SCHOOL BONGABONG NATIONAL HIGH SCHOOL GRADE LEVEL 11- VALIANT

GRADES 1 TO 12
TEACHER CHERRY LYN ABRENICA PON-AN LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER 2/ Week 1

SESSION 1 SESSION 2 SESSION 3 SESSION 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 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-
Write the LC Code for each drama (HUMSS_CW/MPIj-IIc-15) drama (HUMSS_CW/MPIj-IIc-15) drama (HUMSS_CW/MPIj-IIc-15)
15)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

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 List the materials to be used in different days. Varied sources of materials sustain children’s 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 Guides/Pages

2.Learner’s Materials Pages SLM,

3.Textbook Pages

4.Additional Materials from SLM, Power point presentation

Learning Resources (LR) portal

B.Other Learning Resources Educational videos

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 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 You’re So Dramatic Activity Ask the learners what are the Ask the learners what they think Heartily Conversations Activity
of the new lesson sources or reasons why families or about Italy.
family members are not on good
Direction: The learners will state terms? Direction: The learners will give
their idea about the statement, their reactions on the lines of
“You’re so dramatic”. Then, they conversations between Romeo
will give a situation where they are and Juliet.
called using that statement.

D.Discussing new concepts and Discuss the origin of drama. Discuss plot as an element of Discuss character as an element of Discuss point of view as an
practicing new skills #1 drama. 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 The learners will identify the
type test about drama. the drama, “Romeo and Juliet” by of some of the characters in the point of view present in the
(Leads to formative assessment) William Shakespeare. Then, they drama, “Romeo and Juliet”. drama, “Romeo and Juliet”.
will 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 the forms of drama help How can plot of a drama help you to How can characters and settings as How can point of view and
you to handle problems in your life? amend relationships with your elements help you to be respectful to dialogue help you to converse
family? the places you are planning to visit? with 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 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 so when you meet them, you can ask relevant questions.

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:

CHERRY LYN ABRENICA PON-AN

Subject Teacher

Checked by:

ELNA G. MENTANG
School Head

GRADES 1 TO 12 SCHOOL BONGABONG NATIONAL HIGH SCHOOL GRADE LEVEL 11- VALIANT

TEACHER CHERRY LYN ABRENICA PON-AN LEARNING AREA Creative Writing

DAILY LESSON LOG TEACHING DATES AND TIME QUARTER 2/ Week 1

SESSION 1 SESSION 2 SESSION 3 SESSION 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 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-
Write the LC Code for each drama (HUMSS_CW/MPIj-IIc-15) drama (HUMSS_CW/MPIj-IIc-15) drama (HUMSS_CW/MPIj-IIc-15)
15)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

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 List the materials to be used in different days. Varied sources of materials sustain children’s 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 Guides/Pages

2.Learner’s Materials Pages SLM,

3.Textbook Pages

4.Additional Materials from SLM, Power point presentation

Learning Resources (LR) portal

B.Other Learning Resources Educational videos

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 Review about the previous lessons.

presenting the new lesson

State the learning competency and

objectives to be attained in the
session.

B.Establishing a purpose for the The learners will accomplish a

lesson semantic web about ‘drama’

C.Presenting examples/instances The teacher will present a drama

of the new lesson clip and students will guess or
identify its name.

D.Discussing new concepts and Discuss the origin of drama. .

practicing new skills #1

E.Discussing new concepts and Discuss the forms of drama, types,

practicing new skills #2 techniques and elements.

The teacher will ask questions

based from the video presentation
that explained about drama, its
elements, techniques, and types.

F.Developing mastery The learners will answer a matching

type test about drama.
(Leads to formative assessment)

G.Finding practical/applications of Ask:

concepts and skills in daily living
How can the forms, elements,
techniques of drama help you to
handle problems in your life?

How can plot of a drama help you

to amend relationships with your
family, friends, classmates?

H. Making generalizations and The learners will state their learning

abstractions about the lesson takeaways.

I.Evaluating Learning The learners will determine the

conflict existing in “Romeo and
Juliet”.

J.Additional activities for Direction: The learners will write

application or remediation how Romeo and Juliet view their
lives on a piece of paper. Then, they
will paste them on printed pictures
of shoes.

Heartily Conversations Activity

Direction: The learners will give

their reactions on the lines of
conversations between Romeo and
Juliet.

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 so when you meet them, you can ask relevant questions.
Prepared by:

CHERRY LYN ABRENICA PON-AN

Subject Teacher

Checked by:

ELNA G. MENTANG
School Head