* Name of School: NORTHEASTERN COLLEGE Grade Level: 12
DAILY LESSON
LOG Name of Teacher: LOUELLA JASMIN G. LAZARO Learning Area: CREATIVE WRITING
Teaching Dates and MWF – 1-2 PM Quarter: 1st QUARTER – 5TH WEEK
Time:
Session 10 Session 11 Session 12
I. OBJECTIVES
A. Content Standard The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
B. Performance Standards The learners shall be able to produce a short, well-crafted poem.
C. Objectives/ Learning The learners… The learners… The learners…
Competencies
Identify the various Identify the various elements, Identify the various
elements, techniques and techniques and literary devices elements, techniques and
literary devices in poetry. in poetry. literary devices in poetry.
(HUMSS_CW/MP11/12c-f- (HUMSS_CW/MP11/12c-f-6) (HUMSS_CW/MP11/12c-f-
6) 6)
Determine specific forms and
Determine specific forms conventions of poetry. Determine specific forms
and conventions of poetry. (HUMSS_CW/MP11/12c-f-7) and conventions of poetry.
(HUMSS_CW/MP11/12c-f- (HUMSS_CW/MP11/12c-f-
7) 7)
II. CONTENT Reading and Writing Poetry Reading and Writing Poetry Reading and Writing Poetry
Elements and Specific Elements and Specific forms Elements and Specific
forms Conventional forms forms
Conventional forms (exemplar: short Tagalog Conventional forms
(exemplar: short Tagalog poems like Tanaga and (exemplar: short Tagalog
poems like Tanaga and diona; haiku; sonnet) poems like Tanaga and
diona; haiku; sonnet) - Rhyme and meter diona; haiku; sonnet)
- Rhyme and meter - Metaphor - Rhyme and meter
- Metaphor Free Verse - Metaphor
Free Verse - the line and line break Free Verse
- the line and line break - enjambments - the line and line break
- enjambments - metaphor - enjambments
- metaphor - metaphor
III. LEARNING
RESOURCES
A. References
1. TG/pages
2. LM/pages
3. Textbooks/pages
4. Additional from
LRMDS portal
A. Other Learning
Resources
IV. PROCEDURES
A. Motivation/Reviewing “Describe me Activity” Review the previous lesson Review the previous lesson
previous lesson or
presenting the new The teacher presents the poem
lesson “The Paradise Lost” by John Milton
Directions: With a group, describe
the poem given based on form.
What is the form of the poetry
presented?
B. Establishing purpose of Present a video clip about the poem “Fix Me I’m Broken” activity “Guess that Word” Activity
the lesson “Trojan War” as an example.
The teacher will present jumbled Direction: the students will read the
1. What are the things you letters and the students will answer words aloud and correctly to
observed in the video clips? and say something base on their perceive what the words really are
2. What is the form of the understanding. and guess the story title.
poem presented?
1. Vail Liah Neil (Villanelle)
2. Says tine Ahh (Sestina)
3. Ball adds (Ballad)
C. Presenting One of the most famous sonnet is
examples/instances of "ALPHABERS" activity Sonnet 18 by William Shakespeare. Present the poem “Do Not Go
the new lesson Gentle into That Good Night” by
(The teacher present series of An example of Haiku is _______by Dylan Thomas. As an example of
number) Matsuo Basho. villanelle
Turn the numbers into letter to
identify the words given.
Provide other examples about the Provide other examples about the
1. 5-16-9-3 (Epic) different poetic forms different poetic forms
2. 16-1-14-20-15-21-13
(Pantoum)
3. 18-15-14-4-5-1-21
(Rondeau)
D. Discussing new Discuss poetry/poetic forms and Discuss poetry/poetic forms and their Discuss poetry/poetic forms and
concepts and practicing their characteristics characteristics their characteristics
new skills #1
A. Epic
B. Pantoum A. Sonnet A. Villanelle
C. Rondeau B. Tanka B. Sestina
C. Haiku C. Ballad
Group Activity
Group Activity Group Activity
Direction: in the mind map
presented, write the characteristics Direction: in the mind map presented, Direction: in the mind map
of the three poetic forms. Write it in write the characteristics of the three presented, write the characteristics
a 1 whole sheet of paper and poetic forms. Write it in a 1 whole of the three poetic forms. Write it in
present your outputs. sheet of paper and present your a 1 whole sheet of paper and
outputs. present your outputs.
A. Discussing new
concepts and practicing
new skills #2
A. Developing Mastery Do the true or false test about Do the true or false test about poetry Do the true or false test about
(Leads to Formative poetry forms and characteristics of forms and characteristics of each poetry forms and characteristics of
Assessment) each forms. forms. each forms.
B. Finding practical
applications of
concepts and skills in
daily living.
C. Making generalizations Base on the discussion, Ask questions: Ask questions:
and abstractions about 1. What is the difference 1. What do you call a poetic 1. In the poetry form sestina,
the lesson. between pantoum and forms with five unrhymed can the six words at the
rondeau? lines of 5, 7,5,7,7 syllables? ends of line in the first
2. What are the characteristics 2. The learner will differentiate stanza be repeated in a
of epic? the three poetic forms shifting order? Why?
3. Which form do you think the presented. 2. What are the characteristic
hardest to write? Why? 3. Which form do you think the of the three poetic forms
hardest to write? Why? presented?
4. What did you learn? 3. Which form do you think the
hardest to write? Why?
D. Evaluation/Assessment Group activity. (3 groups) Group activity. (3 groups) Group activity. (3 groups)
The learners will pick a poetic forms The learners will pick a poetic forms The learners will pick a poetic forms
that they will make from the box. that they will make from the box. Write that they will make from the box.
Write in a ½ sheet of paper and in a ½ sheet of paper and present Write in a ½ sheet of paper and
present your outputs in front your outputs in front present your outputs in front
Prepared by: Checked by: Noted by:
LOUELLA JASMIN G. LAZARO, LPT DIONIBELTON C. VILORIA, BSBA DONICIO D. VILLORIA, Ed.D.
INSTRUCTOR ABMCOORDINATOR PRINCIPAL
