producing short paragraphs or will be producing short paragraphs or
vignettes using imagery, diction, figures of vignettes using imagery, diction, figures of vignettes using imagery, diction, figures of vignettes using imagery, diction, figures of
speech, and specific experiences. That speech, and specific experiences. That speech, and specific experiences. That speech, and specific experiences. That
after going through this lesson, they are after going through this lesson, they are after going through this lesson, they are after going through this lesson, they are
expected to: expected to: expected to: expected to:
1. use imagery, diction, figures of speech, 1. use imagery, diction, figures of speech, 1. use imagery, diction, figures of speech, 1. use imagery, diction, figures of speech,
B. Establishing the Purpose of the Lesson and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke
meaningful responses from readers meaningful responses from readers meaningful responses from readers meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4)
2. analyze the imagery, diction, figures of 2. analyze the imagery, diction, figures of 2. analyze the imagery, diction, figures of 2. analyze the imagery, diction, figures of
speech, and specific experiences of the speech, and specific experiences of the speech, and specific experiences of the speech, and specific experiences of the
specific literary pieces. specific literary pieces. specific literary pieces. specific literary pieces.
3. write short paragraphs or vignettes using 3. write short paragraphs or vignettes using 3. write short paragraphs or vignettes using 3. write short paragraphs or vignettes using
imagery, diction, figures of speech, and imagery, diction, figures of speech, and imagery, diction, figures of speech, and imagery, diction, figures of speech, and
specific experiences. specific experiences. specific experiences. specific experiences.

Answer the Assessment Test now that they

have learned about the essential lessons
on introduction to Creative Writing, they
can now write your first ever output as their
Learners will define the given ten words final output in this module. Produce short
based on personal connotation or its paragraphs or vignettes using the learned
Teacher will compare Technical writing with
C. Presenting Examples/ Instances of the Creative writing using the Powerpoint
general connotation. Explain first what lessons on Imagery, Diction, Figures of
Accomplishing unfinished tasks
Lesson connotation means by defining it. Learners speech using THEIR OWN specific
Presentation.
are tasked to read their given definition experiences while they are accomplishing
while checking. this module. The mode of submission of the
output will depend on the teacher. define
vignette:
Vignette - a short descriptive literary
sketch; a brief incident or scene.

Create a paragraph about Fiesta in the

D. Discussing New Concepts and Practicing Discuss sensory images and the five Philippines. Choose only one type of Vignette will be briefly discussed.
Accomplishing unfinished tasks
New Skills no. 1 senses. diction in writing. They will write the Examples will be given.
paragraph on an answer sheet.

Discuss what diction is all about, purpose

E. Discussing New Concepts and Practicing of diction in writing and the types of diction:
Discuss what figure of speech is all about Learners will start on working on their
Accomplishing unfinished tasks
New Skills no. 2 and the different types. vignettes.
formal, informal and slang or colloquial.
Write which technique is being used on the
line. There may be more than one correct
Using a Venn Diagram, compare life to answer; you may write more than one
Learners will start on working on their
F. Developing Mastery writing. Learners will do this on their answer. Then, they will explain how they
vignettes.
Accomplishing unfinished tasks
answer sheet. were able to figure out the answer on their
answer sheet. Slashes represent line
breaks.

Read and Appreciate the literary pieces.

Each of them has its unique characteristics
Accomplish the Creative Search for Words. and styles written by the effective and
They will look for the words in the puzzle efficient writers. As Plato said that literature
G. Finding Practical Applications of that can be associated to Creative Writing. must be Dulce et Utile which means that Learners will continue working on their
Accomplishing unfinished tasks
Concepts and Skills in Daily Living They may also put the meanings of the literature must have beauty/aesthetics and vignettes.
words that they have found. Write the found moral/values to be earned. Here are some
words on an answer sheet. of the well-known
local and foreign literary pieces. Remind
them to simply appreciate them.

Complete the following phrases. Complete the following phrases. Complete the following phrases. Complete the following phrases.
The Topic was about The Topic was about The Topic was about The Topic was about
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
It Matters because It Matters because It Matters because It Matters because
H. Making Generalizations and Abstractions __________________________________ __________________________________ __________________________________ __________________________________
about the Lesson __________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
I’ve Learned today that I’ve Learned today that I’ve Learned today that I’ve Learned today that
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __

Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
I. Evaluating Learning enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that
day. day. day. day.

Read the excerpts with understanding.

Tell learners to accomplish Critique Time!
Identify what sensory imagery is used in
Using the template below, they need to Tell learners to accomplish unfinished tasks
each statement. Write your answers on
J. Additional Activities for Application and your answer sheet. Identify too those
write their comments and observations on at home and will be submitted the following
Submission of outputs
Remediation the elements used in each literary piece day. Announce that the Diagnostic test will
words used as descriptive in each excerpt.
presented in the previous page. They will be this Friday.
Copy the table and write your answers on
write their answers on their answer sheet.
their proper column.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson
D. No. of learners who require remediation

E. Which of my teaching strategies worked well?

Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC

Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME SEPTEMBER 11-15,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (SEPTEMBER 11) TUESDAY (SEPTEMBER 12) WEDNESDAY (SEPTEMBER 13) THURSDAY (SEPTEMBER 14) FRIDAY (SEPTEMBER 15)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners shall be able to produce short paragraphs The learners have an understanding of The learners have an understanding of The learners have an understanding of
A. Content Standard or vignettes using imagery, diction, figures of speech, imagery, diction, figures of speech, and NO CREATIVE WRITING CLASS SCHEDULE imagery, diction, figures of speech, and imagery, diction, figures of speech, and
and specific experiences. variations on language. variations on language. variations on language.
Use imagery, diction, figures of speech, and
The learners shall be able to produce short paragraphs The learners shall be able to produce short paragraphs The learners shall be able to produce short paragraphs
specific experiences to evoke meaningful
B. Performance Standard responses from readers
or vignettes using imagery, diction, figures of speech, or vignettes using imagery, diction, figures of speech, or vignettes using imagery, diction, figures of speech,
and specific experiences. and specific experiences. and specific experiences.
HUMSS_CW/MP11/12- Ia-b-4
Use imagery, diction, figures of speech, and Use imagery, diction, figures of speech, and Use imagery, diction, figures of speech, and Use imagery, diction, figures of speech, and
specific experiences to evoke meaningful specific experiences to evoke meaningful specific experiences to evoke meaningful specific experiences to evoke meaningful
C. Learning Competencies/ Objectives responses from readers responses from readers responses from readers responses from readers
HUMSS_CW/MP11/12- Ia-b-4 HUMSS_CW/MP11/12- Ia-b-4 HUMSS_CW/MP11/12- Ia-b-4 HUMSS_CW/MP11/12- Ia-b-4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
Creative Writing Creative Writing Creative Writing Creative Writing
II. CONTENT Imagery, Diction, Figures of Speech, Imagery, Diction, Figures of Speech, Imagery, Diction, Figures of Speech, Imagery, Diction, Figures of Speech,
and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke
meaningful responses meaningful responses meaningful responses meaningful responses

III. LEARNING RESOURCES \

A. References Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105
1. Teacher's Guide Page Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105
2. Learner's Material Page Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105
3. Textbook Page Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105 Creative Writing Quarter 1 pages 1-105
4. Additional Materials for Learning
Resources (LR) Portal
B. Other Learning Resources PPT PPT PPT PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
Ask learners what they understood about
Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
A. Reviewing Previous Lesson or Creative writing. Read the statements
enumerating what they have learned the enumerating what they have learned the enumerating what they have learned the
Presenting New Lesson carefully. Identify if the statement is TRUE
previous day. previous day. previous day.
or FALSE.

Teacher will state what learners need to Teacher will state what learners need to Teacher will state what learners need to Teacher will state what learners need to
learn that at the end of this lesson, learners learn that at the end of this lesson, learners learn that at the end of this lesson, learners learn that at the end of this lesson, learners
will be producing short paragraphs or will be producing short paragraphs or will be producing short paragraphs or will be producing short paragraphs or
vignettes using imagery, diction, figures of vignettes using imagery, diction, figures of vignettes using imagery, diction, figures of vignettes using imagery, diction, figures of
speech, and specific experiences. That speech, and specific experiences. That speech, and specific experiences. That speech, and specific experiences. That
after going through this lesson, they are after going through this lesson, they are after going through this lesson, they are after going through this lesson, they are
expected to: expected to: expected to: expected to:
1. use imagery, diction, figures of speech, 1. use imagery, diction, figures of speech, 1. use imagery, diction, figures of speech, 1. use imagery, diction, figures of speech,
B. Establishing the Purpose of the Lesson and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke and specific experiences to evoke
meaningful responses from readers meaningful responses from readers meaningful responses from readers meaningful responses from readers
(HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4)
2. analyze the imagery, diction, figures of 2. analyze the imagery, diction, figures of 2. analyze the imagery, diction, figures of 2. analyze the imagery, diction, figures of
speech, and specific experiences of the speech, and specific experiences of the speech, and specific experiences of the speech, and specific experiences of the
specific literary pieces. specific literary pieces. specific literary pieces. specific literary pieces.
3. write short paragraphs or vignettes using 3. write short paragraphs or vignettes using 3. write short paragraphs or vignettes using 3. write short paragraphs or vignettes using
imagery, diction, figures of speech, and imagery, diction, figures of speech, and imagery, diction, figures of speech, and imagery, diction, figures of speech, and
specific experiences. specific experiences. specific experiences. specific experiences.
Answer the Assessment Test now that they
have learned about the essential lessons
on introduction to Creative Writing, they
can now write your first ever output as their
Learners will define the given ten words final output in this module. Produce short
based on personal connotation or its paragraphs or vignettes using the learned
Teacher will compare Technical writing with
C. Presenting Examples/ Instances of the Creative writing using the Powerpoint
general connotation. Explain first what lessons on Imagery, Diction, Figures of
Accomplishing unfinished tasks
Lesson connotation means by defining it. Learners speech using THEIR OWN specific
Presentation.
are tasked to read their given definition experiences while they are accomplishing
while checking. this module. The mode of submission of the
output will depend on the teacher. define
vignette:
Vignette - a short descriptive literary
sketch; a brief incident or scene.

Create a paragraph about Fiesta in the

D. Discussing New Concepts and Practicing Discuss sensory images and the five Philippines. Choose only one type of Vignette will be briefly discussed.
Accomplishing unfinished tasks
New Skills no. 1 senses. diction in writing. They will write the Examples will be given.
paragraph on an answer sheet.

E. Discussing New Concepts and Practicing ofDiscuss what diction is all about, purpose
diction in writing and the types of diction:
Discuss what figure of speech is all about Learners will start on working on their
Accomplishing unfinished tasks
New Skills no. 2 and the different types. vignettes.
formal, informal and slang or colloquial.

Write which technique is being used on the

line. There may be more than one correct
Using a Venn Diagram, compare life to answer; you may write more than one
Learners will start on working on their
F. Developing Mastery writing. Learners will do this on their answer. Then, they will explain how they
vignettes.
Accomplishing unfinished tasks
answer sheet. were able to figure out the answer on their
answer sheet. Slashes represent line
breaks.

Read and Appreciate the literary pieces.

Each of them has its unique characteristics
Accomplish the Creative Search for Words. and styles written by the effective and
They will look for the words in the puzzle efficient writers. As Plato said that literature
G. Finding Practical Applications of that can be associated to Creative Writing. must be Dulce et Utile which means that Learners will continue working on their
Accomplishing unfinished tasks
Concepts and Skills in Daily Living They may also put the meanings of the literature must have beauty/aesthetics and vignettes.
words that they have found. Write the found moral/values to be earned. Here are some
words on an answer sheet. of the well-known
local and foreign literary pieces. Remind
them to simply appreciate them.

Complete the following phrases. Complete the following phrases. Complete the following phrases. Complete the following phrases.
The Topic was about The Topic was about The Topic was about The Topic was about
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
It Matters because It Matters because It Matters because It Matters because
H. Making Generalizations and Abstractions __________________________________ __________________________________ __________________________________ __________________________________
about the Lesson __________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
I’ve Learned today that I’ve Learned today that I’ve Learned today that I’ve Learned today that
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __

Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
I. Evaluating Learning enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that
day. day. day. day.
Read the excerpts with understanding.
Tell learners to accomplish Critique Time!
Identify what sensory imagery is used in
Using the template below, they need to Tell learners to accomplish unfinished tasks
each statement. Write your answers on
J. Additional Activities for Application and your answer sheet. Identify too those
write their comments and observations on at home and will be submitted the following
Submission of outputs
Remediation the elements used in each literary piece day. Announce that the Diagnostic test will
words used as descriptive in each excerpt.
presented in the previous page. They will be this Friday.
Copy the table and write your answers on
write their answers on their answer sheet.
their proper column.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME SEPTEMBER 18-22,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (SEPTEMBER 18) TUESDAY (SEPTEMBER 19) WEDNESDAY (SEPTEMBER 20) THURSDAY (SEPTEMBER 21) FRIDAY (SEPTEMBER 22)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of poetry as a The learners have an understanding of poetry as a The learners have an understanding of poetry as a The learners have an understanding of poetry as a
A. Content Standard genre and how to analyze its elements and techniques. genre and how to analyze its elements and techniques. NO CREATIVE WRITING CLASS SCHEDULE genre and how to analyze its elements and techniques. genre and how to analyze its elements and techniques.

The learners shall be able to produce a short, The learners shall be able to produce a short, The learners shall be able to produce a short, The learners shall be able to produce a short,
B. Performance Standard well crafted poem well crafted poem well crafted poem well crafted poem

Identify the various elements, techniques, and Identify the various elements, techniques, and Identify the various elements, techniques, and Identify the various elements, techniques, and
C. Learning Competencies/ Objectives literary devices in specific forms of poetry. literary devices in specific forms of poetry. literary devices in specific forms of poetry. literary devices in specific forms of poetry.
HUMSS_CW/MP11/12cf-6 HUMSS_CW/MP11/12cf-6 HUMSS_CW/MP11/12cf-6 HUMSS_CW/MP11/12cf-6

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two

II. CONTENT Lesson 2: Various elements, techniques, and Lesson 2: Various elements, techniques, and Lesson 2: Various elements, techniques, and Lesson 2: Various elements, techniques, and
literary devices in specific forms of poetry literary devices in specific forms of poetry literary devices in specific forms of poetry literary devices in specific forms of poetry

III. LEARNING RESOURCES \

A. References Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41
1. Teacher's Guide Page MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work
2. Learner's Material Page Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41
3. Textbook Page Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41
4. Additional Materials for Learning
Resources (LR) Portal
B. Other Learning Resources PPT PPT PPT PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
Ask learners what they understood about
Creative writing. 1.The teacher will ask the
A. Reviewing Previous Lesson or learners what they have learned from Teacher will ask learners to recall about the 1.Teacher will ask learners to recall about Teacher will ask learners to recall about the
Presenting New Lesson Lesson 1. A follow up question will be previous lesson taken up on Day 1. the previous lesson taken up on Day 2. previous lesson taken up in Day 3
asked how familiar learners are with poetry
or what is their idea of poetry.

At the end of the lesson, learners are At the end of the lesson, learners are At the end of the lesson, learners are At the end of the lesson, learners are
expected to: 1. expected to: 1. expected to: 1. expected to: 1.
identify the various elements, techniques, identify the various elements, techniques, identify the various elements, techniques, identify the various elements, techniques,
and literary devices in specific forms of and literary devices in specific forms of and literary devices in specific forms of and literary devices in specific forms of
B. Establishing the Purpose of the Lesson poetry (HUMSS_CW/MP11/12c-f6) poetry (HUMSS_CW/MP11/12c-f6) poetry (HUMSS_CW/MP11/12c-f6) poetry (HUMSS_CW/MP11/12c-f6)
2. appreciate some literary pieces which 2. appreciate some literary pieces which 2. appreciate some literary pieces which 2. appreciate some literary pieces which
used various identify the various elements, used various identify the various elements, used various identify the various elements, used various identify the various elements,
techniques, and literary devices. techniques, and literary devices. techniques, and literary devices. techniques, and literary devices.

2.Before proceeding to the lesson, learners

need to answer the first Task 1 What I
2.The teacher will discuss what Poetry is all
Know. These are the:
about as well as the different elements of 2.Learners will proceed reading and
Directions: Read the statements carefully.
C. Presenting Examples/ Instances of the Identify what is being defined in each
poetry, structure, sound, meter, rhyme and Learners will answer or accomplish answering by close analysis on What I Can
Lesson forms of poetry. (a power point presentation Learning Task 4: What feet Am I? Do learning task: What I Can Do-Read and
number. Choose the letter of the correct
can be provided to enhance learners’ Identify
answer and write your answers on your
interest.
answer sheet. This is just a pretest. Your
score in this part won’t be graded.
3.The teacher after discussing the lesson
will ask the learners these Questions:
3.Learners will accomplish What’s In Which of the following poetic forms do you
Learning Task 1: Arrange to Know (instruct usually encounter? How do you appreciate
learners the directions). these forms? 3.Another activity to be done are the
Learners will proceed reading and
D. Discussing New Concepts and Practicing Directions: Arrange the jumbled letter to Learners will accomplish: What’s More following learning tasks 5: Count and
answering by close analysis on What I Can
New Skills no. 1 identify the words that are relevant to our Learning Task 3: Feel and Tell! Measure, 6: Go back With three, 7:
Do learning task: Try to Read Some
topic. Definitions will help you to determine Directions: Read the literary pieces with Element Time
the hidden words. Write your answers on understanding. Identify the Theme and
your answer sheet. Tone of the following excerpts. Use the
table below and write your answers on your
answer sheet.

E. Discussing New Concepts and Practicing Learners need to write the following terms
in their notebook in order to recall and Continue doing similar activity. Do learning task 6: Go back With three Watch the video about today's lesson.
New Skills no. 2 review the new terms.
Do the Assessment Tasks: 9. Read and
F. Developing Mastery Watch the video about today's lesson. Continue doing similar activity. Do learning task 7: Element Time
Identify

4.Learners will stretch further doing What’s

New
Learning Task 2: Use me to create:
Directions say: Using the formed words
G. Finding Practical Applications of from the previous learning task, create one Continue doing similar activity. Continue doing similar activity.
Do the Assessment Tasks: 10. Try to Read
Concepts and Skills in Daily Living Some
sentence each that will present your idea
about the topic. Also, write your questions
that will be answered after taking the
lesson. Do this on your paper.

Complete the following phrases. Complete the following phrases. Complete the following phrases.
The Topic was about The Topic was about The Topic was about
__________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________
__ __ __
It Matters because It Matters because It Matters because Learners will write in their journal for Short
H. Making Generalizations and Abstractions __________________________________ __________________________________ __________________________________ Reflection about the given tasks for lesson
about the Lesson __________________________________ __________________________________ __________________________________ 2.
__ __ __
I’ve Learned today that I’ve Learned today that I’ve Learned today that
__________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________
__ __ __

Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
I. Evaluating Learning enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that
day. day. day. day.
J. Additional Activities for Application and None None None None
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME SEPTEMBER 25-29,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (SEPTEMBER 25) TUESDAY (SEPTEMBER 26) WEDNESDAY (SEPTEMBER 27) THURSDAY (SEPTEMBER 28) FRIDAY (SEPTEMBER 29)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of poetry as a The learners have an understanding of poetry as a The learners have an understanding of poetry as a The learners have an understanding of poetry as a
A. Content Standard genre and how to analyze its elements and techniques. genre and how to analyze its elements and techniques. NO CREATIVE WRITING CLASS SCHEDULE genre and how to analyze its elements and techniques. genre and how to analyze its elements and techniques.

The learners shall be able to produce a short, The learners shall be able to produce a short, The learners shall be able to produce a short, The learners shall be able to produce a short,
B. Performance Standard well crafted poem well crafted poem well crafted poem well crafted poem
Write a short poem applying the various Write a short poem applying the various
Identify the various elements, techniques, and Identify the various elements, techniques, and elements and literary elements and literary
C. Learning Competencies/ Objectives literary devices in specific forms of poetry. literary devices in specific forms of poetry. devices exploring innovative techniques devices exploring innovative techniques
HUMSS_CW/MP11/12cf-6 HUMSS_CW/MP11/12cf-6 HUMSS_CW/MP11/12cf- HUMSS_CW/MP11/12cf-
10 10
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
Writing a short poem applying the Writing a short poem applying the
II. CONTENT Lesson 2: Various elements, techniques, and Lesson 2: Various elements, techniques, and various elements and various elements and
literary devices in specific forms of poetry literary devices in specific forms of poetry literary devices literary devices
exploring innovative techniques exploring innovative techniques

III. LEARNING RESOURCES \

A. References Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59
1. Teacher's Guide Page MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work
2. Learner's Material Page Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59
3. Textbook Page Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 20-41 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59
4. Additional Materials for Learning
Resources (LR) Portal
B. Other Learning Resources PPT PPT PPT PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
A. Reviewing Previous Lesson or 1.Teacher will ask learners to recall about Teacher will ask learners to recall about the 1.Teacher will ask learners to recall about Teacher will ask learners to recall about the
Presenting New Lesson the previous lesson taken up on Day 2. previous lesson taken up in Day 3 the previous lesson taken up on Day 2. previous lesson taken up in Day 3

At the end of this module, you will be At the end of this module, you will be
producing a short, well-crafted poem. producing a short, well-crafted poem.
At the end of the lesson, learners are At the end of the lesson, learners are After going through this module, you are After going through this module, you are
expected to: 1. expected to: 1. expected to: expected to:
identify the various elements, techniques, identify the various elements, techniques, 1. write a short poem applying the various 1. write a short poem applying the various
and literary devices in specific forms of and literary devices in specific forms of elements and literary devices elements and literary devices
B. Establishing the Purpose of the Lesson poetry (HUMSS_CW/MP11/12c-f6) poetry (HUMSS_CW/MP11/12c-f6) exploring innovative techniques exploring innovative techniques
2. appreciate some literary pieces which 2. appreciate some literary pieces which (HUMSS_CW/MP11/12c-f10) (HUMSS_CW/MP11/12c-f10)
used various identify the various elements, used various identify the various elements, 2. use some of the learned elements, 2. use some of the learned elements,
techniques, and literary devices. techniques, and literary devices. techniques, and literary devices. techniques, and literary devices.
3. appreciate literary pieces written by local 3. appreciate literary pieces written by local
and foreign writers. and foreign writers.

Explain to learners that: the various Explain to learners that: the various
elements, techniques, and literary devices elements, techniques, and literary devices
in specific forms of poetry. The scope of in specific forms of poetry. The scope of
2.Learners will proceed reading and this module permits it to be used in many this module permits it to be used in many
C. Presenting Examples/ Instances of the Learners will answer or accomplish answering by close analysis on What I Can different learning situations. That in this different learning situations. That in this
Lesson Learning Task 4: What feet Am I? Do learning task: What I Can Do-Read and module, theywill be mastering the essential module, theywill be mastering the essential
Identify elements, techniques and literary devices elements, techniques and literary devices
in specific forms of poetry. I will also show in specific forms of poetry. I will also show
sample works of well-known local and sample works of well-known local and
foreign writers. foreign writers.
What I Know
3.Another activity to be done are the Directions: Using a mind map, present what
Learners will proceed reading and
D. Discussing New Concepts and Practicing following learning tasks 5: Count and
answering by close analysis on What I Can
have you known about Creative Writing and Discuss the Writing Preferences and The
New Skills no. 1 Measure, 6: Go back With three, 7: how will you use your knowledge in writing Writing Process
Do learning task: Try to Read Some
Element Time outputs in Creative Writing. Do this on your
answer sheet.

Learning Task 1: Identify Your Writing

Preferences
Continue by discussing: Illustrations on the
Directions: Knowing your writing
Comparison and Contrast of Creative
preferences will help you be more
Writing and Technical Writing. Ask
successful in your writing process. To
E. Discussing New Concepts and Practicing Do learning task 6: Go back With three Watch the video about today's lesson. determine your idiosyncratic writing
learners:
New Skills no. 2 Questions to Ponder: Can you recall
preferences,
the reading texts that you have
answer the following questions on your
read? Can you now categorize if these are
paper:
creative or technical writing?
1. When do you like to write? Where do you
like to write?

2. What writing tools (paper, pens, pencils,

laptop, dictionary, thesaurus, etc.) do
you need to write a document?
3. What genres do you prefer to write?
Why? Discuss: Tips in Creative Writing – Writing
Do the Assessment Tasks: 9. Read and
F. Developing Mastery Do learning task 7: Element Time
Identify
4. How do you write your first draft? Are a Poem, the Benefits of Learning How to
you a think-write writer or a write-write Write a Poem and Form of a Poem.
writer?
5. What stages of the writing process do
you use? Which are your strengths? And
which are your weaknesses?

Learning Task 2: Fill Me In Include explaining: Poetry Punctuation,

Directions: Using your answers from the Sealer of your poem, The use of the
previous learning task, accomplish the imageries, The association of Sound
G. Finding Practical Applications of Continue doing similar activity.
Do the Assessment Tasks: 10. Try to Read writing process Devices, Tell and Express the feelings, and
Concepts and Skills in Daily Living Some cycle. Also, write your initial other tips. Ask learners: Questions: Which
understandings that will be enhanced after of the following tips in writing of a poem do
taking the lesson. Do you really consider? Can you follow these
this on your paper. tips in writing your own poem?

Complete the following phrases. Complete the following phrases.

The Topic was about The Topic was about
__________________________________ __________________________________
__________________________________ __________________________________
__ __
It Matters because Learners will write in their journal for Short It Matters because Learners will write in their journal for Short
H. Making Generalizations and Abstractions __________________________________ Reflection about the given tasks for lesson __________________________________ Reflection about the given tasks for lesson
about the Lesson __________________________________ 2. __________________________________ 2.
__ __
I’ve Learned today that I’ve Learned today that
__________________________________ __________________________________
__________________________________ __________________________________
__ __

Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
I. Evaluating Learning enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that
day. day. day. day.
J. Additional Activities for Application and None None None None
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME OCTOBER 2-6,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (OCTOBER 2) TUESDAY (OCTOBER 3) WEDNESDAY (OCTOBER 4) THURSDAY (OCTOBER 5) FRIDAY (OCTOBER 6)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of poetry as a The learners have an understanding of poetry as a The learners have an understanding of poetry as a The learners have an understanding of poetry as a
A. Content Standard genre and how to analyze its elements and techniques. genre and how to analyze its elements and techniques. NO CREATIVE WRITING CLASS SCHEDULE genre and how to analyze its elements and techniques. genre and how to analyze its elements and techniques.

The learners shall be able to produce a short, The learners shall be able to produce a short, The learners shall be able to produce a short, The learners shall be able to produce a short,
B. Performance Standard well crafted poem well crafted poem well crafted poem well crafted poem
Write a short poem applying the various Write a short poem applying the various Write a short poem applying the various Write a short poem applying the various
elements and literary devices exploring elements and literary devices exploring elements and literary devices exploring elements and literary devices exploring
C. Learning Competencies/ Objectives innovative techniques. innovative techniques. innovative techniques. innovative techniques.
HUMSS_CW/MP11/12cf-10 HUMSS_CW/MP11/12cf-10 HUMSS_CW/MP11/12cf-10 HUMSS_CW/MP11/12cf-10
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
Creative Writing: Writing a short poem Creative Writing: Writing a short poem Creative Writing: Writing a short poem Creative Writing: Writing a short poem
II. CONTENT applying the various elements and literary applying the various elements and literary applying the various elements and literary applying the various elements and literary
devices exploring innovative techniques devices exploring innovative techniques devices exploring innovative techniques devices exploring innovative techniques

III. LEARNING RESOURCES \

A. References Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59
1. Teacher's Guide Page MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work
2. Learner's Material Page Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59
3. Textbook Page Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59 Creative Writing Quarter 1 pages 43-59
4. Additional Materials for Learning
Resources (LR) Portal
B. Other Learning Resources PPT PPT PPT PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.

A. Reviewing Previous Lesson or Play videos of different poem recitations.

Teacher will ask learners to recall about the Teacher will ask learners to recall about the Teacher will ask learners to recall about the
Presenting New Lesson previous lesson taken up in Day 1. previous lesson taken up in Day 2. previous lesson taken up in Day 3.

At the end of this module, you will be At the end of this module, you will be At the end of this module, you will be At the end of this module, you will be
producing a short, well-crafted poem. producing a short, well-crafted poem. producing a short, well-crafted poem. producing a short, well-crafted poem.
After going through this module, you are After going through this module, you are After going through this module, you are After going through this module, you are
expected to: expected to: expected to: expected to:
1. write a short poem applying the various 1. write a short poem applying the various 1. write a short poem applying the various 1. write a short poem applying the various
elements and literary devices elements and literary devices elements and literary devices elements and literary devices
B. Establishing the Purpose of the Lesson exploring innovative techniques exploring innovative techniques exploring innovative techniques exploring innovative techniques
(HUMSS_CW/MP11/12c-f10) (HUMSS_CW/MP11/12c-f10) (HUMSS_CW/MP11/12c-f10) (HUMSS_CW/MP11/12c-f10)
2. use some of the learned elements, 2. use some of the learned elements, 2. use some of the learned elements, 2. use some of the learned elements,
techniques, and literary devices. techniques, and literary devices. techniques, and literary devices. techniques, and literary devices.
3. appreciate literary pieces written by local 3. appreciate literary pieces written by local 3. appreciate literary pieces written by local 3. appreciate literary pieces written by local
and foreign writers. and foreign writers. and foreign writers. and foreign writers.
Introduce to learners the new lesson: What
I Need to Know: This module was designed
and written with learners in mind. It is here
Do Learning Task 6 on pages 55-56: Read
to help learners master the various
and Give. Follow the Directions: Read the
elements, techniques, and literary devices
following lines of different literary pieces.
in specific forms of poetry. The scope of Play again the poem recitations videos one A teaching video presentation will be
C. Presenting Examples/ Instances of the this module permits it to be used in many at a time. Learners will react on each video watched for the purpose of mastery of the
Give the appropriate title of the literary
Lesson pieces considering the content, theme, and
different learning situations. In this module, poem recitation. lesson. The video also includes activities.
message of the poems. Do this on an
they will be mastering the essential
answer sheet. Fill up the two (2) columns:
elements, techniques and literarydevices in
Title and Content of the poem.
specific forms of poetry. Teacher will also
show sample works of well-known local
and foreign writers.

Learning Task 1:
Identify Your
Writing Preferences
Directions: Knowing your writing
preferences will help you be more
successful in your writing process. To What I Can Do
determine your idiosyncratic writing Learning Task 9: Be Inspired by Reading
preferences, answer the following (to be done for two weeks) Directions:
questions on your paper: 1. When do you Read some of the existing poems in
like to write? Where do you like to write? 2. A teaching video presentation will be various resources. It may be found in the
D. Discussing New Concepts and Practicing What writing tools (paper, pens, pencils,
Learners will answer the given required
watched for the purpose of mastery of the internet, existing literature books,
New Skills no. 1 task on page 54.
laptop, dictionary, thesaurus, etc.) do lesson. The video also includes activities. newspapers and other reading materials or
you need to write a document? even your own created poems before.
3. What genres do you prefer to write? Appreciate the elements used by the poet
Why? for learners to use it in accomplishing the
4. How do you write your first draft? Are next learning task.
you a think-write writer or a write-write
writer?
5. What stages of the writing process do
you use? Which are your strengths? And
which are your weaknesses?

Learning Task 10: Outline by using the

elements (To be submitted next week)
Directions: With your learnings with the
different tips in writing a poem, Do the
What’s New outlining or planning of your poems to be
Learning Task 2: Fill Me In written. Do this on your answer sheet.
Directions: Using their answers from the A teaching video presentation will be I. Theme:
E. Discussing New Concepts and Practicing previous learning task, accomplish the
Learners will answer the given required
watched for the purpose of mastery of the II. Poetic Form:
New Skills no. 2 task on page 54.
writing process cycle. Also, write your initial lesson. The video also includes activities. III. Kind of Stanza:
understandings that will be enhanced after IV. Meter:
taking the lesson. Do this on a paper. V. Sound Devices:
VI. Imagery:
VII. Figures of Speech:
VIII. Message:
IX. Target Audience:
Assessment
Writing Time! Directions: Write two poems
considering the elements, literary devices
What’s More
and techniques presented in the previous
Learning Task 3: Complete the Table
module and your understanding in writing a
Do the Activity on Page 53 by following the
poem. They have the freedom to choose
Directions: I. Complete the table. Supply A teaching video presentation will be
Learners will answer the given required and utilize any of the elements, forms and
F. Developing Mastery the correct answers to complete the
task on page 54.
watched for the purpose of mastery of the
other essential topics about poetry. Do this
comparison of Creative Writing and lesson. The video also includes activities.
output in a short bond paper. They may be
Technical Writing (Aspect, Creative Writing
creative in presenting their poems. They
and Technical Writing). Write the answers
will be guided by the rubrics in grading their
on the answer sheet.
outputs. Note: This will be submitted next
week. They have two weeks to create their
poems.

Learning Task 4: Creative Search for

Include explaining: Poetry Punctuation,
Words. Directions: Loop the words that can
Sealer of your poem, The use of the
be found in the word puzzle. After finding
imageries, The association of Sound
the words, on your paper, draw a table with A teaching video presentation will be
G. Finding Practical Applications of 2 columns (one for imaginative writing and
Learners will answer the given required
watched for the purpose of mastery of the
Devices, Tell and Express the feelings, and
Concepts and Skills in Daily Living task on page 54. other tips. Ask learners: Questions: Which
one for technical writing). Place the found lesson. The video also includes activities.
of the following tips in writing of a poem do
words into its proper column to determine
you really consider? Can you follow these
the examples of the two types of writing.
tips in writing your own poem?
(pages 53-54)

Complete the following phrases. Complete the following phrases. Complete the following phrases.
The Topic was about The Topic was about The Topic was about
__________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________
__ __ __
It Matters because It Matters because It Matters because Learners will write in their journal for Short
H. Making Generalizations and Abstractions __________________________________ __________________________________ __________________________________ Reflection about all the given tasks for the
about the Lesson __________________________________ __________________________________ __________________________________ entire lesson.
__ __ __
I’ve Learned today that I’ve Learned today that I’ve Learned today that
__________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________
__ __ __

Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
I. Evaluating Learning enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that
day. day. day. day.
J. Additional Activities for Application and None None None None
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME OCTOBER 9-13,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (OCTOBER 9) TUESDAY (OCTOBER 10) WEDNESDAY (OCTOBER 11) THURSDAY (OCTOBER 12) FRIDAY (OCTOBER 13)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of fiction as a The learners have an understanding of fiction as a The learners have an understanding of fiction as a The learners have an understanding of fiction as a
A. Content Standard genre and are able to analyze its elements and genre and are able to analyze its elements and NO CREATIVE WRITING CLASS SCHEDULE genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques. techniques. techniques.
The learners shall be able to produce at least The learners shall be able to produce at least The learners shall be able to produce at least The learners shall be able to produce at least
one striking scene for a short one striking scene for a short one striking scene for a short one striking scene for a short
B. Performance Standard story. story. story. story.

Identify the various elements, techniques, and Identify the various elements, techniques, and Identify the various elements, techniques, and Identify the various elements, techniques, and
literary devices in literary devices in literary devices in literary devices in
C. Learning Competencies/ Objectives various modes of fiction various modes of fiction various modes of fiction various modes of fiction
HUMSS_CW/MPIg-i-11 HUMSS_CW/MPIg-i-11 HUMSS_CW/MPIg-i-11 HUMSS_CW/MPIg-i-11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
Quarter 1 – Lesson 4: Various elements, Quarter 1 – Lesson 4: Various elements, Quarter 1 – Lesson 4: Various elements, Quarter 1 – Lesson 4: Various elements,
II. CONTENT techniques, and literary devices in various techniques, and literary devices in various techniques, and literary devices in various techniques, and literary devices in various
modes of Fiction modes of Fiction modes of Fiction modes of Fiction

III. LEARNING RESOURCES \

A. References Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84
1. Teacher's Guide Page MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work MELC p.600 Pivot Budget of Work
2. Learner's Material Page Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84
3. Textbook Page Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84 Creative Writing Quarter 1 pages 61-84
4. Additional Materials for Learning Creative Writing Quarter 1 pages 61-84
Resources (LR) Portal
B. Other Learning Resources PPT PPT PPT PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
A. Reviewing Previous Lesson or Introduce the new lesson.
Teacher will ask learners to recall about the Teacher will ask learners to recall about the Teacher will ask learners to recall about the
Presenting New Lesson previous lesson taken up in Day 1. previous lesson taken up in Day 2. previous lesson taken up in Day 3.

At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be
seeking for some literary pieces and seeking for some literary pieces and seeking for some literary pieces and seeking for some literary pieces and
identify the elements, techniques and identify the elements, techniques and identify the elements, techniques and identify the elements, techniques and
literary devices used. literary devices used. literary devices used. literary devices used.
After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to: expected to:
B. Establishing the Purpose of the Lesson 1. identify the various elements, 1. identify the various elements, 1. identify the various elements, 1. identify the various elements,
techniques, and literary devices in various techniques, and literary devices in various techniques, and literary devices in various techniques, and literary devices in various
modes modes modes modes
of fiction (HUMSS_CW/MPIg-1-11) of fiction (HUMSS_CW/MPIg-1-11) of fiction (HUMSS_CW/MPIg-1-11) of fiction (HUMSS_CW/MPIg-1-11)
2. appreciate some literary pieces which 2. appreciate some literary pieces which 2. appreciate some literary pieces which 2. appreciate some literary pieces which
used various identify the various used various identify the various used various identify the various used various identify the various
elements, techniques, and literary devices. elements, techniques, and literary devices. elements, techniques, and literary devices. elements, techniques, and literary devices.

Do the What I Know Task. Follow the

Directions: Read the statements carefully.
Identify what is being defined in each
Learning Task 5: Read and Appreciate.
number.
C. Presenting Examples/ Instances of the Choose the letter of the correct answer and
Discuss the importance of literature, genre
Continue discussing other elements
Follow Directions: Read the short story with
Lesson and prose. understanding and appreciation. Read
write the answers on your answer sheet.
"Broken Hope" by Skye Robertson
This
is just a pretest. Their score in this part
won’t be graded.
What’s In
Learning Task 6: Go Back with the Fifth
Learning Task 1: Arrange to Know
Directions: Go back with the story in the
Directions: Arrange the jumbled letter to
previous learning task. After reading the
D. Discussing New Concepts and Practicing identify the words that are relevant to Discuss the function and common types of
Continue discussing other elements story, arrange the sequence of events to
New Skills no. 1 our topic. Definitions will help learners to prose.
create the plot the story. Use number 1-5
determine the hidden words. Write their
and
answers
write your answers on your answer sheet.
on their answer sheet.

What’s New
Ask learners Questions to Ponder: Among
Learning Task 2: Fill Me In Learning Task 7: Element Time
Show the different examples of prose in the literary techniques and devices
Directions: Using their answers from the Directions: Read the statements carefully.
E. Discussing New Concepts and Practicing previous learning task, accomplish the
literature: novels, speeches and plays. presented, which one for you is the most
Identify the element of fictional prose being
New Skills no. 2 Video clips will be played for better effective? What will be the devices and
writing process cycle. Also, write ther initial described in each sentence. Write your
understanding of the examples. techniques that you will use in your own
understandings that will be enhanced after answers on your answer sheet.
fictional story?
taking the lesson. Do this on a paper.

Questions to Ponder: Ask learners these

questions: Can you recall some of your
What’s New favorite prose literary pieces way back in What’s More
Learning Task 2: Use me to create elementary and junior high school? Can Learning Task 3: Read and Tell!
Directions: Using the formed words from you identify if it is a story in a novel or a Directions: Read the statements with
the previous learning task, create two short story or a speech or a script of a understanding. Identify the Theme, Subject
F. Developing Mastery sentences that will present your idea about play? What is the common elements that and
Continue similar activities.
the topic. Also, write your questions that you can recall about particularly in Fiction? Tone of the following excerpts. Use the
will be answered after taking the lesson. Do (Rephrase these questions by simply table below and write your answers on your
this on your paper. identifying and describing a few of the answer sheet.
shown prose literary pieces' setting,
characters and theme.)

Learning Task 4: Very Short Story Time.

Follow Directions: Read the short stories
G. Finding Practical Applications of Ask learners what literature is. Discuss
Continue similar activities.
with understanding. Use the table below to
Continue similar activities.
Concepts and Skills in Daily Living what literature is all about. determine the parts of the plot in each story
and write your answers on your answer
sheet. (page 74 onwards)

Complete the following phrases. Complete the following phrases. Complete the following phrases. Complete the following phrases.
The Topic was about The Topic was about The Topic was about The Topic was about
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
It Matters because It Matters because It Matters because It Matters because
H. Making Generalizations and Abstractions __________________________________ __________________________________ __________________________________ __________________________________
about the Lesson __________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
I’ve Learned today that I’ve Learned today that I’ve Learned today that I’ve Learned today that
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __

Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by Teacher will confirm student learning by
I. Evaluating Learning enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that enumerating what they have learned that
day. day. day. day.
J. Additional Activities for Application and None None None None
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson
D. No. of learners who require remediation
E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME OCTOBER 16-20,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (OCTOBER 16) TUESDAY (OCTOBER 17) WEDNESDAY (OCTOBER 18) THURSDAY (OCTOBER 19) FRIDAY (OCTOBER 20)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of fiction as a The learners have an understanding of fiction as a The learners have an understanding of fiction as a The learners have an understanding of fiction as a
A. Content Standard genre and are able to analyze its elements and genre and are able to analyze its elements and NO CREATIVE WRITING CLASS SCHEDULE genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques. techniques. techniques.
The learners shall be able to produce at least The learners shall be able to produce at least The learners shall be able to produce at least The learners shall be able to produce at least
one striking scene for a short one striking scene for a short one striking scene for a short one striking scene for a short
B. Performance Standard story. story. story. story.

Write journal entries and other short Write journal entries and other short Write journal entries and other short Write journal entries and other short
compositions exploring key compositions exploring key compositions exploring key compositions exploring key
C. Learning Competencies/ Objectives elements of fiction elements of fiction elements of fiction elements of fiction
HUMSS_CW/MPIg-i-13 HUMSS_CW/MPIg-i-13 HUMSS_CW/MPIg-i-13 HUMSS_CW/MPIg-i-13
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
Creative Writing – Specialized Subject Creative Writing – Specialized Subject Creative Writing – Specialized Subject Creative Writing – Specialized Subject
Alternative Delivery Mode Alternative Delivery Mode Alternative Delivery Mode Alternative Delivery Mode
II. CONTENT Quarter 1 – Lesson 5: Writing journal entries Quarter 1 – Lesson 5: Writing journal entries Quarter 1 – Lesson 5: Writing journal entries Quarter 1 – Lesson 5: Writing journal entries
and other short compositions exploring key and other short compositions exploring key and other short compositions exploring key and other short compositions exploring key
elements of fiction elements of fiction elements of fiction elements of fiction
First Edition, 2020 First Edition, 2020 First Edition, 2020 First Edition, 2020

III. LEARNING RESOURCES \

A. References Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102

1. Teacher's Guide Page Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102

2. Learner's Material Page Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102

3. Textbook Page Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102 Creative Writing Quarter 1 pages 86-102

4. Additional Materials for Learning

Resources (LR) Portal
B. Other Learning Resources PPT PPT PPT PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
Teacher will ask learners to recall about the
Teacher will ask learners to recall about the Teacher will ask learners to recall about the
A. Reviewing Previous Lesson or Introduce the new lesson.
previous lesson taken up in Day 1 about
previous lesson taken up in Day 2 that previous lesson taken up in Day 3 that
Presenting New Lesson elements and characteristics of different
they recall. they recall.
literary genres that they recall.

At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be
producing a short, well-crafted journal producing a short, well-crafted journal producing a short, well-crafted journal producing a short, well-crafted journal
entries or entries or entries or entries or
short compositions. short compositions. short compositions. short compositions.
After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to: expected to:
B. Establishing the Purpose of the Lesson 1. write journal entries and other short 1. write journal entries and other short 1. write journal entries and other short 1. write journal entries and other short
compositions exploring key elements of compositions exploring key elements of compositions exploring key elements of compositions exploring key elements of
fiction (HUMSS_CW/MPlg-i-13) fiction (HUMSS_CW/MPlg-i-13) fiction (HUMSS_CW/MPlg-i-13) fiction (HUMSS_CW/MPlg-i-13)
2. use some of the learned elements, 2. use some of the learned elements, 2. use some of the learned elements, 2. use some of the learned elements,
techniques, and literary devices. techniques, and literary devices. techniques, and literary devices. techniques, and literary devices.
3. appreciate literary pieces written by local 3. appreciate literary pieces written by local 3. appreciate literary pieces written by local 3. appreciate literary pieces written by local
and foreign writers. and foreign writers. and foreign writers. and foreign writers.
What I Know What I Know
What’s More What’s More
Directions: Using the provided acrostic, Directions: Using the provided acrostic,
Learning Task 3: What genre am I? Learning Task 3: What genre am I?
present what have you known about the present what have you known about the
Directions: I. Read the synopsis of the Directions: I. Read the synopsis of the
C. Presenting Examples/ Instances of the previous previous
literary pieces. Identify their fictional genre. literary pieces. Identify their fictional genre.
Lesson lesson about the elements of fiction. lesson about the elements of fiction.
Note that some of the literary pieces might Note that some of the literary pieces might
Consider the provided clue on each letter of Consider the provided clue on each letter of
have more than one genre. Write your have more than one genre. Write your
the the
answers on your answer sheet. answers on your answer sheet.
acrostic. acrostic.

What’s In What’s In Learning Task 4: Go back with the Third! Learning Task 4: Go back with the Third!
Learning Task 1: Recall the Elements Learning Task 1: Recall the Elements Directions: Go back with the previous Directions: Go back with the previous
Directions: Knowing your writing Directions: Knowing your writing learning tasks. Using the given synopses, learning tasks. Using the given synopses,
preferences will help you be more preferences will help you be more try to try to
successful successful supply the information about the literary supply the information about the literary
in your writing process. The use of in your writing process. The use of pieces dealing with the elements of fictional pieces dealing with the elements of fictional
D. Discussing New Concepts and Practicing elements of fiction will help you to retell the elements of fiction will help you to retell the story. Do this on your answer sheet. story. Do this on your answer sheet.
New Skills no. 1 story story Literary Piece 1: Literary Piece 1:
effectively. Answer the following questions effectively. Answer the following questions I. Can you guess the title: I. Can you guess the title:
on your paper. on your paper. II. Characters: II. Characters:
1. What fiction genre do you prefer to 1. What fiction genre do you prefer to III. Theme: III. Theme:
write? Why? write? Why? IV. Setting: IV. Setting:
2. How will you use your learned elements 2. How will you use your learned elements V. Subject: V. Subject:
of fiction? of fiction? VI. Possible Conflict in the Story: VI. Possible Conflict in the Story:

Learning Task 6: Read and Give Learning Task 6: Read and Give
What’s New What’s New Directions: Read the following excerpt of a Directions: Read the following excerpt of a
Learning Task 2: Say Something! Learning Task 2: Say Something! literary piece. Analyze the elements of the literary piece. Analyze the elements of the
E. Discussing New Concepts and Practicing Directions: Tell something about the Directions: Tell something about the short story and give the plot of the story. Do short story and give the plot of the story. Do
New Skills no. 2 provided pictures. Write your statements on provided pictures. Write your statements on this on your answer sheet. this on your answer sheet.
your your Text Title: VISIBLY GONE Text Title: VISIBLY GONE
paper. paper. Author: Trisha Kris Aquino Author: Trisha Kris Aquino

Learning Task 9: Outline by using the Learning Task 9: Outline by using the
elements (To be submitted next week) elements (To be submitted next week)
Directions: With your learnings with the Directions: With your learnings with the
different tips in writing a fictional story, Do different tips in writing a fictional story, Do
the outlining or planning of your story to be the outlining or planning of your story to be
written. Do this on your answer sheet. written. Do this on your answer sheet.
Discuss: Fictional Genres, Elements and Discuss: Fictional Genres, Elements and
I. Characters (Consider the kinds of I. Characters (Consider the kinds of
Characteristics, Why Does Genre Matter?, Characteristics, Why Does Genre Matter?,
characters) characters)
HISTORICAL FICTION and other HISTORICAL FICTION and other
II. Setting (Consider the elements of II. Setting (Consider the elements of
elements, SCIENCE FICTION, MYSTERY elements, SCIENCE FICTION, MYSTERY
F. Developing Mastery FICTION, REALISTIC FICTION, FICTION, REALISTIC FICTION,
setting) setting)
III. Plot (Identify the five parts of a plot) III. Plot (Identify the five parts of a plot)
HORROR, Other Fictional Genres: HORROR, Other Fictional Genres:
IV. Theme, Tone, Subject, Motif IV. Theme, Tone, Subject, Motif
Adventure, and Folktales Adventure, and Folktales
V. Conflict and Point of View V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in VI. Plot Device, Vision and Finale used in
the story the story
VII. Imagery: VII. Imagery:
VIII. Figures of Speech: VIII. Figures of Speech:
IX. Message: IX. Message:
X. Target Audience: X. Target Audience:
Assessment Assessment
Writing Time! Directions: Write one journal Writing Time! Directions: Write one journal
entry or other short composition or story entry or other short composition or story
exploring key elements of fiction exploring key elements of fiction
considering the elements, literary devices considering the elements, literary devices
and and
techniques presented in the previous techniques presented in the previous
module and the genre that you have module and the genre that you have
chosen chosen
considering your created outline. You have considering your created outline. You have
G. Finding Practical Applications of Discuss: 13 Tips in Creative Writing – Discuss: 13 Tips in Creative Writing –
the freedom to choose and utilize any of the freedom to choose and utilize any of
Concepts and Skills in Daily Living Writing a Fictional Story. Writing a Fictional Story.
the elements, forms, and other essential the elements, forms, and other essential
topics about fictional prose. Do this output topics about fictional prose. Do this output
in in
a yellow paper. You may be creative in a yellow paper. You may be creative in
presenting your output. You will be guided presenting your output. You will be guided
by by
the rubrics in grading your outputs. the rubrics in grading your outputs.
Note: This will be submitted next week. Note: This will be submitted next week.
You have two weeks to create your output. You have two weeks to create your output.

Complete the following phrases. Complete the following phrases. Complete the following phrases. Complete the following phrases.
The Topic was about The Topic was about The Topic was about The Topic was about
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
It Matters because It Matters because It Matters because It Matters because
H. Making Generalizations and Abstractions __________________________________ __________________________________ __________________________________ __________________________________
about the Lesson __________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __
I’ve Learned today that I’ve Learned today that I’ve Learned today that I’ve Learned today that
__________________________________ __________________________________ __________________________________ __________________________________
__________________________________ __________________________________ __________________________________ __________________________________
__ __ __ __

Questions: Which of the following tips in Questions: Which of the following tips in
Teacher will confirm student learning by Teacher will confirm student learning by
writing of a story do you really writing of a story do you really
I. Evaluating Learning consider? Can you follow these tips in consider? Can you follow these tips in
enumerating what they have learned that enumerating what they have learned that
day. day.
writing your own story? writing your own story?
J. Additional Activities for Application and None None None None
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME OCTOBER 23-27,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (OCTOBER 23) TUESDAY (OCTOBER 24) WEDNESDAY (OCTOBER 25) THURSDAY (OCTOBER 26) FRIDAY (OCTOBER 27)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standard Review for the PERIODICAL TEST Summative Test FIRST PERIODICAL TEST (DAY 1) FIRST PERIODICAL TEST (DAY 2) Checking and Analysis of Item and Score
B. Performance Standard
C. Learning Competencies/ Objectives
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT
III. LEARNING RESOURCES \

A. References
1. Teacher's Guide Page
2. Learner's Material Page
3. Textbook Page
4. Additional Materials for Learning
Resources (LR) Portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
A. Reviewing Previous Lesson or
Presenting New Lesson
B. Establishing the Purpose of the Lesson
C. Presenting Examples/ Instances of the
Lesson
D. Discussing New Concepts and Practicing
New Skills no. 1
E. Discussing New Concepts and Practicing
New Skills no. 2
F. Developing Mastery
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
J. Additional Activities for Application and
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME OCTOBER 30-NOVEMBER 3,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (OCTOBER 30) TUESDAY (OCTOBER 31) WEDNESDAY (NOVEMBER 1) THURSDAY (NOVEMBER 2) FRIDAY (NOVEMBER 3)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
MODULAR DELIVERY MODE for learners MODULAR DELIVERY MODE for learners
A. Content Standard BARANGAY ELECTIONS
with incomplete outputs
ALL SAINTS' DAY (HOLIDAY) ALL SOULS' DAY (HOLIDAY)
with incomplete outputs
B. Performance Standard
C. Learning Competencies/ Objectives
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT
III. LEARNING RESOURCES \

A. References
1. Teacher's Guide Page
2. Learner's Material Page
3. Textbook Page
4. Additional Materials for Learning
Resources (LR) Portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
A. Reviewing Previous Lesson or
Presenting New Lesson
B. Establishing the Purpose of the Lesson
C. Presenting Examples/ Instances of the
Lesson
D. Discussing New Concepts and Practicing
New Skills no. 1
E. Discussing New Concepts and Practicing
New Skills no. 2
F. Developing Mastery
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
J. Additional Activities for Application and
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME NOVEMBER 6-10,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (NOVEMBER 6) TUESDAY (NOVEMBER 7) WEDNESDAY (NOVEMBER 8) THURSDAY (NOVEMBER 9) FRIDAY (NOVEMBER 10)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama
as a as a as a as a as a
A. Content Standard genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques. techniques. techniques. techniques.
The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least
B. Performance Standard one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be
staged. staged. staged. staged. staged.
Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of
C. Learning Competencies/ Objectives drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a
Technique of Drama Technique of Drama Technique of Drama Technique of Drama Technique of Drama

III. LEARNING RESOURCES https://spark.adobe.com/page/

\

5vndVgVV4Czua/? https://spark.adobe.com/page/
https://firstsiteguide.com/what-is-blog/ fbclid=IwAR3LbjZNnR1CAIaWnb61 tVjgspb1zgZ9b/? https://items.ssrc.org/covid-19-and-the-social-
https://owl.purdue.edu/owl/general_writing/
https://themeisle.com/blog/best-free-blogging- 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 fbclid=IwAR052drhZqOQdTUNrAeVO sciences/society-after-pandemic/
academic_writing/essay_writing/exposit
sites/ P30 VuF2WIA5dxgEZbBX- https://blog.prepscholar.com/argumentative-
ory_essays.html
https://spark.adobe.com/images/Adobe https://spark.adobe.com/page/ oJV00wanGNckapiGphS2Y essay-examples
https://bowvalleycollege.libguides.com/c.php?
%20Spark%20Edu%20Guide.pdf W8IHEy3Exe02s/? https://spark.adobe.com/page/ https://www.5staressays.com/blog/example-of-
g=10222&p=2214622
A. References https://www.youtube.com/watch? fbclid=IwAR3LbjZNnR1CAIaWnb61 AZXAFJPmDLjLC/?
https://www.opendemocracy.net/en/
descriptive-essay/descriptive-essayexample-
v=3zH5LNt8dH8 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 fbclid=IwAR1cVvqo6Mn4A41jorB1 about-an-event.pdf
democraciaabierta/solidarity-and-
https://spark.adobe.com/page/ P30 4yllZvB5UtW9nfboEqv-uksPKlYA-u66z0hhUiY https://buyessayfriend.com/essay-on-
sharingunequal-society-covid-19-philippines/
Z6Z0sE2H0280u/?fbclid=IwAR0zUu_- https://spark.adobe.com/page/ https://www2.uwstout.edu/content/profdev/ education
https://noharm-asia.org/
UvQOswLfaeAmbMVbb9HHPI5atoNV7ia- YMTEhpmrakEgi/? rubrics/eportfoliorubric.html https://www.uen.org/rubric/
lessonsfromflorencenightingale
0vrg4LvsnCYfumJ0v7I fbclid=IwAR2niAiWg3rqImyV3p- https://aso-resources.une.edu.au/academic- previewRubric.html?id=20123
2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB writing-course/sample-essay/
s
1. Teacher's Guide Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
2. Learner's Material Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
3. Textbook Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.

Learners will answer: What I Know:

Directions: Read the statements carefully.
Identify what is being defined in each
A. Reviewing Previous Lesson or number. Choose the letter of the correct Ask learners what they learned in Day 1. No class every Wednesday. Ask learners what they learned in Day 2. Ask learners what they learned in Day 3.
Presenting New Lesson answer in the box. Write your answers on
your answer sheet. This is just a pretest
(page 6).
At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be
producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact
play that can be staged. play that can be staged. play that can be staged. play that can be staged.
B. Establishing the Purpose of the Lesson After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to: expected to:
1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique
of drama of drama of drama of drama

Learning Task 4: Implicit or Explicit!

Answer the task in What’s In: Learning What I Know Directions: Read and list down five literary
Task 1: Arrange to Know; Directions: Directions: Using a mind map, present your pieces from the local and foreign writers
C. Presenting Examples/ Instances of the Arrange the jumbled letter to identify the Continue discussing: Elements of Drama idea on what the terms mean and how will where intertextuality plays. Identify the
Lesson words that are relevant and Techniques in Drama. you use your knowledge in writing outputs explicit and implicit ideas used in their
to our topic. Definitions will help you to in Creative Writing. Do this on your answer piece.
determine the hidden words (page 7). sheet. Write the lines or ideas where intertextuality
is used. Do this on your answer sheet.

Do the next task: What’s New

Next task is: What’s More: Do Learning
Learning Task 2: Use me to create with
Task 3: Be in Quest for Drama. Follow the
Directions: Using the formed words from
Directions: Look for the words in the puzzle
D. Discussing New Concepts and Practicing the previous learning task, create two
that can be associated to the elements of
New Skills no. 1 sentences that will present your idea about
drama. You may also put the meanings of
the topic. Also, write your questions that
the words that you have found. Write your
will be answered after taking the lesson
found words on your answer sheet.
(page 7).

Watch/ listen to Survivor’s 1980s music

Proceed to: What is It: Explain that In this video “Eye of the Tiger” and answer
What is It
part of your journey, we provide something the following questions
In this part of your journey, we provide
for you to deepen your understanding 1. How does this video inform your
something for you to deepen your
about the various elements, techniques, Do Learning Task 4 with the instruction: understanding of Katy Perry’s song Roar?
understanding about intertextuality as a
and literary devices in drama. Please Complete the Table. Directions: Complete __________________________________
E. Discussing New Concepts and Practicing continue reading with comprehension as the table. Supply the correct answers to
technique of drama.
__________________________________
New Skills no. 2 Please continue reading with
you discover further knowledge that will complete the things to be considered in the ______________
comprehension as you discover further
help you out in your quest on the remaining different techniques in drama (page 13). 2. In what ways does this song change
knowledge that will help you out in your
phases of this lesson. Discuss: What is your understanding of Katy Perry’s song?
quest on the remaining phases of this
Drama?; Different Types of Literary Drama __________________________________
lesson.
and Elements of Drama. __________________________________
______________

Next task is: What’s More: Do Learning

Task 3: Be in Quest for Drama. Follow the Do Learning Task 5: React with the Literary
Directions: Look for the words in the puzzle Pieces. Follow the given Directions: Give
Discuss: What is Intertextuality? Discuss:
F. Developing Mastery that can be associated to the elements of your interpretation on the following
Different Types of Intertextuality
Accomplish unfinished tasks.
drama. You may also put the meanings of statements. Reminders the following
the words that you have found. Write your statement use allusion (page 13).
found words on your answer sheet.

What’s More
Do Learning Task 4 with the instruction: Do Learning Task 4 with the instruction:
Learning Task 3: Complete the Table
Complete the Table. Directions: Complete Complete the Table. Directions: Complete
G. Finding Practical Applications of the table. Supply the correct answers to the table. Supply the correct answers to
Directions: Complete the table. Supply
Accomplish unfinished tasks.
Concepts and Skills in Daily Living ideas to complete the things to be
complete the things to be considered in the complete the things to be considered in the
considered in the types of intertextuality.
different techniques in drama (page 13). different techniques in drama (page 13).
Write your answers on your answer sheet.

What I Have Learned: Learning Task 6: “T-

M-L Phrase: Complete the following
H. Making Generalizations and Abstractions Wrap up today's lesson. phrases. The Topic was about ____
about the Lesson It Matters because ___________ I’ve
Learned today that___________
Do the task on: Assessment
Writing Time! Directions: With your
learnings with the different elements,
techniques and literary devices in drama,
do the outlining or planning of your story
to be written. Do this on your answer sheet.
I. Characters (Consider the kinds of
characters)
II. Setting (Consider the elements of
I. Evaluating Learning Accomplish unfinished tasks. setting) Accomplish unfinished tasks. Accomplish unfinished tasks.
III. Plot (Identify the five parts of a plot)
IV. Theme, Tone, Subject, Motif
V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in
the story
VII. Symbolism:
VIII. Diction:
IX. Spectacle:
X. Song:

J. Additional Activities for Application and Continue the lesson the following day. Continue the lesson the following day. Continue the lesson the following day. Continue the lesson the following day.
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME NOVEMBER 13-17,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (NOVEMBER 13) TUESDAY (NOVEMBER 14) WEDNESDAY (NOVEMBER 15) THURSDAY (NOVEMBER 16) FRIDAY (NOVEMBER 17)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama
as a as a as a as a as a
A. Content Standard genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques. techniques. techniques. techniques.
The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least
B. Performance Standard one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be
staged. staged. staged. staged. staged.
Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of
C. Learning Competencies/ Objectives drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a
Technique of Drama Technique of Drama Technique of Drama Technique of Drama Technique of Drama

III. LEARNING RESOURCES https://spark.adobe.com/page/

\

5vndVgVV4Czua/? https://spark.adobe.com/page/
https://firstsiteguide.com/what-is-blog/ fbclid=IwAR3LbjZNnR1CAIaWnb61 tVjgspb1zgZ9b/? https://items.ssrc.org/covid-19-and-the-social-
https://owl.purdue.edu/owl/general_writing/
https://themeisle.com/blog/best-free-blogging- 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 fbclid=IwAR052drhZqOQdTUNrAeVO sciences/society-after-pandemic/
academic_writing/essay_writing/exposit
sites/ P30 VuF2WIA5dxgEZbBX- https://blog.prepscholar.com/argumentative-
ory_essays.html
https://spark.adobe.com/images/Adobe https://spark.adobe.com/page/ oJV00wanGNckapiGphS2Y essay-examples
https://bowvalleycollege.libguides.com/c.php?
%20Spark%20Edu%20Guide.pdf W8IHEy3Exe02s/? https://spark.adobe.com/page/ https://www.5staressays.com/blog/example-of-
g=10222&p=2214622
A. References https://www.youtube.com/watch? fbclid=IwAR3LbjZNnR1CAIaWnb61 AZXAFJPmDLjLC/?
https://www.opendemocracy.net/en/
descriptive-essay/descriptive-essayexample-
v=3zH5LNt8dH8 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 fbclid=IwAR1cVvqo6Mn4A41jorB1 about-an-event.pdf
democraciaabierta/solidarity-and-
https://spark.adobe.com/page/ P30 4yllZvB5UtW9nfboEqv-uksPKlYA-u66z0hhUiY https://buyessayfriend.com/essay-on-
sharingunequal-society-covid-19-philippines/
Z6Z0sE2H0280u/?fbclid=IwAR0zUu_- https://spark.adobe.com/page/ https://www2.uwstout.edu/content/profdev/ education
https://noharm-asia.org/
UvQOswLfaeAmbMVbb9HHPI5atoNV7ia- YMTEhpmrakEgi/? rubrics/eportfoliorubric.html https://www.uen.org/rubric/
lessonsfromflorencenightingale
0vrg4LvsnCYfumJ0v7I fbclid=IwAR2niAiWg3rqImyV3p- https://aso-resources.une.edu.au/academic- previewRubric.html?id=20123
2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB writing-course/sample-essay/
s
1. Teacher's Guide Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
2. Learner's Material Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
3. Textbook Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
Learners will answer: What I Know:
Directions: Read the statements carefully.
Identify what is being defined in each
A. Reviewing Previous Lesson or number. Choose the letter of the correct Ask learners what they learned in Day 1. No class every Wednesday. Ask learners what they learned in Day 2. Ask learners what they learned in Day 3.
Presenting New Lesson answer in the box. Write your answers on
your answer sheet. This is just a pretest
(page 6).

At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be
producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact
play that can be staged. play that can be staged. play that can be staged. play that can be staged.
B. Establishing the Purpose of the Lesson After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to: expected to:
1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique
of drama of drama of drama of drama
Learning Task 4: Implicit or Explicit!
Answer the task in What’s In: Learning What I Know Directions: Read and list down five literary
Task 1: Arrange to Know; Directions: Directions: Using a mind map, present your pieces from the local and foreign writers
C. Presenting Examples/ Instances of the Arrange the jumbled letter to identify the Continue discussing: Elements of Drama idea on what the terms mean and how will where intertextuality plays. Identify the
Lesson words that are relevant and Techniques in Drama. you use your knowledge in writing outputs explicit and implicit ideas used in their
to our topic. Definitions will help you to in Creative Writing. Do this on your answer piece.
determine the hidden words (page 7). sheet. Write the lines or ideas where intertextuality
is used. Do this on your answer sheet.

Do the next task: What’s New

Next task is: What’s More: Do Learning
Learning Task 2: Use me to create with
Task 3: Be in Quest for Drama. Follow the
Directions: Using the formed words from
Directions: Look for the words in the puzzle
D. Discussing New Concepts and Practicing the previous learning task, create two
that can be associated to the elements of
New Skills no. 1 sentences that will present your idea about
drama. You may also put the meanings of
the topic. Also, write your questions that
the words that you have found. Write your
will be answered after taking the lesson
found words on your answer sheet.
(page 7).

Watch/ listen to Survivor’s 1980s music

Proceed to: What is It: Explain that In this video “Eye of the Tiger” and answer
What is It
part of your journey, we provide something the following questions
In this part of your journey, we provide
for you to deepen your understanding 1. How does this video inform your
something for you to deepen your
about the various elements, techniques, Do Learning Task 4 with the instruction: understanding of Katy Perry’s song Roar?
understanding about intertextuality as a
and literary devices in drama. Please Complete the Table. Directions: Complete __________________________________
E. Discussing New Concepts and Practicing continue reading with comprehension as the table. Supply the correct answers to
technique of drama.
__________________________________
New Skills no. 2 Please continue reading with
you discover further knowledge that will complete the things to be considered in the ______________
comprehension as you discover further
help you out in your quest on the remaining different techniques in drama (page 13). 2. In what ways does this song change
knowledge that will help you out in your
phases of this lesson. Discuss: What is your understanding of Katy Perry’s song?
quest on the remaining phases of this
Drama?; Different Types of Literary Drama __________________________________
lesson.
and Elements of Drama. __________________________________
______________

Next task is: What’s More: Do Learning

Task 3: Be in Quest for Drama. Follow the Do Learning Task 5: React with the Literary
Directions: Look for the words in the puzzle Pieces. Follow the given Directions: Give
Discuss: What is Intertextuality? Discuss:
F. Developing Mastery that can be associated to the elements of your interpretation on the following
Different Types of Intertextuality
Accomplish unfinished tasks.
drama. You may also put the meanings of statements. Reminders the following
the words that you have found. Write your statement use allusion (page 13).
found words on your answer sheet.

What’s More
Do Learning Task 4 with the instruction: Do Learning Task 4 with the instruction:
Learning Task 3: Complete the Table
Complete the Table. Directions: Complete Complete the Table. Directions: Complete
G. Finding Practical Applications of the table. Supply the correct answers to the table. Supply the correct answers to
Directions: Complete the table. Supply
Accomplish unfinished tasks.
Concepts and Skills in Daily Living ideas to complete the things to be
complete the things to be considered in the complete the things to be considered in the
considered in the types of intertextuality.
different techniques in drama (page 13). different techniques in drama (page 13).
Write your answers on your answer sheet.

What I Have Learned: Learning Task 6: “T-

M-L Phrase: Complete the following
H. Making Generalizations and Abstractions Wrap up today's lesson. phrases. The Topic was about ____
about the Lesson It Matters because ___________ I’ve
Learned today that___________
Do the task on: Assessment
Writing Time! Directions: With your
learnings with the different elements,
techniques and literary devices in drama,
do the outlining or planning of your story
to be written. Do this on your answer sheet.
I. Characters (Consider the kinds of
characters)
II. Setting (Consider the elements of
I. Evaluating Learning Accomplish unfinished tasks. setting) Accomplish unfinished tasks. Accomplish unfinished tasks.
III. Plot (Identify the five parts of a plot)
IV. Theme, Tone, Subject, Motif
V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in
the story
VII. Symbolism:
VIII. Diction:
IX. Spectacle:
X. Song:

J. Additional Activities for Application and Continue the lesson the following day. Continue the lesson the following day. Continue the lesson the following day. Continue the lesson the following day.
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME NOVEMBER 20-24,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (NOVEMBER 20) TUESDAY (NOVEMBER 21) WEDNESDAY (NOVEMBER 22) THURSDAY (NOVEMBER 23) FRIDAY (NOVEMBER 24)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama
as a as a as a as a as a
A. Content Standard genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques. techniques. techniques. techniques.
The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least
B. Performance Standard one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be
staged. staged. staged. staged. staged.
Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of
C. Learning Competencies/ Objectives drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a
Technique of Drama Technique of Drama Technique of Drama Technique of Drama Technique of Drama

III. LEARNING RESOURCES https://spark.adobe.com/page/

\

5vndVgVV4Czua/? https://spark.adobe.com/page/
https://firstsiteguide.com/what-is-blog/ fbclid=IwAR3LbjZNnR1CAIaWnb61 tVjgspb1zgZ9b/? https://items.ssrc.org/covid-19-and-the-social-
https://owl.purdue.edu/owl/general_writing/
https://themeisle.com/blog/best-free-blogging- 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 fbclid=IwAR052drhZqOQdTUNrAeVO sciences/society-after-pandemic/
academic_writing/essay_writing/exposit
sites/ P30 VuF2WIA5dxgEZbBX- https://blog.prepscholar.com/argumentative-
ory_essays.html
https://spark.adobe.com/images/Adobe https://spark.adobe.com/page/ oJV00wanGNckapiGphS2Y essay-examples
https://bowvalleycollege.libguides.com/c.php?
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A. References https://www.youtube.com/watch? fbclid=IwAR3LbjZNnR1CAIaWnb61 AZXAFJPmDLjLC/?
https://www.opendemocracy.net/en/
descriptive-essay/descriptive-essayexample-
v=3zH5LNt8dH8 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 fbclid=IwAR1cVvqo6Mn4A41jorB1 about-an-event.pdf
democraciaabierta/solidarity-and-
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Z6Z0sE2H0280u/?fbclid=IwAR0zUu_- https://spark.adobe.com/page/ https://www2.uwstout.edu/content/profdev/ education
https://noharm-asia.org/
UvQOswLfaeAmbMVbb9HHPI5atoNV7ia- YMTEhpmrakEgi/? rubrics/eportfoliorubric.html https://www.uen.org/rubric/
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2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB writing-course/sample-essay/
s
1. Teacher's Guide Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
2. Learner's Material Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
3. Textbook Page Pages 6-14 Pages 6-14 Pages 16-19 Pages 16-19
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
Learners will answer: What I Know:
Directions: Read the statements carefully.
Identify what is being defined in each
A. Reviewing Previous Lesson or number. Choose the letter of the correct Ask learners what they learned in Day 1. No class every Wednesday. Ask learners what they learned in Day 2. Ask learners what they learned in Day 4.
Presenting New Lesson answer in the box. Write your answers on
your answer sheet. This is just a pretest
(page 6).

At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be
producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact
play that can be staged. play that can be staged. play that can be staged. play that can be staged.
B. Establishing the Purpose of the Lesson After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to: expected to:
1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique
of drama of drama of drama of drama
Learning Task 4: Implicit or Explicit!
Answer the task in What’s In: Learning What I Know Directions: Read and list down five literary
Task 1: Arrange to Know; Directions: Directions: Using a mind map, present your pieces from the local and foreign writers
C. Presenting Examples/ Instances of the Arrange the jumbled letter to identify the Continue discussing: Elements of Drama idea on what the terms mean and how will where intertextuality plays. Identify the
Lesson words that are relevant and Techniques in Drama. you use your knowledge in writing outputs explicit and implicit ideas used in their
to our topic. Definitions will help you to in Creative Writing. Do this on your answer piece.
determine the hidden words (page 7). sheet. Write the lines or ideas where intertextuality
is used. Do this on your answer sheet.

Do the next task: What’s New

Next task is: What’s More: Do Learning
Learning Task 2: Use me to create with
Task 3: Be in Quest for Drama. Follow the
Directions: Using the formed words from
Directions: Look for the words in the puzzle
D. Discussing New Concepts and Practicing the previous learning task, create two
that can be associated to the elements of Do the same activity Do the same activity
New Skills no. 1 sentences that will present your idea about
drama. You may also put the meanings of
the topic. Also, write your questions that
the words that you have found. Write your
will be answered after taking the lesson
found words on your answer sheet.
(page 7).

Watch/ listen to Survivor’s 1980s music

Proceed to: What is It: Explain that In this video “Eye of the Tiger” and answer
What is It
part of your journey, we provide something the following questions
In this part of your journey, we provide
for you to deepen your understanding 1. How does this video inform your
something for you to deepen your
about the various elements, techniques, Do Learning Task 4 with the instruction: understanding of Katy Perry’s song Roar?
understanding about intertextuality as a
and literary devices in drama. Please Complete the Table. Directions: Complete __________________________________
E. Discussing New Concepts and Practicing continue reading with comprehension as the table. Supply the correct answers to
technique of drama.
__________________________________
New Skills no. 2 Please continue reading with
you discover further knowledge that will complete the things to be considered in the ______________
comprehension as you discover further
help you out in your quest on the remaining different techniques in drama (page 13). 2. In what ways does this song change
knowledge that will help you out in your
phases of this lesson. Discuss: What is your understanding of Katy Perry’s song?
quest on the remaining phases of this
Drama?; Different Types of Literary Drama __________________________________
lesson.
and Elements of Drama. __________________________________
______________

Next task is: What’s More: Do Learning

Task 3: Be in Quest for Drama. Follow the Do Learning Task 5: React with the Literary
Directions: Look for the words in the puzzle Pieces. Follow the given Directions: Give
Discuss: What is Intertextuality? Discuss:
F. Developing Mastery that can be associated to the elements of your interpretation on the following
Different Types of Intertextuality
Accomplish unfinished tasks.
drama. You may also put the meanings of statements. Reminders the following
the words that you have found. Write your statement use allusion (page 13).
found words on your answer sheet.

What’s More
Do Learning Task 4 with the instruction: Do Learning Task 4 with the instruction:
Learning Task 3: Complete the Table
Complete the Table. Directions: Complete Complete the Table. Directions: Complete
G. Finding Practical Applications of the table. Supply the correct answers to the table. Supply the correct answers to
Directions: Complete the table. Supply
Accomplish unfinished tasks.
Concepts and Skills in Daily Living ideas to complete the things to be
complete the things to be considered in the complete the things to be considered in the
considered in the types of intertextuality.
different techniques in drama (page 13). different techniques in drama (page 13).
Write your answers on your answer sheet.

What I Have Learned: Learning Task 6: “T-

M-L Phrase: Complete the following
H. Making Generalizations and Abstractions Wrap up today's lesson. phrases. The Topic was about ____ Do the same activity Do the same activity
about the Lesson It Matters because ___________ I’ve
Learned today that___________
Do the task on: Assessment
Writing Time! Directions: With your
learnings with the different elements,
techniques and literary devices in drama,
do the outlining or planning of your story
to be written. Do this on your answer sheet.
I. Characters (Consider the kinds of
characters)
II. Setting (Consider the elements of
Accomplish unfinished tasks and prepare
I. Evaluating Learning Accomplish unfinished tasks. setting) Accomplish unfinished tasks.
for checking.
III. Plot (Identify the five parts of a plot)
IV. Theme, Tone, Subject, Motif
V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in
the story
VII. Symbolism:
VIII. Diction:
IX. Spectacle:
X. Song:

J. Additional Activities for Application and Continue the lesson the following day. Continue the lesson the following day. Continue the lesson the following day. None
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME NOVEMBER 27-DECEMBER 1,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (NOVEMBER 27) TUESDAY (NOVEMBER 28) WEDNESDAY (NOVEMBER 29) THURSDAY (NOVEMBER 30) FRIDAY (DECEMBER 1)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama
NO CLASSES (SWITCHING OF NOVEMBER as a as a as a
A. Content Standard 30: BONIFACIO DAY) genre and are able to analyze its elements and
BOOK MONTH CELEBRATION
genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques. techniques.
The learners shall be able to compose at least Activities: Reader's Theater, Bigsayawit and Book The learners shall be able to compose at least The learners shall be able to compose at least
B. Performance Standard one scene for a one-act play that can be Character Parade; Announcement of Winners of one scene for a one-act play that can be one scene for a one-act play that can be
staged. the Book Month Contests staged. staged.
Understand intertextuality as a technique of Understand intertextuality as a technique of Understand intertextuality as a technique of
C. Learning Competencies/ Objectives drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16 drama HUMSS_CW/MPIj-IIc-16
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a – Module 2: Understanding Intertextuality as a
Technique of Drama Technique of Drama Technique of Drama

III. LEARNING RESOURCES https://spark.adobe.com/page/

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5vndVgVV4Czua/?
fbclid=IwAR3LbjZNnR1CAIaWnb61 https://items.ssrc.org/covid-19-and-the-social-
https://owl.purdue.edu/owl/general_writing/
3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 sciences/society-after-pandemic/
academic_writing/essay_writing/exposit
P30 https://blog.prepscholar.com/argumentative-
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https://bowvalleycollege.libguides.com/c.php?
W8IHEy3Exe02s/? https://www.5staressays.com/blog/example-of-
g=10222&p=2214622
A. References fbclid=IwAR3LbjZNnR1CAIaWnb61
https://www.opendemocracy.net/en/
descriptive-essay/descriptive-essayexample-
3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 about-an-event.pdf
democraciaabierta/solidarity-and-
P30 https://buyessayfriend.com/essay-on-
sharingunequal-society-covid-19-philippines/
https://spark.adobe.com/page/ education
https://noharm-asia.org/
YMTEhpmrakEgi/? https://www.uen.org/rubric/
lessonsfromflorencenightingale
fbclid=IwAR2niAiWg3rqImyV3p- previewRubric.html?id=20123
2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB
s
1. Teacher's Guide Page Pages 6-14 Pages 16-19 Pages 16-19
2. Learner's Material Page Pages 6-14 Pages 16-19 Pages 16-19
3. Textbook Page Pages 6-14 Pages 16-19 Pages 16-19
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
A. Reviewing Previous Lesson or Ask learners what they learned in Day 1. No class every Wednesday. Ask learners what they learned in Day 2. Ask learners what they learned in Day 4.
Presenting New Lesson
At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be
producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact
play that can be staged. play that can be staged. play that can be staged.
B. Establishing the Purpose of the Lesson After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to:
1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique
of drama of drama of drama

Learning Task 4: Implicit or Explicit!

What I Know Directions: Read and list down five literary
Directions: Using a mind map, present your pieces from the local and foreign writers
C. Presenting Examples/ Instances of the Continue discussing: Elements of Drama idea on what the terms mean and how will where intertextuality plays. Identify the
Lesson and Techniques in Drama. you use your knowledge in writing outputs explicit and implicit ideas used in their
in Creative Writing. Do this on your answer piece.
sheet. Write the lines or ideas where intertextuality
is used. Do this on your answer sheet.
Next task is: What’s More: Do Learning
Task 3: Be in Quest for Drama. Follow the
Directions: Look for the words in the puzzle
D. Discussing New Concepts and Practicing that can be associated to the elements of Do the same activity Do the same activity
New Skills no. 1 drama. You may also put the meanings of
the words that you have found. Write your
found words on your answer sheet.

Watch/ listen to Survivor’s 1980s music

video “Eye of the Tiger” and answer
What is It
the following questions
In this part of your journey, we provide
1. How does this video inform your
something for you to deepen your
Do Learning Task 4 with the instruction: understanding of Katy Perry’s song Roar?
understanding about intertextuality as a
Complete the Table. Directions: Complete __________________________________
E. Discussing New Concepts and Practicing the table. Supply the correct answers to
technique of drama.
__________________________________
New Skills no. 2 Please continue reading with
complete the things to be considered in the ______________
comprehension as you discover further
different techniques in drama (page 13). 2. In what ways does this song change
knowledge that will help you out in your
your understanding of Katy Perry’s song?
quest on the remaining phases of this
__________________________________
lesson.
__________________________________
______________

Do Learning Task 5: React with the Literary

Pieces. Follow the given Directions: Give
Discuss: What is Intertextuality? Discuss:
F. Developing Mastery your interpretation on the following
Different Types of Intertextuality
Accomplish unfinished tasks.
statements. Reminders the following
statement use allusion (page 13).

What’s More
Do Learning Task 4 with the instruction:
Learning Task 3: Complete the Table
Complete the Table. Directions: Complete
G. Finding Practical Applications of the table. Supply the correct answers to
Directions: Complete the table. Supply
Accomplish unfinished tasks.
Concepts and Skills in Daily Living ideas to complete the things to be
complete the things to be considered in the
considered in the types of intertextuality.
different techniques in drama (page 13).
Write your answers on your answer sheet.

What I Have Learned: Learning Task 6: “T-

M-L Phrase: Complete the following
H. Making Generalizations and Abstractions phrases. The Topic was about ____ Do the same activity Do the same activity
about the Lesson It Matters because ___________ I’ve
Learned today that___________

Do the task on: Assessment

Writing Time! Directions: With your
learnings with the different elements,
techniques and literary devices in drama,
do the outlining or planning of your story
to be written. Do this on your answer sheet.
I. Characters (Consider the kinds of
characters)
II. Setting (Consider the elements of
Accomplish unfinished tasks and prepare
I. Evaluating Learning setting) Accomplish unfinished tasks.
for checking.
III. Plot (Identify the five parts of a plot)
IV. Theme, Tone, Subject, Motif
V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in
the story
VII. Symbolism:
VIII. Diction:
IX. Spectacle:
X. Song:

J. Additional Activities for Application and Continue the lesson the following day. Continue the lesson the following day.
Checking of all activities and recording all
Remediation outputs.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME DECEMBER 4-8,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (DECEMBER 4) TUESDAY (DECEMBER 5) WEDNESDAY (DECEMBER 6) THURSDAY (DECEMBER 7) FRIDAY (DECEMBER 8)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama
The learners have an understanding of drama
as a as a
A. Content Standard as a genre and are able to analyze its
genre and are able to analyze its elements and genre and are able to analyze its elements and
FEAST OF IMMACULATE CONCEPTION
elements and techniques.
techniques. techniques.
The learners shall be able to compose at least The learners shall be able to compose at least Activities: Reader's Theater, Bigsayawit and Book The learners shall be able to compose at least
FACULTY GENDER AND DEVELOPMENT TEAM
B. Performance Standard one scene for a one-act play that can be one scene for a one-act play that can be Character Parade; Announcement of Winners of one scene for a one-act play that can be BUILDING
staged. staged. the Book Month Contests staged.
Conceptualize a character/setting/plot for a Conceptualize a character/setting/plot for a Conceptualize a character/setting/plot for a
C. Learning Competencies/ Objectives one-act play HUMSS_CW/MPIj-IIc-17 one-act play HUMSS_CW/MPIj-IIc-17 one-act play HUMSS_CW/MPIj-IIc-17
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing
character/setting/plot for a one-act play character/setting/plot for a one-act play character/setting/plot for a one-act play

III. LEARNING RESOURCES https://spark.adobe.com/page/ https://spark.adobe.com/page/

\

5vndVgVV4Czua/? 5vndVgVV4Czua/?
fbclid=IwAR3LbjZNnR1CAIaWnb61 fbclid=IwAR3LbjZNnR1CAIaWnb61
https://owl.purdue.edu/owl/general_writing/
3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1
academic_writing/essay_writing/exposit
P30 P30
ory_essays.html
https://spark.adobe.com/page/ https://spark.adobe.com/page/
https://bowvalleycollege.libguides.com/c.php?
W8IHEy3Exe02s/? W8IHEy3Exe02s/?
g=10222&p=2214622
A. References fbclid=IwAR3LbjZNnR1CAIaWnb61 fbclid=IwAR3LbjZNnR1CAIaWnb61
https://www.opendemocracy.net/en/
3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1
democraciaabierta/solidarity-and-
P30 P30
sharingunequal-society-covid-19-philippines/
https://spark.adobe.com/page/ https://spark.adobe.com/page/
https://noharm-asia.org/
YMTEhpmrakEgi/? YMTEhpmrakEgi/?
lessonsfromflorencenightingale
fbclid=IwAR2niAiWg3rqImyV3p- fbclid=IwAR2niAiWg3rqImyV3p-
2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB 2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB
s s
1. Teacher's Guide Page Pages 21-30 Pages 21-30 Pages 21-30
2. Learner's Material Page Pages 21-30 Pages 21-30 Pages 21-30
3. Textbook Page Pages 21-30 Pages 21-30 Pages 21-30
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
A. Reviewing Previous Lesson or RECALLING TIME: Review of previous
lesson in Intertextuality.
Ask learners what they learned in Day 1. No class every Wednesday. Short Quiz
Presenting New Lesson
Learning objectives:

At the end of the discussion, students

At the end of this lesson, you will be At the end of this lesson, you will be
should be able to:
producing at least one scene for a oneact producing at least one scene for a oneact
play that can be staged. play that can be staged.
1. Define a one-act play.
B. Establishing the Purpose of the Lesson 2. Identify the different elements of a one-
After going through this lesson, you are After going through this lesson, you are
expected to: expected to:
act play.
1. Understand intertextuality as a technique 1. Understand intertextuality as a technique
3. Read and analyze the story by using the
of drama of drama
elements of a one-act play.
4. Demonstrate knowledge of the lesson
through role-playing.

Everyone needs to stand up and do this

activity with the teacher. Follow the
Directions: Read the statements carefully.
C. Presenting Examples/ Instances of the Do the specific task whether the task is true Continue discussing: Dialogues,
Checking of Quiz.
Lesson or false. Learners will dance after someone Characters and Types of Characters.
reads the statement, and the teacher will
give a go signal (like saying it is true or
false).
Discuss about Intertextuality and the
One Act Play presentation per group.
D. Discussing New Concepts and Practicing different types of intertextuality: Allusion, Discuss: Setting and Types of Setting Present to class the given rubrics of the
New Skills no. 1 Appropriation, Implicit Reference and
performance.
Quotation.
One Act Play presentation per group.
E. Discussing New Concepts and Practicing Discuss about One Act Play, Elements and Discuss Plot and Types of Plot Present to class the given rubrics of the
New Skills no. 2 Structures of One Act Play.
performance.
Learners will do the next task with the Directions: Read the short story entitled
Direction: Teacher will call five volunteers The Fly by Katherine Mansfield with
One Act Play presentation per group.
from the class who will act out or portray understanding. Use the table below to
F. Developing Mastery something written on the paper, and the determine the parts of the plot in each story
Present to class the given rubrics of the
performance.
audience will guess what the actor is and write your answers on your answer
portraying. sheet.
Directions:Divide your section into groups.
Learners will find out the Elements or Choose a short story or movie that you will
One Act Play presentation per group.
G. Finding Practical Applications of structure of a one-act play by guessing the portray using the elements of the one-act
Present to class the given rubrics of the
Concepts and Skills in Daily Living gibberish words and sharing your ideas play and the linear plot. The group that gets
performance.
about it. the highest score will be exempted from the
next quiz.
What I Have Learned: Learning Task 6: “T- What I Have Learned: Learning Task 6: “T-
M-L Phrase: Complete the following M-L Phrase: Complete the following One Act Play presentation per group.
H. Making Generalizations and Abstractions phrases. The Topic was about ____ phrases. The Topic was about ____ Present to class the given rubrics of the
about the Lesson It Matters because ___________ I’ve It Matters because ___________ I’ve performance.
Learned today that___________ Learned today that___________
Revelation of each group performance
I. Evaluating Learning Accomplish unfinished tasks. Checking of all tasks.
score.
Announce to class about the short quiz and
J. Additional Activities for Application and Continue the lesson the following day. one act play presentation assigned to them
Announce the next lesson for week 6. Give
Remediation workable assignment/s/task/s.
previously.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME DECEMBER 11-15,2023 QUARTER: FIRST (1ST SEMESTER)

MONDAY (DECEMBER 11) TUESDAY (DECEMBER 12) WEDNESDAY (DECEMBER 13) THURSDAY (DECEMBER 14) FRIDAY (DECEMBER 15)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama
The learners have an understanding of drama
as a as a as a
A. Content Standard as a genre and are able to analyze its
genre and are able to analyze its elements and genre and are able to analyze its elements and genre and are able to analyze its elements and
CHRISTMAS PARTY
elements and techniques.
techniques. techniques. techniques.
The learners shall be able to compose at least The learners shall be able to compose at least Activities: Reader's Theater, Bigsayawit and Book The learners shall be able to compose at least
B. Performance Standard one scene for a one-act play that can be one scene for a one-act play that can be Character Parade; Announcement of Winners of one scene for a one-act play that can be
staged. staged. the Book Month Contests staged.
Conceptualize a character/setting/plot for a Conceptualize a character/setting/plot for a Conceptualize a character/setting/plot for a Conceptualize a character/setting/plot for a
C. Learning Competencies/ Objectives one-act play HUMSS_CW/MPIj-IIc-17 one-act play HUMSS_CW/MPIj-IIc-17 one-act play HUMSS_CW/MPIj-IIc-17 one-act play HUMSS_CW/MPIj-IIc-17
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing
character/setting/plot for a one-act play character/setting/plot for a one-act play character/setting/plot for a one-act play character/setting/plot for a one-act play

III. LEARNING RESOURCES https://spark.adobe.com/page/ https://spark.adobe.com/page/

\

5vndVgVV4Czua/? 5vndVgVV4Czua/?
fbclid=IwAR3LbjZNnR1CAIaWnb61 fbclid=IwAR3LbjZNnR1CAIaWnb61
https://owl.purdue.edu/owl/general_writing/ https://owl.purdue.edu/owl/general_writing/
3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1
academic_writing/essay_writing/exposit academic_writing/essay_writing/exposit
P30 P30
ory_essays.html ory_essays.html
https://spark.adobe.com/page/ https://spark.adobe.com/page/
https://bowvalleycollege.libguides.com/c.php? https://bowvalleycollege.libguides.com/c.php?
W8IHEy3Exe02s/? W8IHEy3Exe02s/?
g=10222&p=2214622 g=10222&p=2214622
A. References fbclid=IwAR3LbjZNnR1CAIaWnb61 fbclid=IwAR3LbjZNnR1CAIaWnb61
https://www.opendemocracy.net/en/ https://www.opendemocracy.net/en/
3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1 3LGCdkr6STlGDFSOSv2shQImtkXgbdyczKb1
democraciaabierta/solidarity-and- democraciaabierta/solidarity-and-
P30 P30
sharingunequal-society-covid-19-philippines/ sharingunequal-society-covid-19-philippines/
https://spark.adobe.com/page/ https://spark.adobe.com/page/
https://noharm-asia.org/ https://noharm-asia.org/
YMTEhpmrakEgi/? YMTEhpmrakEgi/?
lessonsfromflorencenightingale lessonsfromflorencenightingale
fbclid=IwAR2niAiWg3rqImyV3p- fbclid=IwAR2niAiWg3rqImyV3p-
2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB 2sieu0DYC6ksyfoZMM9l5luxWevVzvNlJLyncB
s s
1. Teacher's Guide Page Pages 21-30 Pages 21-30 Pages 21-30 Pages 21-30
2. Learner's Material Page Pages 21-30 Pages 21-30 Pages 21-30 Pages 21-30
3. Textbook Page Pages 21-30 Pages 21-30 Pages 21-30 Pages 21-30
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
A. Reviewing Previous Lesson or RECALLING TIME: Review of previous
Ask learners what they learned in Day 1. Short Quiz Short Quiz
Presenting New Lesson lesson in Intertextuality.

Learning objectives:

At the end of the discussion, students

At the end of this lesson, you will be At the end of this lesson, you will be At the end of this lesson, you will be
should be able to:
producing at least one scene for a oneact producing at least one scene for a oneact producing at least one scene for a oneact
play that can be staged. play that can be staged. play that can be staged.
1. Define a one-act play.
B. Establishing the Purpose of the Lesson 2. Identify the different elements of a one-
After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to:
act play.
1. Understand intertextuality as a technique 1. Understand intertextuality as a technique 1. Understand intertextuality as a technique
3. Read and analyze the story by using the
of drama of drama of drama
elements of a one-act play.
4. Demonstrate knowledge of the lesson
through role-playing.

Everyone needs to stand up and do this

activity with the teacher. Follow the
Directions: Read the statements carefully.
C. Presenting Examples/ Instances of the Do the specific task whether the task is true Continue discussing: Dialogues,
Checking of Quiz. Checking of Quiz.
Lesson or false. Learners will dance after someone Characters and Types of Characters.
reads the statement, and the teacher will
give a go signal (like saying it is true or
false).
Discuss about Intertextuality and the
One Act Play presentation per group. One Act Play presentation per group.
D. Discussing New Concepts and Practicing different types of intertextuality: Allusion, Discuss: Setting and Types of Setting Present to class the given rubrics of the Present to class the given rubrics of the
New Skills no. 1 Appropriation, Implicit Reference and
performance. performance.
Quotation.
One Act Play presentation per group. One Act Play presentation per group.
E. Discussing New Concepts and Practicing Discuss about One Act Play, Elements and Discuss Plot and Types of Plot Present to class the given rubrics of the Present to class the given rubrics of the
New Skills no. 2 Structures of One Act Play.
performance. performance.
Learners will do the next task with the Directions: Read the short story entitled
Direction: Teacher will call five volunteers The Fly by Katherine Mansfield with
One Act Play presentation per group. One Act Play presentation per group.
from the class who will act out or portray understanding. Use the table below to
F. Developing Mastery something written on the paper, and the determine the parts of the plot in each story
Present to class the given rubrics of the Present to class the given rubrics of the
performance. performance.
audience will guess what the actor is and write your answers on your answer
portraying. sheet.
Directions:Divide your section into groups.
Learners will find out the Elements or Choose a short story or movie that you will
One Act Play presentation per group. One Act Play presentation per group.
G. Finding Practical Applications of structure of a one-act play by guessing the portray using the elements of the one-act
Present to class the given rubrics of the Present to class the given rubrics of the
Concepts and Skills in Daily Living gibberish words and sharing your ideas play and the linear plot. The group that gets
performance. performance.
about it. the highest score will be exempted from the
next quiz.
What I Have Learned: Learning Task 6: “T- What I Have Learned: Learning Task 6: “T-
M-L Phrase: Complete the following M-L Phrase: Complete the following One Act Play presentation per group. One Act Play presentation per group.
H. Making Generalizations and Abstractions phrases. The Topic was about ____ phrases. The Topic was about ____ Present to class the given rubrics of the Present to class the given rubrics of the
about the Lesson It Matters because ___________ I’ve It Matters because ___________ I’ve performance. performance.
Learned today that___________ Learned today that___________
Revelation of each group performance Revelation of each group performance
I. Evaluating Learning Accomplish unfinished tasks. Checking of all tasks.
score. score.
Announce to class about the short quiz and
J. Additional Activities for Application and Continue the lesson the following day. one act play presentation assigned to them
Announce the next lesson for week 6. Give Announce the next lesson for week 6. Give
Remediation workable assignment/s/task/s. workable assignment/s/task/s.
previously.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME JANUARY 01-05, 2024 QUARTER: FIRST (1ST SEMESTER)

MONDAY (JANUARY 01) TUESDAY (JANUARY 02) WEDNESDAY (JANUARY 03) THURSDAY (JANUARY 04) FRIDAY (JANUARY 05)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama
as a as a
A. Content Standard NEW YEAR'S DAY HOLIDAY NO CLASSES IN CREATIVE WRITING
genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques.
The learners shall be able to compose at least The learners shall be able to compose at least
B. Performance Standard one scene for a one-act play that can be one scene for a one-act play that can be
staged. staged.

Explore different staging modalities vis-à-vis Explore different staging modalities vis-à-vis
C. Learning Competencies/ Objectives envisioning the script HUMSS_CW/MPIjc-18 envisioning the script HUMSS_CW/MPIjc-18
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
Writing one scene for one-act play Writing one scene for one-act play
II. CONTENT applying the various elements, applying the various elements,
techniques and literary devices techniques and literary devices

III. LEARNING RESOURCES \

https://owl.purdue.edu/owl/general_writing/ https://owl.purdue.edu/owl/general_writing/
academic_writing/essay_writing/exposit academic_writing/essay_writing/exposit
ory_essays.html ory_essays.html
https://bowvalleycollege.libguides.com/c.php? https://bowvalleycollege.libguides.com/c.php?
g=10222&p=2214622 g=10222&p=2214622
A. References https://www.opendemocracy.net/en/ https://www.opendemocracy.net/en/
democraciaabierta/solidarity-and- democraciaabierta/solidarity-and-
sharingunequal-society-covid-19-philippines/ sharingunequal-society-covid-19-philippines/
https://noharm-asia.org/ https://noharm-asia.org/
lessonsfromflorencenightingale lessonsfromflorencenightingale

1. Teacher's Guide Page Pages 32-43 Pages 32-43

2. Learner's Material Page Pages 32-43 Pages 32-43
3. Textbook Page Pages 32-43 Pages 32-43
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
What I Know: Directions: Read the What I Know: Directions: Read the
statements carefully. Identify what is being statements carefully. Identify what is being
defined in each number. Choose the letter defined in each number. Choose the letter
A. Reviewing Previous Lesson or of the correct answer in the box. Write your of the correct answer in the box. Write your
Presenting New Lesson answers on your answer sheet. This is just answers on your answer sheet. This is just
a pretest. Your score on this part will not be a pretest. Your score on this part will not be
graded. graded.

At the end of this lesson, you will be At the end of this lesson, you will be
producing at least one scene for a oneact producing at least one scene for a oneact
play that can be staged. After going play that can be staged. After going
through this lesson, you are expected to: through this lesson, you are expected to:
1. identify the different staging modalities 1. identify the different staging modalities
2. determine which stage modality is 2. determine which stage modality is
B. Establishing the Purpose of the Lesson appropriate in a certain script; and appropriate in a certain script; and
3. explore different staging modalities vis-à- 3. explore different staging modalities vis-à-
vis envisioning the script vis envisioning the script
4. write one scene for one-act play applying 4. write one scene for one-act play applying
the various elements, the various elements,
techniques and literary devices. techniques and literary devices.
What I Know: Directions: Read the What I Know: Directions: Read the
statements carefully. Identify what is being statements carefully. Identify what is being
defined in each number. Choose the letter defined in each number. Choose the letter
C. Presenting Examples/ Instances of the of the correct answer in the box. Write your of the correct answer in the box. Write your
Lesson answers on your answer sheet. This is just answers on your answer sheet. This is just
a pretest. Your score on this part will not be a pretest. Your score on this part will not be
graded. graded.

Learning Task 1: Arrange to Know Learning Task 1: Arrange to Know

Directions: Arrange the jumbled letter to Directions: Arrange the jumbled letter to
D. Discussing New Concepts and Practicing identify the words that are relevant to our identify the words that are relevant to our
New Skills no. 1 topic. Definitions will help you to determine topic. Definitions will help you to determine
the hidden words. Write your answers on the hidden words. Write your answers on
your answer sheet. your answer sheet.

E. Discussing New Concepts and Practicing Discuss the different stages. Discuss the different stages.
New Skills no. 2

F. Developing Mastery Watch a related video about today's lesson. Watch a related video about today's lesson.

Learning Task 4: Very Short Story Time Learning Task 4: Very Short Story Time
Directions: Read and analyze again the Directions: Read and analyze again the
given sample of one-act play script. Answer given sample of one-act play script. Answer
the questions below: the questions below:
1. Determine the staging modality that is 1. Determine the staging modality that is
suitable for the script. Explain suitable for the script. Explain
G. Finding Practical Applications of your answer your answer
Concepts and Skills in Daily Living 2. Identify the (a) elements, (b) techniques 2. Identify the (a) elements, (b) techniques
and (c) literary devices found in and (c) literary devices found in
the the
Literary piece. Literary piece.
50 50
The Phone The Phone
A One-Act Play by Irene Lau A One-Act Play by Irene Lau

What I Have Learned: Learning Task 6: “T- What I Have Learned: Learning Task 6: “T-
M-L Phrase: Complete the following M-L Phrase: Complete the following
H. Making Generalizations and Abstractions phrases. The Topic was about ____ phrases. The Topic was about ____
about the Lesson It Matters because ___________ I’ve It Matters because ___________ I’ve
Learned today that___________ Learned today that___________
Learning Task 3: Compare the Stage: Learning Task 3: Compare the Stage:
Directions: Observe the similarities and Directions: Observe the similarities and
I. Evaluating Learning differences of the pictures below. Write differences of the pictures below. Write
your answers using the four-circle Venn your answers using the four-circle Venn
Diagram. Diagram.
Assessment
Writing Time! Directions: Write at least one
scene for one-act play applying the
various elements, techniques, and literary
devices. You need to identify the type of
stage you are about to use in your crafted
one-act play. Do this on your answer sheet.
I. Characters (Consider the kinds of
J. Additional Activities for Application and Watch a related video about today's lesson. characters)
Remediation II. Setting (Consider the elements of
setting)
III. Plot (Identify the five parts of a plot)
IV. Theme, Tone, Subject, Motif
V. Conflict and Point of View
VI. Plot Device, Vision and Finale used in
the story
VII. Stage

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
Q! WEEK 10
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 12
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA: CREATIVE WRITING
TEACHING DATES AND TIME JANUARY 08-12, 2024 QUARTER: FIRST (1ST SEMESTER)

MONDAY (JANUARY 08) TUESDAY (JANUARY 09) WEDNESDAY (JANUARY 10) THURSDAY (JANUARY 11) FRIDAY (JANUARY 12)
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
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama The learners have an understanding of drama
as a as a as a as a
A. Content Standard genre and are able to analyze its elements and genre and are able to analyze its elements and
NO CLASSES IN CREATIVE WRITING
genre and are able to analyze its elements and genre and are able to analyze its elements and
techniques. techniques. techniques. techniques.
The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least The learners shall be able to compose at least
B. Performance Standard one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be one scene for a one-act play that can be
staged. staged. staged. staged.

Write a craft essay demonstrating awareness Write a craft essay demonstrating awareness
Explore different staging modalities vis-à-vis Explore different staging modalities vis-à-vis
C. Learning Competencies/ Objectives of and sensitivity to the different literary and/or of and sensitivity to the different literary and/or
envisioning the script HUMSS_CW/MPIjc-18 envisioning the script HUMSS_CW/MPIjc-18
sociopolitical contexts of creative writing. sociopolitical contexts of creative writing.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing Quarter 2 – Module 3: Conceptualizing
character/setting/plot for a one-act play character/setting/plot for a one-act play character/setting/plot for a one-act play character/setting/plot for a one-act play

III. LEARNING RESOURCES \

https://owl.purdue.edu/owl/general_writing/ https://owl.purdue.edu/owl/general_writing/ https://owl.purdue.edu/owl/general_writing/ https://owl.purdue.edu/owl/general_writing/

academic_writing/essay_writing/exposit academic_writing/essay_writing/exposit academic_writing/essay_writing/exposit academic_writing/essay_writing/exposit
ory_essays.html ory_essays.html ory_essays.html ory_essays.html
https://bowvalleycollege.libguides.com/c.php? https://bowvalleycollege.libguides.com/c.php? https://bowvalleycollege.libguides.com/c.php? https://bowvalleycollege.libguides.com/c.php?
g=10222&p=2214622 g=10222&p=2214622 g=10222&p=2214622 g=10222&p=2214622
A. References https://www.opendemocracy.net/en/ https://www.opendemocracy.net/en/ https://www.opendemocracy.net/en/ https://www.opendemocracy.net/en/
democraciaabierta/solidarity-and- democraciaabierta/solidarity-and- democraciaabierta/solidarity-and- democraciaabierta/solidarity-and-
sharingunequal-society-covid-19-philippines/ sharingunequal-society-covid-19-philippines/ sharingunequal-society-covid-19-philippines/ sharingunequal-society-covid-19-philippines/
https://noharm-asia.org/ https://noharm-asia.org/ https://noharm-asia.org/ https://noharm-asia.org/
lessonsfromflorencenightingale lessonsfromflorencenightingale lessonsfromflorencenightingale lessonsfromflorencenightingale

1. Teacher's Guide Page Pages 45-56 Pages 45-56 Pages 32-43 Pages 32-43
2. Learner's Material Page Pages 45-56 Pages 45-56 Pages 32-43 Pages 32-43
3. Textbook Page Pages 45-56 Pages 45-56 Pages 32-43 Pages 32-43
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Resources (LR) Portal
B. Other Learning Resources Module, Video, PPT Module, Video, PPT Module, Video, PPT Module, Video, PPT
These steps should be done across the week. Spread out the activities appropriate 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
IV.PROCEDURE systematically by providing students with multiple ways to lear new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time
alloment for each steps.
What I Know: Directions: Supply the correct What I Know: Directions: Supply the correct
A. Reviewing Previous Lesson or letters to form the words. After creating the letters to form the words. After creating the
Ask learners what they learned in Day 1. Ask learners what they learned in Day 1.
Presenting New Lesson words, try to define them. Write your words, try to define them. Write your
answers on your answer sheet answers on your answer sheet

In this module, you will encounter sample In this module, you will encounter sample In this module, you will encounter sample In this module, you will encounter sample
works of well-known local and foreign works of well-known local and foreign works of well-known local and foreign works of well-known local and foreign
writers. At the end of this module, you will writers. At the end of this module, you will writers. At the end of this module, you will writers. At the end of this module, you will
be producing a short, well-crafted journal be producing a short, well-crafted journal be producing a short, well-crafted journal be producing a short, well-crafted journal
entries or short compositions. After going entries or short compositions. After going entries or short compositions. After going entries or short compositions. After going
through this module, you are expected to: through this module, you are expected to: through this module, you are expected to: through this module, you are expected to:
1. Write a craft essay demonstrating 1. Write a craft essay demonstrating 1. Write a craft essay demonstrating 1. Write a craft essay demonstrating
B. Establishing the Purpose of the Lesson awareness of and sensitivity to the awareness of and sensitivity to the awareness of and sensitivity to the awareness of and sensitivity to the
different literary and/or socio-political different literary and/or socio-political different literary and/or socio-political different literary and/or socio-political
contexts of creative writing contexts of creative writing contexts of creative writing contexts of creative writing
(HUMSS_CW/MPlg-i-13) (HUMSS_CW/MPlg-i-13) (HUMSS_CW/MPlg-i-13) (HUMSS_CW/MPlg-i-13)
2. use some of the learned elements, 2. use some of the learned elements, 2. use some of the learned elements, 2. use some of the learned elements,
techniques in writing an essay. techniques in writing an essay. techniques in writing an essay. techniques in writing an essay.
3. appreciate literary pieces written by local 3. appreciate literary pieces written by local 3. appreciate literary pieces written by local 3. appreciate literary pieces written by local
and foreign writers. and foreign writers. and foreign writers. and foreign writers.
What’s In: Learning Task 1: Recall the What’s In: Learning Task 1: Recall the
Format: Directions: Checking your Format: Directions: Checking your
understanding in writing an essay, let us try understanding in writing an essay, let us try
to answer the following questions on your to answer the following questions on your
answer sheet. answer sheet.
1. What is an essay? 1. What is an essay?
2. What is the minimum number of 2. What is the minimum number of
Learning Task 5: Read and Give Learning Task 5: Read and Give
paragraphs in essay? paragraphs in essay?
Directions: Read the essay below. Using Directions: Read the essay below. Using
3. How do you divide the parts of your 3. How do you divide the parts of your
C. Presenting Examples/ Instances of the essay? essay?
the template, supply the essential the template, supply the essential
Lesson information. Do information. Do
4. How do you do paragraphing? 4. How do you do paragraphing?
this on your answer sheet. this on your answer sheet.
5. How do you start your essay? 5. How do you start your essay?
Education by Lisa Barlow Education by Lisa Barlow
6. How do you deliver your thoughts about 6. How do you deliver your thoughts about
the topic? the topic?
7. How do you end your essay? 7. How do you end your essay?
8. How do you create the title of your 8. How do you create the title of your
essay? essay?
9. Where do you see essays? What are the 9. Where do you see essays? What are the
common topics? common topics?

What I Can Do What I Can Do

Learning Task 7: Be Inspired by Reading Learning Task 7: Be Inspired by Reading
(to be done for two weeks) (to be done for two weeks)
The following questions that you have The following questions that you have
Directions: Read some of the existing Directions: Read some of the existing
answered determined on how you write answered determined on how you write
essays in various resources. It may be essays in various resources. It may be
your essay about a topic. In this lesson, your essay about a topic. In this lesson,
found in the found in the
D. Discussing New Concepts and Practicing you will be learning some of the tips in you will be learning some of the tips in
internet, existing literature books, internet, existing literature books,
New Skills no. 1 writing an essay about a topic writing an essay about a topic
newspapers and other reading materials or newspapers and other reading materials or
demonstrating awareness of and sensitivity demonstrating awareness of and sensitivity
even your own even your own
to the different literary and/or socio-political to the different literary and/or socio-political
created essays before. Appreciate the created essays before. Appreciate the
contexts contexts
structures used by the author for you to use structures used by the author for you to use
it in it in
accomplishing the next learning task. accomplishing the next learning task.

What is It What is It
Learning Task 8: Outline by using the Learning Task 8: Outline by using the
In this part of your journey, we provide In this part of your journey, we provide
elements (To be submitted next week) elements (To be submitted next week)
something for you to deepen your something for you to deepen your
Directions: With your learnings with the Directions: With your learnings with the
understanding about writing process of an understanding about writing process of an
different types and steps in essay wriitng, different types and steps in essay wriitng,
essay. This will help you to utilize your essay. This will help you to utilize your
Do the Do the
E. Discussing New Concepts and Practicing understandings in writing your essay as the understandings in writing your essay as the
outlining or planning of your essay to be outlining or planning of your essay to be
New Skills no. 2 final requirement in this module. final requirement in this module.
written. Do this on your answer sheet. written. Do this on your answer sheet.
Please continue reading with Please continue reading with
I. Topic: I. Topic:
comprehension as you discover further comprehension as you discover further
II. Diction: II. Diction:
knowledge that knowledge that
III. Point of View: III. Point of View:
will help you out in your quest on the will help you out in your quest on the
IV. Target Audience: IV. Target Audience:
remaining phases of this lesson. remaining phases of this lesson.

1) Thesis Statement 1) Thesis Statement

A. Supporting Argument/Idea #1 A. Supporting Argument/Idea #1
B. Supporting Argument/Idea #2 B. Supporting Argument/Idea #2
C. Supporting Argument/Idea #3 C. Supporting Argument/Idea #3
D. Conclusion/Transitional Device D. Conclusion/Transitional Device
What’s New: Learning Task 2: Read and What’s New: Learning Task 2: Read and 2) Topic Sentence for Supporting Idea #1 2) Topic Sentence for Supporting Idea #1
Say Something!: Directions: Read the text Say Something!: Directions: Read the text A. A.
F. Developing Mastery below. Tell something about the text based below. Tell something about the text based B. B.
on the provided concerns. Write your on the provided concerns. Write your C. C.
answers on your paper. answers on your paper. D. Conclusion/Transitional Device D. Conclusion/Transitional Device
3) Topic Sentence for Supporting Idea #2 3) Topic Sentence for Supporting Idea #2
A. A.
B. B.
C. C.
D. Conclusion/Transitional Device D. Conclusion/Transitional Device
4) Topic Sentence for Supporting Idea #3 4) Topic Sentence for Supporting Idea #3
A. A.
What’s More What’s More B. B.
Learning Task 3: What is your type? Learning Task 3: What is your type? C. C.
G. Finding Practical Applications of Directions: I. Read the excerpts of the Directions: I. Read the excerpts of the D. Conclusion/Transitional Device D. Conclusion/Transitional Device
Concepts and Skills in Daily Living essays. Identify their essay type. Write your essays. Identify their essay type. Write your 5) Conclusion/Restatement of Thesis 5) Conclusion/Restatement of Thesis
answers answers A. A.
on your answer sheet. on your answer sheet. B. B.
C. C.
D. Strong Concluding Sentence D. Strong Concluding Sentence

What I Have Learned: Learning Task 6: “T- What I Have Learned: Learning Task 6: “T- What I Have Learned: Learning Task 6: “T- What I Have Learned: Learning Task 6: “T-
M-L Phrase: Complete the following M-L Phrase: Complete the following M-L Phrase: Complete the following M-L Phrase: Complete the following
H. Making Generalizations and Abstractions phrases. The Topic was about ____ phrases. The Topic was about ____ phrases. The Topic was about ____ phrases. The Topic was about ____
about the Lesson It Matters because ___________ I’ve It Matters because ___________ I’ve It Matters because ___________ I’ve It Matters because ___________ I’ve
Learned today that___________ Learned today that___________ Learned today that___________ Learned today that___________

Learning Task 4: Go back with the Third! Learning Task 4: Go back with the Third!
Assessment: Writing Time! Directions: Assessment: Writing Time! Directions:
Directions: Go back with the previous Directions: Go back with the previous
Write one essay demonstrating awareness Write one essay demonstrating awareness
learning tasks. Using the given parts of the learning tasks. Using the given parts of the
of and sensitivity to the different literary of and sensitivity to the different literary
essays, essays,
and/or socio-political contexts of creative and/or socio-political contexts of creative
try to supply the information about the try to supply the information about the
writing considering your created outline. writing considering your created outline.
essays dealing with the following elements. essays dealing with the following elements.
You have the freedom to choose and utilize You have the freedom to choose and utilize
Do this Do this
I. Evaluating Learning on your answer sheet. on your answer sheet.
any of the elements, types, and other any of the elements, types, and other
essential topics about essay. Do this output essential topics about essay. Do this output
Essay 1: Essay 1:
in a yellow paper. You will be guided by the in a yellow paper. You will be guided by the
I. Topic: I. Topic:
rubrics in grading your outputs. Note: This rubrics in grading your outputs. Note: This
II. Part of the Essay: II. Part of the Essay:
will be submitted next week. You have two will be submitted next week. You have two
III. Diction: III. Diction:
weeks to create your output. Present the weeks to create your output. Present the
IV. Point of View: IV. Point of View:
ESSAY WRITING RUBRICS ESSAY WRITING RUBRICS
V. Possible Title: V. Possible Title:

J. Additional Activities for Application and Continue tasks left undone. Continue tasks left undone. Continue tasks left undone. Continue tasks left undone.
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who required additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of learners

who have caught up with the lesson

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?
Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?

G. What innovation or local materials did I use

which I wish to share with other teachers

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC
Subject Teacher Assigned Master Teacher OIC-Assistant Principal II