DAILY School PBNTVHS Grade Level 12

LESSON Teacher JIA JOY S. RECONALLA Learning Area CREATIVE NON-FICTION

LOG Teaching Dates and Time JULY 29- AUGUST 2, 2024 Quarter 1-WEEK 1

Session 1 Session 2 Session 4 Session 5

I. OBJECTIVES
A. Content Standards The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)
B. Performance Standards The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output
C. Learning Competencies/ Identify dominant literary Identify dominant literary Identify dominant literary Identify dominant literary
Objectives conventions of a particular genre conventions of a particular genre conventions of a particular conventions of a particular genre
HUMSS_CNF11/12-Ia-1 HUMSS_CNF11/12-Ia-1 genre HUMSS_CNF11/12-Ia-1 HUMSS_CNF11/12-Ia-1

Analyze the theme and techniques Analyze the theme and Analyze the theme and Analyze the theme and
used in a particular text techniques used in a particular techniques used in a particular techniques used in a particular
HUMSS_CNF11/12-Ia-3 text text text
HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ia-3
Introduction to Literary Genres Introduction to Literary Genres Introduction to Literary Genres Introduction to Literary Genres

1. Understanding Conventions of 1. Understanding Conventions of 1. Understanding Conventions 1. Understanding Conventions of

Traditional Genres Traditional Genres of Traditional Genres Traditional Genres
a. Fiction a. Fiction a. Fiction a. Fiction
b. Poetry b. Poetry b. Poetry b. Poetry
c. Drama c. Drama c. Drama c. Drama
II. CONTENT
d. Other forms d. Other forms d. Other forms d. Other forms

2. Identifying Elements of the 2. Identifying Elements of the 2. Identifying Elements of the 2. Identifying Elements of the
different Genres different Genres different Genres different Genres

3. Using Elements as Techniques 3. Using Elements as Techniques 3. Using Elements as 3. Using Elements as
to develop Themes to develop Themes Techniques to develop Themes Techniques to develop Themes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Aguila, Augusto, Galan, Ralph and Wigley, Aguila, Augusto, Galan, Ralph and Wigley, Aguila, Augusto, Galan, Ralph and Aguila, Augusto, Galan, Ralph and
John Jack. Telling the Truth: The Art of John Jack. Telling the Truth: The Art of Wigley, John Jack. Telling the Truth: The Wigley, John Jack. Telling the Truth: The
Session 1 Session 2 Session 4 Session 5
Creative Nonfiction for Senior High School. Creative Nonfiction for Senior High School. Art of Creative Nonfiction for Senior High Art of Creative Nonfiction for Senior High
Quezon City: C & E Publishing, Inc., 2017 Quezon City: C & E Publishing, Inc., 2017 School. Quezon City: C & E Publishing, School. Quezon City: C & E Publishing,
Inc., 2017 Inc., 2017
4. Additional Materials for
Learning Resource (LR) portal
B. Other Learning Resources https://www.studocu.com/ph/document/
https://www.studocu.com/ph/document/
davao-city-national-high-school/
davao-city-national-high-school/
humanities-social-sciences/creative-
https://www.studocu.com/ph/document/ https://www.studocu.com/ph/document/ humanities-social-sciences/creative-
nonfiction-q1-m1/25054633
davao-city-national-high-school/humanities- davao-city-national-high-school/humanities- nonfiction-q1-m1/25054633
social-sciences/creative-nonfiction-q1- social-sciences/creative-nonfiction-q1-
The Gift of the Magi: Full Plot Summary |
m1/25054633 m1/25054633 a short story to put a smile on your face -
SparkNotes
short stories (youtube.com)
Annabel Lee by Edgar Allan Poe | Poetry
What is Theme (youtube.com)
Foundation
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson As a form of review, the teacher will The teacher will ask a learner The teacher will ask the learners The teacher will ask the learners
be displaying through a ppt, from the class to share a short about poetry: questions about theme and its
questions which will be answered idea of what was the lesson ways to develop it:
by the learners. discussed, previously.  Can someone from the
class, share their ideas  Based on your
1. What element in fiction or drama about poetry? knowledge, what is
shows the overall message of the  What are major theme in a literary
story? categories of poem? works?
a. plot b. setting c. character d.  What is the importance
theme of theme in a literary
works?
2. What part of a plot introduces the  Can you enumerate the
conflict in the story or play? ways to develop and
a. exposition b. rising action c. have desirable theme in
climax d. falling action a story/poem.

3. What narrative device uses the

past event to better understand the
present?
a. Flashback b. conflict c. Deus Ex
Machina d. Irony
Session 1 Session 2 Session 4 Session 5
Word Web Activity Directions: Let the learners identify the The teacher will show a short The teacher will have be
B. Establishing a purpose for the
lesson
jumbled letters through the story video, and the learners will showing pictures and will have to
Divide the class into 4 groups. The meaning provided. identify the message of the identify the words associated
groups need to create a word web story. with the picture. Then, the
having literature at the center. Let Literary genre in which special teacher will ask the learners
the learners write words connected intensity is given to the a short story to put a smile on some questions.
with literature. expression of feelings and ideas. your face - short stories
(youtube.com)
OEYRTP

The speaker or the author of the Follow up questions;

poem.  What was the video all
about?
OARNSPE

C. Presenting examples/
instances of the new lesson The teacher will be showing The teacher will be showing a The teacher will read a poem The teacher will let the learners
examples of Creative Non-Fiction poem entitled “Don’t Quit” by John “Annabel Lee” by Edgar Allan choose a number stripped
(one of the literary genres) and the Greenleaf Whittier. The learner Poe. As the teacher read it, the associated with a particular
learners will have to observe and will be asked to read, observe and learners will have to listen and literary works. The learners will
analyze its difference and changes share their ideas about the poem identify what was the poem all read the literary they picked and
from the first to the revised one. read. about. identify the elements and theme
Example: of the story.
Creative Nonfiction  What have you observe
(1)On July 15, Rivermaya will have from the poem?  Annabel Lee by Edgar
a concert at the Araneta Coliseum.  Was their elements Allan Poe
The band has just arrived from a shown in the poem?  The Gift of the Magi by
successful tour in China and  What was message O. Henry
Session 1 Session 2 Session 4 Session 5
Indonesia. Tickets for the concert portrayed by the poem?
are selling quickly. (Ordinary news)
(2) Fans of Philippine musical band
Rivermaya are in for a real thrill. On
July 15, their idol, fresh from their
sold-out tour in China and
Indonesia, will be at the Araneta
Coliseum for a single concert.
Marie Andrada, 18, a
Communication Arts major in UST,
says this one concert she would
rather die for than miss. Judging
from tickets sales so far, at least
10,000 other people agree with her.

The teacher will ask open-ended

questions on the learner:
 What have you observed on
both literary structure?
 What do you think is most
interesting news? The first
or the second and why?
 Do you have an idea, what
are the other literary
genres?

The teacher will ask a volunteer The teacher will discuss the The teacher will discuss the
D. Discussing new concepts and from the class to share ideas of Through a PowerPoint following through a PowerPoint common themes in literature
practicing new skills #1 what is literature. presentation the teacher will presentation with a question & through a PowerPoint
discuss a literary genre and its answer along the discussion. presentation.
Session 1 Session 2 Session 4 Session 5
E. Discussing new concepts and The teacher will ask the learner’s elements and conventions:  Theme
practicing new skills #2 ideas/schema about these literary  Poetry
genres and their elements and What is Theme (youtube.com)
conventions and will be followed by
a discussion through a PowerPoint  Using Elements as
presentation: Techniques to develop
 Fiction Themes
 Drama

The teacher will have to divide the The teacher will provide a poem The teacher will provide various
class into two (2) groups, and will and the learners will read and The teacher will let the learners literary genres, and let the
have to compare and contrast the analyze the poem given below read a short nonfiction literary learners analyze the theme of
literary convention of a fiction and and answer the questions that works and let them identify the the literary work.
drama. follow. theme, the purpose of the
literary, the audience the literary
Fiction and Drama “Finder Loser” is for, and identify the length of
Similarities Difference By Ophelia Alcantara Dimalanta the literary work.

1. What does the title of poem

mean? A Short Story : The Ugly Tree
2. In the first few lines of the
F. Developing mastery stanza, the persona admits that example of non fiction short
(Leads to Formative s/he constantly loses and finds story - Brainly.ph
Assessment 3) objects (papers, receipts, letters,
pills, etc.), but towards the end of
the stanza, the persona admits
not “finding what I can’t almost
have-one perpetual lifetime probe,
of my life’s past disarray.” What
does s/he mean by this?
3. The poem makes a typical use
of a figure of speech called
alliteration (cold, collecting,
calculating crowd; flowing, final
find). What is alliteration? What
impression is achieved in using
these in this particular poem?
Session 1 Session 2 Session 4 Session 5

The teacher will group the class The teacher will let the learners The teacher will let the learners The teacher will let the learners
depending on the number of the make their own poem with the use look for a pair, they will make Write about their life experiences
learners and ask the learner to of the elements and convention of their own short story with title, about the topic, “What Life
rewrite the excerpt entitled the poetry. plot and theme. After it, they will Means to Me.” Remember to
“Tungkung Langit and Alunsina” by read it in the class and discuss apply the things that have
using dialogue. Imagine what The poem that they will be making the plot of the story and the learned in developing a theme to
Tungkung Langit would say to will be entitled “I AM”, where they theme of the story. a chosen written work. Then,
Alunsina and how she would can express their thoughts about give a possible title for your
respond to him. Visualize the yourself- your character, fears, creative nonfiction piece.
quarrel scene between the two beliefs and assets. The poem will
G. Finding practical applications gods and write an imaginary be minimum4 stanzas in 2
of concepts and skills in daily dialogue. After that, they will have paragraphs. Afterwards, the
living to read it in front of the class. learners will be asked to read it
aloud in the class.

The teacher will ask someone from The teacher will ask questions to What is theme and what are Why is it important to develop
the class to share what they have the learner. techniques to develop it? theme towards creating literary
H. Making generalizations and
abstractions about the lesson learned from the discussion. works?
 On your own idea, what is
poetry?

The teacher will pose questions The poem made by the learners The learners output (short story The learners nonfiction piece will
and it will be answered by the will be graded using the following by pair) will be graded according be graded through this Criteria.
I. Evaluating learning
learners: criteria: to the criteria:

1. What element in fiction or drama

Session 1 Session 2 Session 4 Session 5
shows the overall message of the Criteria
Criteria proficient Nearly Low Criteria proficient Nearly Low
story? Proficient Proficient Presence of 20pts Proficient Proficient
a. plot b. setting c. character d. Clarity the plot of the Clarity
theme Vividne 7-10 3-6 0-2 pts. story Vividne 7-10 3-6 0-2 pts.
ss pts. pts. ss pts. pts.
Organizati Theme of the 15pts Organizati
2. What part of a plot introduces the on story on
Correctnes Correctnes
conflict in the story or play? s Clarity of plot 10pts s
a. exposition b. rising action c. and theme
climax d. falling action Presentation 5pts

3. What narrative device uses the

past event to better understand the
present? a. Flashback b. conflict c.
Deus Ex Machina d. Irony

4. What narrative device provides a

hint on what will happen next in the
story?
a. Foreshadowing b. conflict c.
Deus Ex Machina d. Conflict

5. Determine among the choices

below the type of fiction that covers
several plots complications and is
composed of chapters. a. Short
story b. Flash fiction c. Novella d.
Novel

The teacher will let the learners Let the learners read a poem and Provide more literary genres for Let the learners read more
J. Additional activities for read a short story “The Gift of Magi” let them identify what category it the learners to analyze the literary genres and analyze the
application or remediation By O. Henry and identify the plot of belongs to. (Narrative poem, elements used. elements and techniques applied
the story. dramatic poem or lyric poem) in the literary works.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
Session 1 Session 2 Session 4 Session 5
additional activities for
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
materials did I use/discover
which I wish to share with
other teachers?

Checked or Observed:

Date

Prepared by:

JIA JOY S. RECONALLA Checked & verified:

Teacher I
ROSALIO IMBOC
Teacher-In-Charge