DAILY LESSON LOG School VIGAN NATIONAL HIGH SCHOOL WEST Grade Level 11

Department of Education Teacher JEFFERSON R. ANCHETA Learning Area CREATIVE WRITING

APRIL 1-5,2024
Teaching Dates and Time Quarter FOURTH QUARTER
11- EINSTEIN |11:00-12:00

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES
A.Content Standards The learners have an understanding of drama as a genre and are able to analyze its elements and techniques.
B.Performance Standards The learners shall be able to compose at least one scene for a one-act play that can be staged.
C.Learning Identify the various elements, Identify the various elements, Identify the various elements, Identify the various elements,
Competencies/Objectives techniques, and literary devices in techniques, and literary devices in techniques, and literary devices in techniques, and literary devices in
drama (HUMSS_CW/MPIj-IIc-15)
Write the LC Code for each drama (HUMSS_CW/MPIj-IIc-15) drama (HUMSS_CW/MPIj-IIc-15) drama (HUMSS_CW/MPIj-IIc-15)
II.CONTENT
Drama: Its Origin and Qualities Plot as an Element of Drama Characters and Setting as Elements of Point of View and Dialogue as
Drama Elements of Drama
III.LEARNING RESOURCES
A.References
3.Textbook Pages Creative Writing by Louyzza Maria Creative Writing by Louyzza Maria Creative Writing by Louyzza Maria Creative Writing by Louyzza Maria
Victoria H. Vasquez and Gabriela Victoria H. Vasquez and Gabriela Victoria H. Vasquez and Gabriela Lee, Victoria H. Vasquez and Gabriela
Lee, pp. 142- 143 Lee, p. 146 p. 147 Lee, pp. 147-148
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or State the learning competency and Review the learners about the origin Review the learners about plot as an Review the learners about
presenting the new lesson objectives to be attained in the of drama and its forms. element of drama. characters and setting as
session. elements of drama.
B.Establishing a purpose for the The learners will accomplish a Ask the learners what they know Ask the learners how they visualize In Their Shoes Activity
lesson semantic web about ‘drama’ about “Family Feud”. Romeo and Juliet.

Direction: The learners will write

how Romeo and Juliet view their
lives on a piece of paper. Then,
they will paste them on printed
pictures of shoes.
C.Presenting examples/instances of You’re So Dramatic Activity Ask the learners what are the Ask the learners what they think about Heartily Conversations Activity
the new lesson sources or reasons why families or Italy.
family members are not on good
Direction: The learners will state their terms? Direction: The learners will give
idea about the statement, “You’re so their reactions on the lines of
dramatic”. Then, they will give a conversations between Romeo
situation where they are called using and Juliet.
that statement.
D.Discussing new concepts and Discuss the origin of drama. Discuss plot as an element of drama. Discuss character as an element of Discuss point of view as an
practicing new skills #1 drama. element of drama.
E.Discussing new concepts and Discuss the forms of drama. Discuss conflict as part of plotting in Discuss setting as an element of Discuss dialogue as an element of
practicing new skills #2 drama. drama. drama.
F.Developing mastery The learners will answer a matching The learners will read some parts of The learners will do characterization of The learners will identify the point
type test about drama. the drama, “Romeo and Juliet” by some of the characters in the drama, of view present in the drama,
(Leads to formative assessment)
William Shakespeare. Then, they will “Romeo and Juliet”. “Romeo and Juliet”.
fill out the Freytag’s Plot Pyramid
sheet.
Then, the learners will try to draw one Then, the learners will guess who
place in the said drama. said the lines from the said drama.
G.Finding practical/applications of Ask: Ask: Ask: Ask:
concepts and skills in daily living
How can characters and settings as
elements help you to be respectful to
How can the forms of drama help How can plot of a drama help you to How can point of view and
the places you are planning to visit?
you to handle problems in your life? amend relationships with your dialogue help you to converse with
family? other people?

H. Making generalizations and The learners will state their learning The learners will state their learning The learners will state their learning The learners will state their
abstractions about the lesson takeaways. takeaways. takeaways. learning takeaways.
I.Evaluating Learning The learners will determine the
conflict existing in “Romeo and
Juliet”.
J.Additional activities for application
or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities to remediation
C.Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?

Prepared by:
Checked by:
JEFFERSON R. ANCHETA
Teacher III REYNARIO T. VILORIA
School Principal