DAILY School TOMINAMOS INTEGRATED SCHOOL Grade Grade 11 – Ingenuity

LESSO Level
N Teacher NINO T. JIMENEZ Learning Creative Writing
LOG Area
Teaching Dates and March 30 – March 31, 2023 (ThF) | 9:00-10:00AM, Quarter Third Quarter
Time 11:00-12:00 PM/8:00-9:00 AM

THURSDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learner understands
Standards poetry as a genre
and how to analyze
its elements and
techniques
B. Performance The learner shall be able
Standards to produce a short, well-
crafted poem
C. Learning Identify the various
Competencies/Obje elements,
ctives techniques, and literary
devices
in poetry
(HUMSS_CW/MP11/12-
Iab-4)
Specific objective:
Identify the elements of
fiction. (Plot and
Character)
II. CONTENT Elements of Fiction

III. LEARNING
RESOURCES
A. References DIWA Senior High
School: Creative Writing
by Peter Solis Nery
1. Teacher’s DIWA Senior High
Guide Pages School: Creative Writing
by Mario L. Mendez Jr.
2. Learner’s NONE
Material Pages
3. Textbook Pages Page 18-19
4. Additional NONE
Materials from
Learning Resources
B. Other Learning NONE
Resources
IV. PROCEDURES These steps should be
done across the week.
Spread out the activities
appropriately so that
students will learn well.
Always be guided by
demonstration of
learning by the students
which you can infer from
formative assessment
activities. Sustain
learning systematically
by providing students
with multiple ways to
learn new things,
practice their learning,
question their learning
processes, and draw
conclusions about what
they learned in relation
to their life experiences
and previous knowledge.
Indicate the time
allotment for each step.

A. Reviewing Daily Routine (Prayer,

previous lesson or Roll Call)
presenting the new Recall / Drill: The
lesson teacher will conduct a
simple review of the
previous lesson

Ask students to recall

what they learned about
the elements of fiction in
the previous lesson.
Review briefly by asking
what the different
elements of fiction are
and how they contribute
to a story. Introduce the
new lesson by explaining
that today, they will
delve deeper into each
element and learn how
to apply them to a short
story.
B. Establishing a Explain that the purpose
purpose for the of the lesson is for
lesson students to gain a better
understanding of the
different elements of
fiction and how they are
used to create a story.
They will also learn how
to analyze a short story
using these elements.
C. Presenting Distribute the short
examples/instances story handouts to the
of the new lesson students. Ask them to
read the story
individually and identify
the different elements of
fiction present in the
story. After 5 minutes,
ask students to share
their findings and list
them on the whiteboard
or chart paper.
The Runaway
D. Discussing new Start with the first
concepts and element of fiction, which
practicing new skill is plot. Discuss what it
#1 means and how it is used
in the story. Ask
students to identify the
different parts of the plot
in the story they just
read (exposition, rising
action, climax, falling
action, and resolution).
After discussing, ask
students to write a short
paragraph about the plot
of the story, including
the different parts they
identified.
E. Discussing new Move on to the next
concepts and element of fiction, which
practicing new skill is character. Discuss
#2 what it means and how it
is used in the story. Ask
students to identify the
different characters in
the story and describe
their traits and
personalities. After
discussing, ask students
to choose one character
from the story and write
a short character
analysis, describing their
traits, motivations, and
conflicts.
F. Developing After completing the two
Mastery activities, ask students to
share their paragraphs
and character analyses
with the class. Provide
feedback and corrections
as needed.
G. Finding practical Ask students to reflect
applications of on how the elements of
concepts & skills in fiction apply to their
daily living daily lives. For example,
how do they see the
elements of fiction in
movies, TV shows, or
books they enjoy?
Encourage them to think
about how
understanding these
elements can enhance
their enjoyment of
stories.
H. Making Lead a brief discussion
generalizations & about how the different
abstractions about elements of fiction work
the lesson together to create a
story. Ask students to
share their observations
about how the plot and
characters interact with
each other.

I. Evaluating Assessment can be done

Learning through a quiz or
written analysis of a
different short story,
where students are
asked to identify and
analyze the different
elements of fiction
present.
J. Additional
activities for
application or
remediation
V. REMARKS The lesson have successfully The lesson have successfully delivered The lesson have successfully delivered
delivered Due to:: Due to::
Due to:: ______ pupil’s eagerness to learn ______ pupil’s eagerness to learn
______ pupil’s eagerness to ______ complete/ varied IMs ______ complete/ varied IMs
learn ______uncomplicated lesson ______uncomplicated lesson
______ complete/ varied IMs ______worksheets ______worksheets
______uncomplicated lesson _____varied activity sheets _____varied activity sheets
______worksheets ___Strategies/Approaches in Teaching used ___Strategies/Approaches in Teaching used
_____varied activity sheets ___Pupils Participation and Discipline ___Pupils Participation and Discipline
___Strategies/Approaches in
Teaching used
___Pupils Participation and
Discipline
VI. REFLECTION
A. No. of learners ______no. of Pupils ______no. of Pupils ______no. of Pupils
who earned 80% in ______of learners who ______of learners who earned 80% above ______of learners who earned 80% above
the evaluation earned 80% above
B. No. of learners _____ of Learners who require additional _____ of Learners who require additional
who require _____ of Learners who activities for remediation activities for remediation
additional activities require additional
for remediation who activities for remediation
scored below 80%
C. Did the remedial ______Yes ______Yes _______No ______Yes _______No
lesson work? No. of _______No
learners who caught ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
up with the lesson ____ of Learners who
caught up the lesson
D. No. of learners ____of Learners who continue to require ____of Learners who continue to require
who continue to ____of Learners who remediation remediation
require remediation continue to require
remediation

E. Which of my ____ Group Collaboration ____ Group Collaboration ____ Group Collaboration
teaching strategies ____Games ____Games ____Games
worked well? Why ____Solving ____Solving Puzzles/Jigsaw ____Solving Puzzles/Jigsaw
did these work? Puzzles/Jigsaw ____Answering Preliminary activities/exercises ____Answering Preliminary activities/exercises
____Answering ____Carousel ____Carousel
Preliminary ____Diads ____Diads
activities/exercises ____Think-Pair-Share(TPS) ____Think-Pair-Share(TPS)
____Carousel ____Rereading of Paragraphs/Poems/Stories ____Rereading of Paragraphs/Poems/Stories
____Diads ____Differentiated Instruction ____Differentiated Instruction
____Think-Pair- ____Role Playing/Drama ____Role Playing/Drama
Share(TPS) ____Discovery Method ____Discovery Method
____Rereading of ____Lecture Method ____Lecture Method
Paragraphs/Poems/Stories ____Complete IMs ____Complete IMs
____Differentiated ____Localized Videos ____Localized Videos
Instruction ____Explicit Instruction ____Explicit Instruction
____Role Playing/Drama ___Outdoor Activities ___Outdoor Activities
____Discovery Method ____Brainstorming ____Brainstorming
____Lecture Method ___Modeling-showing ___Modeling-showing
____Complete IMs ____Experiential Approach ____Experiential Approach
____Localized Videos
____Explicit Instruction Reason: Reason:
___Outdoor Activities
____Brainstorming
___Modeling-showing
____Experiential
Approach

Reason:
F. What difficulties ___Complete IMs ___Complete IMs ___Complete IMs
did I encounter ___Bullying among pupils ___Bullying among pupils ___Bullying among pupils
which my principal ___Pupil behaviour ___Pupil behaviour /attitude ___Pupil behaviour /attitude
or supervisor can /attitude ___Colorful IMs ___Colorful IMs
help me solve? ___Colorful IMs ___Unavailable Technology Equipment ___Unavailable Technology Equipment (AVR/LCD)
___Unavailable (AVR/LCD) ___Science/Computer/Internet Lab
Technology Equipment ___Science/Computer/Internet Lab ___Additional Clerical Works
(AVR/LCD) ___Additional Clerical Works ___Availability of Materials
___Science/Computer/ ___Availability of Materials ___Group members Cooperation in doing their tasks
Internet Lab ___Group members Cooperation in doing their ___complicated lesson
___Additional Clerical tasks ___Classroom Management
Works ___complicated lesson ___Classroom Structuring
___Availability of ___Classroom Management ___Strategies and Approaches in Teaching
Materials ___Classroom Structuring ___Updating DLL
___Group members ___Strategies and Approaches in Teaching
Cooperation in doing their ___Updating DLL
tasks
___complicated lesson
___Classroom
Management
___Classroom Structuring
___Strategies and
Approaches in Teaching
___Updating DLL

G. What innovation ___Localized Videos ___Localized Videos ___Localized Videos

or localized ___Making big books ___Making big books from views of locality ___Making big books from views of locality
materials did I from views of locality ___Recycling of Plastics to be used as ___Recycling of Plastics to be used as instructional
use/discover which ___Recycling of Plastics instructional Materials Materials
I wish to share with to be used as instructional ___local poetical composition ___local poetical composition
other teachers? Materials ___Group Collaboration
___local poetical ___Group Collaboration ___Games
composition ___Games ___Solving Puzzle /Jigsaw
___Group Collaboration ___Solving Puzzle /Jigsaw ___Differentiated Activities/instruction
___Games ___Differentiated Activities/instruction ___Explicit Instruction
___Solving Puzzle ___Explicit Instruction ___Discovery Approach
/Jigsaw ___Discovery Approach ___Outdoor Activities
___Differentiated ___Outdoor Activities ___Brainstorming
Activities/instruction ___Brainstorming ___Think-Pair-Share (TPS)
___Explicit Instruction ___Think-Pair-Share (TPS) ___Talk show/dula-dulaan
___Discovery Approach ___Talk show/dula-dulaan ___Modeling/showing
___Outdoor Activities ___Modeling/showing ___Experiential Approach
___Brainstorming ___Experiential Approach ___Carousel
___Think-Pair-Share ___Carousel ___Diads
(TPS) ___Diads ___Answering Preliminary Activities/exercises
___Talk show/dula-dulaan ___Answering Preliminary Activities/exercises ___Rereading of Paragraphs/Poems/Stories
___Modeling/showing ___Rereading of Paragraphs/Poems/Stories ___Role playing/Drama
___Experiential Approach ___Role playing/Drama
___Carousel
___Diads
___Answering
Preliminary
Activities/exercises
___Rereading of
Paragraphs/Poems/Stories
___Role playing/Drama

Prepared by: Checked by: Noted by: Approved by:

NINO T. JIMENEZ MA. JASMIN A. CHEN SHIRLY M. SOLIOT ELSA V. RIPALDA, PhD
SHS Teacher I MT-I/Department Head SHS Assistant Principal II Principal IV