Grade

Maronquillo National High School 12 - HUMMS

School: Level:
Learning
Ms. Joan E. Mina Creative Non- Fiction
Teacher: Area:
GRADE 12 Teaching
DAILY LESSON PLAN Mon/Tues: 1:00pm – 2:00pm
Dates
Thurs : 7:30am – 8:30am Quarter: 1st Quarter
and
Fri : 10:00am – 11:00am
Time:

TUESDAY
I. OBJECTIVES
A. Content Standard The learner understands the literary conventions that govern the different genres. (e.g.,
narrative convention of fiction, etc.)
B. Performance Standard The learner clearly and coherently uses a chosen element conventionally identified with a
genre for a written output
C. Learning Competencies / Learning Objectives:
Objectives Students will be able to:
 Compare and contrast how the elements are used in the different genres
(HUMSS_CNF11/12-Ia-2).
 analyze and interpret the theme and techniques used in a particular text
(HUMSS_CNF11/12-Ia-3).
II. CONTENT Literary Conventions/Elements - Fiction and Drama
III. LEARNING RESOURCES
A. References Creative Non-Fiction Module II
1. Teacher’s Guide pages
2. Learner’s Materials
pp. 3-12
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning Resources https://literaryterms.net/
https://pressbooks.pub/compositionforcommodores/chapter/23-6/
IV. PROCEDURES
Teacher’s Activity Student’s Activity
Preliminaries
 Prayer (The teacher call someone to the class to (The student leads the prayer.)
lead the prayer.)

 Greetings Good afternoon, HUMMS – 12! Good afternoon, Ma’am!

How’s your day? (The answer of the students may vary.)
Good to hear that all of you are fine today.

 Checking of Group leaders, is there anyone absent in you

Attendance class? (The leaders will report their attendance.)

 Orderliness Kindly arrange your chair before you seat.

Sit straight and eyes in the board. (The student follows the teacher instructions.)
B. Establishing a purpose for (The teacher asks the students about their
the lesson takeaways from the previous lesson.)
C. Presenting The teacher will post a question –
Examples/Instances of new What makes a work fiction? Or drama? Or
lesson poetry? What delineates one genre (The students answer may vary.)
from the other?

Thank you for your awesome answers!

Before we start our lesson, let us have a
game first. Let us call this game – “GUESS
THE WORD”. I will present a definition of
this word and each group will identify it and
will have 5-second to answer. Do you
understand, class?

(The teacher will present the PowerPoint for

the “GUESS THE WORD” activity?
D. Discussing new concepts Based on the words that you have guessed; Ma’am, our topic for today based on the
and practicing new skills #1 do you have any idea about our topic today? words that we guessed is about the elements
(The teacher call someone in the class to of the literature.
recite.)

Good job!
E. Discussing new concepts For us to analyze literature we need to have
and practicing new skills #2 a grasp of a basic literary conventions.

What are literary conventions?

Literary conventions are the features of a
literary work that define its genre. These
elements can be tropes, arcs, clichés, or (The answer of the students may vary.)
certain devices that help distinguish how
your audience will classify your literary text.
It is an element of a genre that a novel,
poem, short story, or other literary work
uses that helps readers understand the
genre it's in.

(The students listen attentively.)

Today, we will discuss the basic elements or
conventions that sometimes we ignored
when we read critically. These are plot,
character, setting, and theme.

Let’s define and discuss these elements one

by one. Let us start with the plot.

What is plot? The plot is the series of events in the story,

Precisely!
Plot is the main sequence of events that
make up the story.
(The answer of the students may vary.)
What particular plot structure is used by
most of the writers?
(The teacher will call someone to the class Freytag’s Pyramid.
to answer.)

Freytag’s Pyramid is named after the

German playwright of the 1800s,
Gustav Freytag.

What are the five-part plot structure of

Freytag’s Pyramid?

(The teacher will call someone to the class These are exposition, rising action, climax,
to answer.) falling action, and denouement, also known as
resolution.
(The teacher will present a PowerPoint
presentation to the class for the details of (The students share their ideas about five-part
the five-part plot structure of Freytag’s plot structure of Freytag’s Pyramid.)
Pyramid.)

(The teacher will check for understanding

from time-to-time during the discussion if
concepts defined are understood and if
there are any questions. In addition, the
teacher will also call each student for
participation.)

When analyzing the plot of fiction or drama

we need to consider these questions:

 What are the most important

events?
 How is the plot structured? Is it
linear, chronological or does it
move back and forth?
 Are there turning points, a climax
and/or an anticlimax?
 Is the plot believable?

Do you understand how to use the plot to Yes Ma’am

understand a certain literary literature?

Is there any clarifications or questions about None Ma’am.

plot?

Okay, let us process with the

characterization or character.

What are the two main types of character? The two main types of character are the
(The teacher will call someone to answer the protagonist and antagonist.
question.)

What is the role of the protagonist and

antagonist in the story? The protagonist is the main character of the
(The teacher will call someone to answer the story.
question.)

What about the role of antagonist?

(The teacher will call someone to answer the The role of the antagonist is the one who
question.) causes dilemma to the protagonist.

(The teacher will present a PowerPoint

presentation to the class for further
information about character.)

(The teacher will check for understanding

from time-to-time during the discussion if
concepts defined are understood and if
there are any questions. In addition, the
teacher will also call each student for
participation.)

When analyzing the

characterization/character in drama or
literature. we need to consider these
questions:
 Who is the main character?
 Are the main character and other
characters described through
dialogue – by the way they speak
(dialect or slang for instance)?
 Has the author described the
characters by physical appearance,
thoughts and feelings, and
interaction (the way they act
towards others)?
 Are they static/flat characters who
do not change?
 Are they dynamic/round characters
who DO change?
 What type of characters are they?
What qualities stand out? Are they
stereotypes?
 Are the characters believable?

Any questions about character class? None so far ma’am.

Do you understand clearly how to analyze Yes Ma’am.
the characters in a fiction?

Let us now discuss the setting.

What is setting in a story or fiction? (The answer of the students may vary.)
(The teacher will call someone to the class Setting is the time and place of the story.
to answer.)
Good job! Setting is where (physical setting)
and when (chronological setting) the story
takes place. It usually introduced during the
exposition same as the characters. The
setting may also include the environment of
the story, which can be made up of the
physical location, climate, weather, or social
and cultural surroundings.
(The teacher will present a PowerPoint
presentation to the class to add some details (The students listen attentively and participate
about setting.) during the discussion.)

Ask yourself the following questions when

analyzing the settings of a drama or fiction:

 What aspects make up the setting?

Consider geography, weather, time
of day, social conditions, etc.
 What role does setting play in the
story? Is it an important part of the
plot or theme? Or is it just a (The students listen attentively.)
backdrop against which the action
takes place?
Study the time period, which is also part of
the setting, and ask yourself the following:
 When was the story written?
 Does it take place in the present,
the past, or the future?
 How does the time period affect
the language, atmosphere or social
circumstances of the short story?

Any questions about setting?

Do you understand it clearly? None Ma’am.
Yes Ma’am.
Let’s move on.
What are your ideas or thought about
conflict?
(The teacher will call someone to the class It is a struggle between opposing forces. There
to answer.) are two types of conflict external and internal
conflict.

Great ideas! What is the difference between

internal and external conflict? External conflict could be man against nature
(The teacher will call someone to the class and man against man. While internal conflict
to answer.) could be man against society or culture, or
man against himself or herself.
Precisely!
The most common kinds of conflict are:
 Man versus Self (internal)
 Man versus Nature (external)
 Man versus Man (external)
 Man versus Society (external)

Can you give me an example of external

conflict?
(The teacher will call someone to the class
to answer.) (The answer of the students may vary.)

Rely on the following questions when

analyzing a conflict in a drama or fiction:
 How would you describe the main
conflict?
 Is it internal where the character
suffers inwardly?
 Is it external caused by the
surroundings or environment the
main character finds
himself/herself in?
Any questions about setting?
Do you understand it clearly? None Ma’am.
Yes Ma’am.
Let us proceed to the last two elements
which are the point of view/narrator and
theme.

A story can be told from the point of view of

a character or a narrator. Anyone who want
to share their thoughts or ideas about point
of view/narrator?
(The teacher will call someone to the class The narrator is the person telling the story.
to answer.) And point of view is the perspective from
which the story is told.

Precisely!
Point of view is the narrator’s way of telling
the story.
(The teacher will present a PowerPoint to
add some details about point of view.)

The following questions will guide us on how

to analyze the point of view of a drama or
fiction:
 Who is the narrator or speaker in
the story?
 Is the narrator the main character?
 Does the author speak through one
of the characters?
 Is the story written in the first
person “I” point of view?
 Is the story written in a detached
third person “he/she” point of
view?
 Is the story written in an “all-
knowing” 3rd person who can
reveal what all the characters are
thinking and doing at all times and
in all places?
 Or is the story told through a
narrator with limited omniscience,
who can see into the minds and
motives of only a few characters (or
even a single character)?

(The teacher will check for understanding

from time-to-time during the discussion if
concepts defined are understood and if
there are any questions. In addition, the
teacher will also call each student for
participation.)

Let us discuss the last elements which is the

theme.

Anyone in the class who can share his/her

thoughts about his/her understanding about The theme is the main idea, lesson, or
theme? message in the literary work.

Good job!
Theme is the underlying truth conveyed by
the author through the story.

(The teacher will present a PowerPoint

presentation to add some details about
theme.)

(The teacher asks the students a book or

movie that they have watches and shared
the theme of it in the class.)
The following questions will guide us on how
to analyze the theme of a drama or fiction:
 In a few words, what would you say
the story is about? Often, the
answer gives you clues to the
story’s possible themes.
 How does the theme shine through
in the story?
 Are any elements repeated that
may suggest a theme?
 What other themes are there?

Do you have any questions or clarifications

about our lesson? None so far, Ma’am.
Do you understand the lesson we tackled
today? Yes Ma’am!
Are you sure? Yes Ma’am.
F. Developing mastery Open Ended Questions: Answer the
(Leads to Formative following questions in complete sentences:
Assessment)
1. Compare and contrast how
characterization is achieved in
drama versus fiction. Provide
specific examples for each.
2. Explain how the element of time is
handled differently in drama and
fiction. How does this affect the
storytelling in each form?
3. Analyze a theme that is common in
both drama and fiction (e.g., love,
betrayal, ambition). How might the
presentation of this theme differ
between the two forms?

Any questions or clarification about the

None so far, Ma’am.
activity?

The student will be evaluated by the

criteria below:
Clarity – 5
Ideas – 5
Understanding - 5
G. Finding practical
The teacher will call student to share his/her
applications of concepts and (The students share their answer to the class.)
answer to the class.
skills in daily living
H. Making generalizations and From the lesson that we’ve (The students will share their learnings to the
abstractions about the lesson discussed what have you learn? class.)
I. Evaluating Learning The teacher will grade the students
(The students will submit their output.)
based on the criteria of their activity.
J. Additional activities for
application and remediation
V. Remarks
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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 this work?
F. What difficulties did I
encountered 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: Noted:

JOAN E. MINA MIRASOL G. GAMMAD ODETTE V. ESPIRIDION, PhD

SHS TEACHER I SHS FOCAL PERSON School Principal II