DAILY School Sto.

Niño National High School Grade Level 12

LESSON Teacher Vernon Darrel P. Diego Quarter 3
LOG
Inclusive Dates December 16-18, 2024 SHS Track HUMSS
SENIOR HIGH
SCHOOL Scheduled Time 2:30 PM – 3:15 PM Learning Area Creative Nonfiction

I. OBJECTIVES MONDAY
A. Content Standard 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 Create samples of the different literary elements based on one’s experience (e.g. metaphor to describe an emotion)
(Write the LC Code) (HUMSS_CNF11/12-Ib-d-4)

Literary Elements
II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages Creative Nonfiction SLM Module 2 – pages 6-10
4. Additional Materials
from Learning
Resources Portals
B. Other Learning PowerPoint Presentation
Resources

IV. PROCEDURES

A. Revising previous
lesson or presenting the Review on the previous lesson and ask the following questions:
new lesson - What is poetry?
- What are the subgenres of poetry?
- How did poetry become one of the most significant part of the history of literature?
- Why is poetry a powerful literary genre?

B. Establishing a purpose
for the lesson Present the purpose and objective/s of the lesson which are to analyze and interpret the theme and techniques used in a
particular text and create samples of the different literary elements based on one’s experience (e.g. metaphor to describe an
emotion)

C. Presenting examples/ GUESS THE GIBBERISH!

instances of the new Direction: Read and sound out the gibberish pictures in order to turn them into correct phrases.
lesson

D. Discussing new Literary Elements

concepts and practicing A chef trying to cook a particular gourmet dish should know the ingredients and how each will affect the flavor of the
new skills #1 food being prepared. This is similar to writing. With this understanding in mind, let us find out the ingredients when cooking
up fiction.

CHARACTER
Characters are beings who live in the story. They can be actual people from this planet to aliens from somewhere in the outer
space. At other times, they can be animals, and even inanimate objects; they can even be supernatural presences or make-
believe creatures like goblins, fairies, dragons, or elves. Characters are important in fiction because they are the ones with
whom the readers empathize. Readers also look for characters to root for or against, to fall in love with, to care or to hate, and
even dream to meet.
Characters can be flat or round.
 A flat character is not sufficiently developed, described very little, and plays very minor role in the narrative.
Sometimes they are simply stock characters or those known simply as the “wicked stepmom,” or the “loyal servant.”
 A round character, on the other hand, has a leading role in the narrative. In contrast with a flat character, a round
character is complex, multi-dimensional, and well-developed that they seem “to come to life.” These characters may
undergo change through the circumstances where they are placed, hence making them lifelike.
Characters can also be static or dynamic (also called developing).
 A static character remains the same throughout the narrative while a dynamic one undergoes change. The change can
be brought by factors and elements 6 experienced by the character and may impact on his or her attitudes, beliefs, or
actions.
SETTING
Simply put, setting answers the question “where” and “when” about the narrative. Answers to these questions give
rise to the two types of setting: the physical and chronological setting.
 Physical setting refers to where the story takes place. It can be very general like in a farm, a school, or a laboratory; or
it can be specific, like “in the Metropolitan Naga Cathedral,” or “at McDonald’s Diversion Road branch.”
 The chronological setting can also be general or specific, as during the “Christmas season,” or “during the early
morning of December 16 in 2019.”
Sometimes, the setting is immaterial to the story, as when the writer wants to be universal and not limited by time and
space. Aside from the chronological and physical setting, it also includes the following:
a) the immediate surroundings of the characters such as props in a scene: trees, furniture, food, inside of a
house or car, etc.,
b) the weather such as cloudy, sunny, windy, snow, or rain, etc., and
c) the geographical location including the city, state, country, and possibly even the universe, if the writer is
writing science fiction.

PLOT
Plot is the order of events in the story. Writers
usually follow a particular plot structure, called “Freytag’s
Pyramid,” although this is not always the case, as some
may opt to start from the middle part or ending part and go
backwards to where the events began.
Freytag’s Pyramid is named after the German
playwright of the 1800s, Gustav Freytag, and has the five-
part plot structure which includes the exposition, rising
action, climax, falling action, and denouement, also known
as resolution
Freytag’s Pyramid

a) Exposition introduces the characters, time, and the problem. This occurs at the start of the story up to the point where an
inciting incident happens for the main character to handle or solve. The exposition creates the beginning of the story.
b) Rising action includes the happenings that the main character encounters. As each event develops, more complications
arise, making the problem more complex for the character.
c) Climax refers to the turning point in the story. This is usually a single event with the greatest intensity and uncertainty.
Here the main character contends with the problem hence creating the peak of interest for the readers.
d) Falling action are the events that unfold after the climax. The resulting events after the climax create an emotional
response from the reader.
e) Denouement or resolution provides closure and ties up loose ends in the story.

CONFLICT
Conflict is the struggle between opposing forces or entities. The main character encounters a conflict which may be an
adversary or any other force to contend with.
Generally, there are two types of conflict: external and internal. External conflict could be man against nature (a
mother and her child evacuating at the height of typhoon Yolanda), or man against man (a student being harassed by a bully
classmate). Internal conflict could be man against society or culture, or man against himself or herself.
Readers might find external conflict more exciting than internal conflict, but it is worthwhile to think that in real life,
people experience more of the latter than of the former.

POINT OF VIEW
Who is telling the story? How is the story told? Point of view answers these questions. There are three different types of point
of view which writers use in telling fiction.
a) First person point of view (I, me, my, we, and our)
b) Second person point of view (you and your)
c) The third person point of view (he, she, it, and they)

THEME
Theme is the underlying truth conveyed by the author through the story. Themes are usually universal which means
that they are understood by readers across cultures, eras, or nationalities. Some common themes include coming of age, circle
of life, prejudice, greed, good vs. evil, and beating the odds. Theme is different from the moral or lesson of a narrative.

E. Discussing concepts ELEMENTS OF POETRY

and practicing new
skills #2 Rhyme
This is the easiest feature to identify in a poem. If the last word in the first line of poetry rhymes with the last word in the
second line, or the third, you can easily identify a pattern. Rhyme does not depend upon spelling; it is a matter of sound, or
pronunciation.
Rhyme Scheme
When you can identify a repeating pattern of similar-sounding words at the ends of the lines, then you have a rhyme scheme.
Simply assign a letter of the alphabet (starting with A, of course) to each word at the end of a line of poetry; rhyming words
are given the same letter. Sometimes a pair of words nearly rhymes; you assign the same letter to each of these words also.
Rhythm
Rhythm (or meter) is a slightly more difficult aspect of poetry for some students. There is a natural rise and fall in our
language: we stress certain syllables and words more than others in order to emphasize meaning.
There were rules in writing poetry in the past. Poets arranged lines (also called verses) into groups called stanzas.
Poetry, even more so than the other genres of literature, employs figurative language to the best effect. Poets use literary
devices as tools to create images or vivid word pictures, for the reader.

Elements of Drama
Drama is pretty much similar in certain narrative aspects to fiction, like the presence of characters, plot, setting, conflict, and
theme. Since drama is intended for performance, it has particular elements, though, which are distinct from other genres. This
includes presentation elements like venue, costumes, set design, lighting design, and music.

F. Developing mastery KEEPING YOU IN PRACTICE!

(Leads to Formative Can you tell what narrative element is highlighted in the following excerpts?
Assessment 3)
G. Finding practical NARRATIVE ELEMENTS
applications of Read the following selection then identify the narrative elements present in the text.
concepts and skills
in daily living

H. Making generalizations Present a general statement that sums up the discussion. Encourage students to ask questions and provide opportunities for the
and abstractions about exchange of ideas.
the lesson
I. Evaluating learning
Directions: In this time of Pandemic, write ten (10) specific themes think that appeal most to the Bicolano/Filipino readers
and briefly explain why such themes are chosen. Write your answers in your notebook.

k
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
learners?

Prepared by: Checked by: Approved by:

VERNON DARREL P. DIEGO PABLITO B. MAHIPOS, JR. JESUS O. PICORRO, MAST

Special Science Teacher I Master Teacher I School Principal I