GRADE 11 School Salapungan National High School Grade Level 12
DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area Creative Non Fiction
Teaching Dates and Time Quarter First
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards The learner understands the literary conventions that govern the different The learner understands the delineation between creative and the nonfictional
genres. (e.g., narrative convention of fiction, etc.) elements of creative nonfictional text.
B. Performance Standards The learner clearly and coherently uses a chosen element conventionally The learner clearly and coherently uses multiple elements conventionally
identified with a genre for a written output identified with a genre for a written output
The learner… The learner… The learner…
C. Learning Competencies / Objectives
1. Identify dominant literary conventions of a particular genre 1. Do a cloze reading of creative 1. Analyze and interpret
Write the LC code for each HUMSS_CNF11/12-Ia-1 nonfictional texts factual/nonfictional aspects in the
2. Compare and contrast how the elements are used in the different HUMSS_CNF11/12-Ie-f-8 texts HUMSS_CNF11/12-Ie-f-10
genres HUMSS_CNF11/12-Ia-2 2. Identify the fictional elements 2. Evaluate the relationship of
in the texts HUMSS_CNF11/12- creative and nonfictional elements
I-e-f-9 1. of the texts HUMSS_CNF11/12-Ie-
f-11
Creative Nonfiction Creative Nonfiction
Creative Nonfiction
A. Introduction to Literary Genres B. Principles, Elements, Techniques, and Devices of Creative Nonfiction
A. Introduction to Literary Genres
II. CONTENT 1. Understanding Conventions of 1. Using Elements of Creative Nonfiction
1. Understanding Conventions of
Traditional Genres a. Plot
Traditional Genres
a. Fiction
c. Poetry
b. Drama
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Telling the Truth- The Art of Telling the Truth- The Art of Telling the Truth- The Art of Telling the Truth- The Art of
Creative Nonfiction for Senior Creative Nonfiction for Senior Creative Nonfiction for Senior High Creative Nonfiction for Senior High
High School by Aguila, et.el., pp 4- High School by Aguila, et.el., pp School by Aguila, et.el., pp 18-25 School by Aguila, et.el., pp 26-33
7 10-14
IV. PROCEDURES
(2 minutes) (5 minutes) (Music) (5 minutes) ( 5 minutes)
1. Recall the difference between 1. Introductory Activity: Just Sing 1. Introductory Activity: An Epic 1. Review of the previous lesson.
drama and fiction. it! Throwback 2. Pass the Ball. Pass around a ball to
- What is your favorite song? a. List down three of the most the students while playing happy
A. Reviewing previous lesson or presenting
the new lesson - Sing a few lines of it memorable events in your life. song. When the music stops, the
- Why do you love that song? b. Provide the important details by student who has the ball will be
filling in the table on page 18. asked a question about plot.
2. Relate the activity to the next lesson.
(5 minutes) (2 minutes) (3 minutes) Tell the students that they will be doing
Introductory Activity: Patch a Story 1. Relate the activity to poetry. 1. Recall what PLOT is. a deeper processing of the CNF text.
1. Recall the story of Tungkung
B. Establishing a purpose for the lesson
Langit and Alunsina.by calling
one student to tell the first
event, then another student to
tell the second event, and so
on.
(3 minutes) (3 minutes) (7 minutes) (5 minutes)
1. Differentiate the plot of a Give the copy of the anecdote read
1. Present a paragraph from the 1. Present a lyrics of a song. creative nonfiction piece to a previously. Recall the contents by
myth, the part where 2. How is this similar to poetry? plot of a fiction. Use a diagram
asking the students about the details of
1. Presenting Examples / instances of the Alunsina and Tungkung 3. Can you consider this song a the anecdote.
to organize your answer.
new Lesson Langit had a quarrel. poem?
4. Why or why not?
(.20 minutes) (10 minutes) (Literacy) (15 minutes) (10 minutes)
1. Make groups with 5 1. Discuss the characteristics of 1. Discuss the different ways on how a Process the article by asking:
members each. poetry. to begin a CNF article. Illustrate the a. How did the article begin? What
2. Rewrite the excerpt by using
2. Recall the types, elements and ways by presenting the examples. technique did the writer used in
dialogue. Do this for fifteen
minutes. conventions of poetry. 2. Discuss the ways on how to end a his beginning?
3. Peer edit each other’s draft 3. Read the sample poetry and CNF article. b. How did he end his article?
2. Discussing new concepts and
practicing new skills #1 based on the following: discuss the questions that follow c. What can you say about the
a. Clarity of dialogue (p.13). title?
b. Appropriateness of d. What can you say about the flow
dialogue of the narrative? The sequencing
c. Dramatic content of of events?
dialogue e. Does the essay read like fiction?
d. Realistic content of
Explain your answer.
dialogue
f. What are the factual details
presented in the article?
g. What are the fictional elements
in the article?
h. How did the writer use the
interplay of these fictional
elements and nonfictional
details?
i. What was its impact on the
article? To you as a reader?
3. Discussing new concepts and
practicing new skills #2
4. Developing Mastery (10 minutes) (20 minutes) (10 minutes) (LITERACY/READING) (15 minutes) (literacy/reading)
(Leads to formative assessment # 3)
1. Present an example of anecdote. 1. Distribute another copy of an
Revise the draft of the dialogue based I am Have the students read it quietly. anecdote.
on the observation and comments 2. Process the article by asking: 2. Give the students five minutes
made by your partner group. 3. Write a 4-line stanza poem using
a. What is the anecdote all about? to read the piece.
the title, I Am. In this short poem,
b. What first come into your mind 3. THINKPAIRSHARE
write about your thoughts on
when you read the title? Using the questions in the
yourself- your characters, fears, c. How did the writer begin his discussion as a guide, discuss
virtues, dreams and aspirations. text? How did he end it? the anecdote with your
4. After writing your poem, have it seatmate.
edited by any of your
peers/classmates based on the
clear use of imagery and figurative
language, creative presentation of
idea, use of persona, sound,
spelling and grammar.
5. Revise your draft based on the
observation of your partner.
5. Finding practical applications of (15 minutes) (Literacy) (2 minutes) (5 MINUTES) (5 MINUTES)
concepts and skills in daily living
1. Select among the class pairs If you will be writing a story of your Recall a significant experience you
of students who would What have you realized about life, how will you organize the plot had lately. Jot down its details on a
present a dramatic reading yourself after reading the poem? based on what you have learned piece of paper. What significant
of their dialogue. today? learning did you gain from that
experience?
6. Making generalizations and What element/s clearly define drama (3 minutes) (2 minutes) (3 minutes)
abstractions about the lesson
compared with other genres? What is the importance of an Sum up the lesson by highlighting the
How is poetry similar or different organized plot? important points.
from drama and fiction?
7. Evaluating learning Evaluation: The revised version will The poem will serve as the students’ (10 minutes) Writing an Anecdote
be submitted and will serve as output. Evaluation: Ask them to do the writing a. Using the details you have
output. exercise on page 32. written in the preliminary
activity (An Epic Throwback)
and the learning that you gained
from the discussion and analysis
on plot, write your own anecdote
(200-300 words only).
b. Be sure to employ creative
writing techniques as you
present factual information in
your article.
c. Employ any of the ways on how
to begin and end a CNF article.
d. Give it an interesting title.
8.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% on the formative
assessment
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 work 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 teacher?
Prepared by: Noted by:
MA. AIZA SP. SANTOS TERESITA L. GATBONTON
SHS Teacher III Principal
