School LORETO NATIONAL HIGH Grade Level Grade 11

SCHOOL Apitong (M, T, W, F)

Narra (M, T, Th, F)
DAILY LESSON LOG Yakal (M, T, W, Th)
Molave (M, T, W, Th)
ALS (F)
Teacher LEIZYL L. CRISPO Learning Area Creative Writing

Teaching Dates and Time November 6-10, 2023 Quarter 2 / Week 1

DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES 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, knowledge, and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

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 Competencies/ Identify the various elements, Identify the various elements, Identify the various elements, Identify the various
Objectives techniques, and literary devices techniques, and literary devices in techniques, and literary devices in elements, techniques, and
in drama. drama. drama. literary devices in drama.
(HUMSS_CW/MPIj-IIc-15) (HUMSS_CW/MPIj-IIc-15) (HUMSS_CW/MPIj-IIc-15) (HUMSS_CW/MPIj-IIc-15)
II. CONTENT DRAMA: ITS ORIGIN AND PLOT AS AN ELEMENT OF CHARACTERS AND SETTING POINT OF VIEW AND
QUALITIES DRAMA AS ELEMENTS OF DRAMA DIALOGUE AS ELEMENTS
OF DRAMA
III. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure
that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References

1. Teacher’s Guide pages CG in Creative Writing CG in Creative Writing CG in Creative Writing CG in Creative Writing

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials for

Learning Resources
B. Other Learning 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 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 previous lesson or State the learning competency Review the learners about the Review the learners about plot as Review the learners about
presenting the new lesson. and objectives to be attained in origin of drama and its forms. an element of drama. characters and setting as
the 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 In Their Shoes Activity
lesson. semantic web about ‘drama’. about “Family Feud”. visualize 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/ You’re So Dramatic Activity Ask the learners what are the Ask the learners what they think Heartily Conversation
instances of the new lesson. sources or reasons why families about Italy. Activity
Direction: The learners will state
or family members are not on
their idea about the statement, Direction: The learners will
good terms?
“You’re so dramatic”. Then, they give their reactions on the
will give a situation where they lines of conversations
are called using that statement. between Romeo and Juliet.

D. Discussing new concepts and Discuss the origin of drama. Discuss plot as an element of Discuss character as an element Discuss point of view as an
practicing new skills #1. drama. of drama. element of drama.

E. Discussing new concepts and Discuss the forms of drama. Discuss conflict as part of plotting Discuss setting as an element of Discuss dialogue as an
practicing new skills #2. in drama. drama. element of drama.

F. Developing Mastery (Leads to The learners will answer a The learners will read some parts The learners will do The learners will identify the
Formative Assessment) matching type test about drama. of the drama, “Romeo and Juliet” characterization of some of the point of view present in the
by William Shakespeare. Then, characters in the drama, “Romeo drama, “Romeo and Juliet”.
they will fill out the Freytag’s Plot and Juliet”. Then, the learners will Then, the learners will guess
Pyramid sheet. try to draw one place in the said who said the lines from the
drama. said drama.

G. Finding practical applications Ask: Ask: Ask: Ask:

of concepts and skills in daily
living. How can the forms of drama help How can plot of a drama help you How can characters and settings How can point of view and
you to handle problems in your to amend relationships with your as elements help you to be dialogue help you to
life? family? respectful to the places you are converse with other people?
planning to visit?
H. Making generalizations and The learners will state their The learners will state their The learners will state their The learners will state their
abstractions about the lesson. learning takeaways. learning takeaways. learning 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 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you when you meet them, you can
ask relevant questions.

A. No. of learners who earned 80%

in the evaluation.

B. No. of learners who require

additional activities for
remediation who scored below
80%.

C. Do 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 this 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?

Prepared by: Checked by:

LEIZYL L. CRISPO ANTONIO S. SAROMINES
Senior High School Teacher I Principal III