SCHOOL GRADE LEVEL

GRADES 1 TO 12
TEACHER LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER THIRD

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 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.Learning Competencies/Objectives Identify the various elements, Identify the various elements, Identify the various elements, techniques, Identify the various elements,
techniques, and literary devices in techniques, and literary devices in and literary devices in specific forms of techniques, and literary devices in
Write the LC Code for each
specific forms of poetry specific forms of poetry poetry (HUMSS_CW/MP11/12cf-6) specific forms of poetry
(HUMSS_CW/MP11/12cf-6) (HUMSS_CW/MP11/12cf-6) (HUMSS_CW/MP11/12cf-6)

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.

Conventional Forms of Poetry Conventional Forms of Poetry Experimental Forms of Poetry Experimental Forms of Poetry

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

3.Textbook Pages Creative Writing by Louyzza Maria Creative Writing by Louyzza Maria Creative Writing by Louyzza Maria Victoria Creative Writing by Louyzza Maria
Victoria H. Vasquez and Gabriela Lee, Victoria H. Vasquez and Gabriela Lee, H. Vasquez and Gabriela Lee, pp. 83-94 Victoria H. Vasquez and Gabriela
pp. 83-94 pp. 83-94 Lee, pp. 83-94
4.Additional Materials from Learning
Resources (LR) portal

B.Other Learning Resources Abrams, M. H., & Harpham, G. G. Perrine, L., & Arp, T. R. (2013). Sound http://linglithumanities.blogspot.com https://www.masterclass.com/
(2015). A Glossary of Literary Terms. and Sense: An Introduction to Poetry.
/2012/02/notes-on-philippine-poetry.html articles/tips-for-writing-better-poetry
Cengage Learning. Cengage Learning.

https://www.tagaloglang.com/tanaga-
maiikling-tula/

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 Ask the learners about the previous Ask the learners the forms of poetry that Ask the learners the forms of poetry they Ask the learners the types of poems
presenting the new lesson lesson. were discussed in the previous session. learned from the previous session. that were tackled last session.

B.Establishing a purpose for the lesson Ask the learners if they know how to Ask the learners about Filipino folk songs Ask the learners what make them
create a paper airplane. Then, they will they know. worry in writing poems.
be given bond paper that they can use
in making paper airplane.

C.Presenting examples/instances of Ask them to describe their output. The class will delve on blank verse and The class will sing Leron, Leron, Sinta.
the new lesson Connect to describing an actual plane. free verse. The class will read examples After that, ask them what lesson they can
Elucidate that the parts of the plane play such as “Mending Wall” and “The Road get it from it.
vital role in shaping the form of the Not Taken” by Robert Frost, “Bonsai” by
plane. Ask them why it is important to Edith Tiempo, and “The Doomed” by
have a form of one’s object. Mikael de Lara Co.

D.Discussing new concepts and Discuss: Discuss: Elements of Poetry Analysis: Discuss to the learners the different forms The class will study the 11 Tips in
practicing new skills #1 of Philippine poetry. Writing published by MasterClass on
Definition of Poetry:
their website.
1. Theme:
Poetry is a form of literary expression Definition: The central idea or message
that uses rhythmic and metaphorical conveyed by the poem.
language to evoke emotions, thoughts,
Analysis: Identifying the theme involves
and imagery.
understanding the poet's underlying
It often employs various literary devices purpose and the emotions or ideas
to convey complex meanings in a expressed.
condensed and artistic form.

2. Tone and Mood:

Characteristics of Poetry:
Tone: The poet's attitude towards the
subject matter.
1. Form and Structure: Poems Mood: The emotional atmosphere
can take various forms, created by the poem.
including sonnets, haikus, and
Analysis: Recognizing tone and mood
free verse. Understanding the
provides insight into the poet's
structure helps in appreciating
perspective and emotional intent.
the poet's intent.
2. Imagery: Poets use vivid
language to create mental
images, appealing to the 3. Imagery and Symbolism:
reader's senses and emotions. Imagery: Descriptive language that
3. Figurative Language: appeals to the senses.
Metaphors, similes, and
personification enhance the Symbolism: The use of symbols to
beauty and depth of poetic represent abstract ideas.
language.
Analysis: Unpacking imagery and
4. Sound and Rhythm: Poetry
symbolism unveils deeper layers of
often relies on rhyme, meter,
meaning within the poem.
and rhythm to create a musical
and memorable quality.

4. Meter and Rhyme:

Meter: The rhythmic pattern of stressed
and unstressed syllables.
Rhyme: The repetition of sounds, often
at the end of lines.
Analysis: Examining meter and rhyme
enhances understanding of the poem's
structure and contributes to its
musicality.
 5. Figurative Language:
Metaphor, Simile, Personification, etc.:
Language that goes beyond literal
meaning.
Analysis: Identifying and interpreting
figurative language reveals the poet's
creative use of words and enhances the
overall impact of the poem.

E.Discussing new concepts and Discuss the following conventional Objective: Introduce students to various
practicing new skills #2 forms of poetry: couplet, haiku, quatrain, forms of poetry and their unique
sestina. Examples will be read and characteristics.
analyzed by the class such as “Sonnet
43” by Elizabeth Barret Browning,
“Sestina” by Algernon Charles Procedure:
Swinburne, and haiku of Matsuo Basho.

a. Set up different stations around

the classroom, each focusing
on a specific type of poetry
(e.g., sonnet, haiku, free verse).
b. Provide examples of poems at
each station along with
information about the form's
structure, rhyme, and other
elements.
c. Divide students into small
groups and rotate them through
the stations, asking them to
analyze and discuss the
characteristics of each type.
d. Have each group present their
findings to the class,
emphasizing the unique
aspects of each poetic form.
F.Developing mastery Activity 1: Analyzing Imagery in a Haiku The learners will read the poem “This is The learners will read and analyze the
Just to Say” by William Carlos Williams. form of the poem “Palay” by Ildefonso
(Leads to formative assessment)
They will determine the form of the Santos.
Objective: Identify and analyze imagery poem.
in a traditional Japanese haiku.

Procedure:

a. Provide students with a classic

haiku, like Matsuo Basho's
famous "An old silent pond..."
haiku.
b. Ask students to identify and list
the images presented in the
haiku.
c. Discuss the sensory details
and emotions conveyed
through the images.
d. Have students create their own
haiku focusing on vivid imagery
and share them with the class.
e. Discuss how the imagery
contributes to the overall
impact of the haiku.

G.Finding practical/applications of Ask the learners how the conventional Ask the learners how the conventional Ask the learners how Filipino poetry can Ask the learners how writing poetry
concepts and skills in daily living forms of poetry can help them to respect forms of poetry can help them improve help them appreciate their roots as part of can help them gain confidence.
the culture and traditions of their their writing styles. the nation.
communities.

H. Making generalizations and The learners will give the qualities of the The learners will give the qualities of the The learners will give the qualities of the The learners will give their realization
abstractions about the lesson forms of poetry being discussed. forms of poetry being discussed. forms of poetry being discussed. on writing poetry.

I.Evaluating Learning Quiz: Elements and Techniques in The activity serves as the evaluation tool The learners will write a haiku poem.
Poetry for this day. The thematic concept they will
consider writing is ‘new beginnings’.
Part I: Multiple Choice (1 point each)

1. What is the main characteristic of a

Shakespearean sonnet?
a. Three quatrains and a rhymed
couplet
b. Fourteen lines with a specific rhyme
scheme
c. Free verse structure without any
rhyme
d. Haiku with a 5-7-5 syllable pattern

2. Which literary device involves the

direct comparison of two unlike things
using "like" or "as"?
a. Metaphor
b. Simile
c. Personification
d. Symbolism

3. In a haiku, how many lines does it

typically have, and what is the syllable
pattern for each line?
a. 14 lines, ABABCDCDEFEFGG
b. 3 lines, 5-7-5
c. 12 lines, ABBACDCDEFFE
d. 16 lines, ABCDABCDABCDABCD
4. What is the primary purpose of iambic
pentameter in poetry?
a. To create a rhymed structure
b. To establish a rhythmic pattern
c. To convey complex symbolism
d. To eliminate alliteration

Part II: Matching (2 points each)

Match the poetic term with its definition.

Rhyme Scheme A. The emotional

atmosphere created by a poem
Symbolism B. A repetition of consonant
sounds at the beginning of words
Meter C. The pattern of rhymes used in
a poem
Tone D. The rhythmic pattern of
stressed and unstressed syllables

Part III: Short Answer (3 points each)

Identify and explain one example of

symbolism in Walt Whitman's "O
Captain! My Captain!"
 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:
 SCHOOL GRADE LEVEL
GRADES 1 TO 12
TEACHER LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER THIRD

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 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.Learning Competencies/Objectives Identify the various elements, Identify the various elements, techniques, Identify the various elements, techniques, Identify the various elements,
techniques, and literary devices in and literary devices in specific forms of and literary devices in specific forms of techniques, and literary devices in
Write the LC Code for each
specific forms of poetry poetry (HUMSS_CW/MP11/12cf-6) poetry (HUMSS_CW/MP11/12cf-6) specific forms of poetry
(HUMSS_CW/MP11/12cf-6) (HUMSS_CW/MP11/12cf-6)

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.

Experimental Forms of Poetry Experimental Forms of Poetry Experimental Forms of Poetry Experimental Forms of Poetry

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

3.Textbook Pages

4.Additional Materials from Learning

Resources (LR) portal

B.Other Learning Resources Barthes, R. (1977). "Image-Music- https://www.masterclass.com/ Burroughs, W. S. (1959). "Naked Lunch." Perrine, L., & Arp, T. R. (2013).
Text." Hill and Wang. Grove Press. Sound and Sense: An Introduction
Cummings, E. E. (1994). "Complete articles/understanding-prose-poetry Schwitters, K. (1962). "Ursonate." Princeton to Poetry. Cengage Learning.
Poems, 1904-1962." Liveright University Press. Abrams, M. H., & Harpham, G. G.
Publishing Corporation. (2015). A Glossary of Literary
https://silverbirchpress.wordpress.com Terms. Cengage Learning.
Various poems from reputable poets
/2015/04/21/me-dinosaur-a-prose-poem-by- to be used in class.
christopher-ryan-me-as-a-child-poetry-
series/

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 Ask the learners about the previous The class will recall shape poetry. Review the learners about prose poem. Review the learners about
presenting the new lesson lesson. performance poetry.

B.Establishing a purpose for the The learners will do Trees Reimagine Ask the learners what they know about Like a Pageant Queen Activity
lesson activity. dinosaurs.

Direction: The learners will answer this

Directions: The learners need to write question asked by Boy Abunda in a
the poem “Trees” by Joyce Kilmer with pageant:
the lines shaping a tree.

When is it okay not to be okay? And when

is it okay not to be okay?

C.Presenting examples/instances of Ask the learners if they appreciate a The class will read “Me, Dinosaur” by The learners will watch the spoken word
the new lesson poem if it is written the way they wrote Christopher Ryan. There will be analysis poetry entitled I’m Okay.
it in the activity. about its content particularly its form.

D.Discussing new concepts and Class Discussion: Objective: Explore how experimental poets Objective: Explore specific forms of poetry Objective: Explore experimental
practicing new skills #1 manipulate language and typography for and identify elements and techniques forms of poetry and encourage
creative expression. unique to each. creativity in expression.
 Activities: Activities: Activities:
Begin with a discussion on students'
understanding of traditional forms of Language Play Exercises: Overview of Specific Forms: Introduction to Experimental Forms:
poetry. Explore their familiarity with
experimental or unconventional poetry. Engage students in an exercise where they Introduce various forms like sonnet, haiku,
experiment with language. Encourage the and free verse. Discuss the structure,
use of neologisms, wordplay, and rhyme scheme, and notable features of Present the concept of experimental
Lecture: Provide an overview of unconventional syntax. each form. poetry, showcasing examples of
experimental poetry, its origins, and its poets who have embraced
departure from traditional structures. unconventional forms.
Discuss key movements such as Typography Workshop: Form-specific Analysis :
Dadaism and Surrealism.
Discuss how visual presentation impacts Assign each student or group a specific Experimental Poetry Workshop:
poetry. Have students experiment with form. Provide poems representing these Guide students in creating their own
typography, spacing, and layout in their forms and ask them to analyze the experimental poems. Encourage
writing. elements and techniques unique to their them to play with structure, spacing,
assigned form. and language. Provide time for
sharing and feedback.

Discuss spoken word poetry.

E.Discussing new concepts and Analysis of Example Poems: Examine Creation and Sharing : Allow students to Gallery Walk: Reflection and Discussion:
practicing new skills #2 poems from experimental poets like E. create experimental poems using language
Create a gallery with the analyzed poems. Discuss the challenges and rewards
E. Cummings or the Dadaists. Discuss and typography. Encourage sharing and
Allow students to walk around, read, and of experimenting with form in poetry.
the use of unconventional structure, discussion of their creative choices.
discuss the different forms.
language, and themes.

F.Developing mastery Icebreaker Activity: Elements of Poetry Presentation: Activities: Activities:

(Leads to formative assessment) a. Ask students to share their a. Present a comprehensive overview Collaborative Poetry Exercise: Multimedia Poetry Showcase:
thoughts on what poetry of various elements such as
means to them. This can be rhyme, meter, imagery, symbolism, Divide students into groups and assign Show examples of multimedia
done through a quick free- and figurative language. Use each group a theme. Have them poetry, including works that
write or a class discussion. examples to illustrate each collaboratively write an experimental poem, incorporate visual art, music, or
b. Present a brief overview of element. merging different perspectives and voices. digital elements. Discuss how these
mediums enhance the poetic
poetry, covering its definition, b. Poetry Analysis Group Activity:
experience.
key characteristics, and Provide different poems to small Presentation and Discussion:
common forms. Use groups, assigning each group a
examples to illustrate different specific element to analyze. Groups present their collaborative poems, Performance Poetry Workshop:
poetic elements. Groups should present their and students discuss the challenges and
 c. Group Reading and findings to the class. creative opportunities found in collaborative
Discussion: Select a classic c. Class Discussion: Engage the and found poetry.
Introduce performance poetry and
poem and have students read class in a discussion about the
guide students in incorporating
it in small groups. Facilitate a diverse ways different elements
voice modulation, gestures, and
discussion on their initial contribute to the overall impact of a dramatic elements into their poems.
impressions and poem.
observations.
Performance and Reflection:
Students perform their experimental
poems, followed by a reflection on
the impact of multimedia and
performance on poetic expression.

G.Finding practical/applications of Ask the learners how typography or Ask the learners how prose poem can help Ask the learners how spoken word poetry
concepts and skills in daily living shape form can help them appreciate them to distinguish forms of information. can help them to be confident to speak in
art. public.

H. Making generalizations and The learners will give their takeaway in The learners will give their takeaway in the The learners will give their takeaway in the The learners will present their
abstractions about the lesson the session. session. session. outputs.

I.Evaluating Learning Informal assessment through class Written analysis of the form-specific The activity serves as the evaluation tool Peer evaluation of experimental
participation and engagement in the elements and techniques. poems based on creativity,
group discussion. adherence to experimental form,
and effectiveness in conveying a
message.

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:
 SCHOOL GRADE LEVEL
GRADES 1 TO 12
TEACHER LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER THIRD

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 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.Learning Write a short poem applying the Write a short poem applying the Write a short poem applying the various Write a short poem applying the various
Competencies/Objectives various elements and literary devices various elements and literary devices elements and literary devices exploring elements and literary devices exploring
exploring innovative techniques exploring innovative techniques innovative techniques innovative techniques
Write the LC Code for each

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.

Poetry Writing Poetry Writing Poetry Writing Poetry Writing

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

3.Textbook Pages Creative Writing by Louyzza Maria Creative Writing by Louyzza Maria Creative Writing by Louyzza Maria Victoria Creative Writing by Louyzza Maria Victoria
Victoria H. Vasquez and Gabriela Lee, Victoria H. Vasquez and Gabriela Lee, H. Vasquez and Gabriela Lee, pp. 83-94 H. Vasquez and Gabriela Lee, pp. 83-94
pp. 83-94 pp. 83-94

4.Additional Materials from Learning

Resources (LR) portal

B.Other Learning Resources Perrine, L., & Arp, T. R. (2013). Abrams, M. H., & Harpham, G. G. Collins, B. (2003). "Sailing Alone Around https://www.masterclass.com
"Sound and Sense: An Introduction to (2015). "A Glossary of Literary Terms." the Room: New and Selected Poems."
Poetry." Cengage Learning. Cengage Learning. Random House. /articles/concrete-poetry
Collins, B. (2003). "Sailing Alone Collins, B. (2003). "Sailing Alone Kooser, T. (2005). "The Poetry Home
Around the Room: New and Selected Around the Room: New and Selected Repair Manual: Practical Advice for
Poems." Random House. Poems." Random House. Beginning Poets." University of Nebraska https://www.masterclass.com/
Press.
articles/understanding-prose-poetry

https://www.languagehumanities.org/
what-is-performance-poetry.htm

https://www.masterclass.com/
articles/tips-for-writing-better-poetry

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 Ask the learners what they remember Ask the learners about the update on Ask the learners what they remember Ask the learners about updates on their
presenting the new lesson about traditional forms of poetry. their poems. about experimental forms of poetry. poems.

B.Establishing a purpose for the Ask the learners about the problems Ask the learners about the problems they
lesson they have in poetry writing. have in writing experimental forms of
poetry.

C.Presenting examples/instances of Present a video about poetry writing. Present a video about experimental poetry
the new lesson writing.

D.Discussing new concepts and Lecture: Objective: Deepen understanding of The class will have a workshop on The learners will have additional tips on
practicing new skills #1 Discuss the fundamental elements of literary devices and encourage experimental poetry writing. experimental poetry writing.
poetry, including rhyme, rhythm, experimentation.
imagery, and symbolism. Provide
examples of well-known poems that Activities:
effectively use these elements.
Literary Devices Workshop:

Focus on specific literary devices like

metaphor, simile, personification, and
alliteration. Discuss how these devices
contribute to the richness of poetic
language.

E.Discussing new concepts and Class Discussion Writing Exercise :

practicing new skills #2
Groups share their analyses, fostering Have students practice using literary
a collective understanding of the devices in their writing. Provide
application of elements and devices in prompts or ask them to choose their
poetry. themes. Encourage creativity and
experimentation.

F.Developing mastery Group Analysis: Peer Review: Students exchange their The learners will write their own The learners will continue writing their own
work, providing constructive feedback experimental poems. experimental poems
(Leads to formative assessment)
on the effective use of literary devices
Break students into small groups.
Assign each group a poem to analyze,
identifying the elements and literary
devices used.

G.Finding practical/applications of
concepts and skills in daily living

H. Making generalizations and The lesson is a creative and concise The lesson is a creative and concise The lesson is a creative and concise poetic The lesson is a creative and concise poetic
abstractions about the lesson poetic piece that utilizes a variety of poetic piece that utilizes a variety of piece that utilizes a variety of literary piece that utilizes a variety of literary
literary elements and devices while literary elements and devices while elements and devices while exploring elements and devices while exploring
exploring innovative techniques. It exploring innovative techniques. It innovative techniques. It implies an innovative techniques. It implies an
 implies an intention to experiment with implies an intention to experiment with intention to experiment with language, intention to experiment with language,
language, form, and expression within language, form, and expression within form, and expression within the constraints form, and expression within the constraints
the constraints of brevity, aiming for a the constraints of brevity, aiming for a of brevity, aiming for a unique and of brevity, aiming for a unique and
unique and impactful poetic unique and impactful poetic impactful poetic experience. impactful poetic experience.s
experience. experience.

I.Evaluating Learning

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: Checked and Noted:

 SCHOOL GRADE LEVEL
GRADES 1 TO 12
TEACHER LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER THIRD

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 fiction as a genre and are able to analyze its elements and techniques.

B.Performance Standards The learners shall be able to produce at least one striking scene for a short story.

C.Learning Competencies/Objectives Identify the various elements, Identify the various elements, Identify the various elements, techniques, Identify the various elements,
techniques, and literary devices in techniques, and literary devices in and literary devices in techniques, and literary devices in
Write the LC Code for each
various modes of fiction.
various modes of fiction. various modes of fiction. various modes of fiction.
(HUMSS_CW/MPIg-i-11)
(HUMSS_CW/MPIg-i-11) (HUMSS_CW/MPIg-i-11) (HUMSS_CW/MPIg-i-11)

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.

Introduction to Fiction Plot as an Element of Fiction Character as an Element of Fiction Point of View as an Element of
Fiction

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

3.Textbook Pages

4.Additional Materials from Learning

Resources (LR) portal

B.Other Learning Resources Abrams, M. H., & Harpham, G. G. Freytag, G. (1896). "Technique of the
(2015). "A Glossary of Literary Terms." Drama: An Exposition of Dramatic
Cengage Learning. Composition and Art." The Macmillan
Company.

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 objectives of the Review the learners about fiction. Review the learners about plot as an Review the learners about character
presenting the new lesson learning session. element of fiction. as an element of fiction.

B.Establishing a purpose for the lesson Best Story Ever Activity Arrange the events of the story of He’s/She’s a 10 But Activity Half Glass, Hall Full Activity
Goldilocks and the Three Bears.

Direction: Fill out the activity sheet by Direction: In an activity sheet, the learners The learners will give their
providing information about your favorite will write the good and bad qualities of their observations on two glasses of water.
story. favorite character in a story they read.

C.Presenting examples/instances of Bring back poetry and prose. Make Ask the learners why there is a need to Make the learners imagine a story without Ask the learners how their favorite
the new lesson comparisons. Then, introduce fiction. have an arrangement of events in the characters. stories are narrated.
Tell the learners that fiction is present in story.
multimedia.

D.Discussing new concepts and Introduction to Fiction Objective: Explore the significance of Objective: Examine the role of characters Objective: Investigate the impact of
practicing new skills #1 plot in fiction. in fiction. point of view on storytelling.
Objective: Provide an overview of fiction
and its basic components. Activities: Activities: Activities:

Activities: Lecture on Plot: Lecture on Characterization: Lecture on Point of View:

Lecture: Define plot and its components,

including exposition, rising action,
climax, falling action, and resolution. Define characterization and discuss the Define point of view and discuss first-
difference between direct and indirect person, third-person limited, and
Define fiction and discuss its purpose. characterization. omniscient perspectives.
Introduce key terms such as narrative,
storytelling, and imagination.
E.Discussing new concepts and Class Discussion: Discuss the reading, Group Discussion: Groups share their Class Discussion: Point of View Analysis Exercise:
practicing new skills #2 emphasizing how the elements of fiction analyses, emphasizing the role of plot in
Discuss the importance of well-developed
contribute to the overall narrative. building tension and creating narrative
characters in enhancing the overall
structure. Provide excerpts from different
narrative.
stories with varying points of view.
Have students analyze how the
choice of point of view affects the
narrative.

F.Developing mastery Reading Activity : Plot Analysis Exercise: Character Analysis Activity: Group Presentation:
(Leads to formative assessment) Select a short story or an excerpt from a Provide a short story or novel excerpt.
novel. Have students read and identify Ask students to identify and analyze the
elements of fiction introduced in the key plot points. Provide a short story or an excerpt. Ask Groups present their analyses,
lecture. students to identify and analyze the emphasizing the role of point of view
characters, considering their traits, in shaping the reader's experience.
motivations, and development.

G.Finding practical/applications of Ask: Ask: Ask: Ask:

concepts and skills in daily living

How can fiction make you value How can plot help you to deal with How can character as an element of fiction How can point of view as an element
experiences of different people? people around you? help you to value individual differences? of fiction help you to have empathy
for people?

H. Making generalizations and The learners will give their takeaways in The learners will summarize things The learners will state their takeaways in The learners will differentiate the
abstractions about the lesson the learning session. about plot as an element of fiction. the lesson. different categories of point of view.

I.Evaluating Learning Informal assessment through class Group discussion participation and The learners will analyze the characters of The learners will determine the point
participation and comprehension of the understanding of plot components. the story “My Father Goes to Court” of view of the story “My Father Goes
reading. to Court.

J.Additional activities for application or The learners will do the plotting of their The learners will do a characterization for The learners will determine the point
remediation own stories. their own stories. of view they will use in their own
stories.

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: Checked and Noted:

GRADES 1 TO 12 SCHOOL GRADE LEVEL

DAILY LESSON LOG TEACHER LEARNING AREA Creative Writing
 TEACHING DATES AND TIME QUARTER THIRD

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 fiction as a genre and are able to analyze its elements and techniques.
B.Performance Standards The learners shall be able to produce at least one striking scene for a short story.
C.Learning Competencies/Objectives Identify the various elements, Identify the various elements, Identify the various elements, techniques, Identify the various elements,
Write the LC Code for each techniques, and literary devices in techniques, and literary devices in and literary devices in various modes of techniques, and literary devices in
various modes of fiction. various modes of fiction. fiction. (HUMSS_CW/MPIg-i-11) various modes of fiction.
(HUMSS_CW/MPIg-i-11) (HUMSS_CW/MPIg-i-11) (HUMSS_CW/MPIg-i-11)
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.
Techniques and Literary Devices in Techniques and Literary Devices in Techniques and Literary Devices in Techniques and Literary Devices in
Various Modes of Fiction Various Modes of Fiction Various Modes of Fiction Various Modes of Fiction
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
3.Textbook Pages Fundamentals of Creative Writing by
Cecilia Manguerra Brainard, p. 78
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources Gardner, J. (1983). "The Art of Fiction: Foster, T. C. (2002). "How to Read Abrams, M. H., & Harpham, G. G. (2015). Gardner, J. (1983). "The Art of
Notes on Craft for Young Writers." Literature Like a Professor: A Lively and "A Glossary of Literary Terms." Cengage Fiction: Notes on Craft for Young
Vintage. Entertaining Guide to Reading Between Learning. Writers." Vintage.
the Lines." HarperCollins. Foster, T. C. (2002). "How to Read
Literature Like a Professor: A Lively
and Entertaining Guide to Reading
Between the Lines." HarperCollins.
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 the learners about the elements Review the learners about plot Review the learners about symbolisms. Review the learners about tone and
presenting the new lesson of fiction. techniques. mood in fiction.
B.Establishing a purpose for the lesson Going Back to the Past Activity Unraveling Cliches Activity A Line to Remember Activity I Have a Joke Activity
 Direction: Determine the past event in Direction: Write down five usual Direction: Write down the most memorable Direction: Deliver a joke to the class.
your life that you want to go back. If you storylines you read or watch on TV/ line you read from the story you read. Do it It must be wholesome.
are given a chance, how would you Internet series. in your notebook.
change that moment. Write your answer
in the activity sheet.

C.Presenting examples/instances of Tell the learners that there are Ask the learners to give two shows or Ask the learners their overall feeling on Ask the learners the funniest lines
the new lesson techniques the writers use in relaying stories having similarities. their favorite story. they read in the story.
events.
D.Discussing new concepts and Introduction to Techniques and Literary Exploring Foreshadowing and Allegory and Imagery in Fiction Discuss humor in writing.
practicing new skills #1 Devices Symbolism
Objective: Explore the use of allegory and
Objective: Provide an overview of Objective: Focus on two specific imagery as powerful narrative tools.
various techniques and literary devices techniques—foreshadowing and
used in fiction writing. symbolism—and their role in fiction. Activities:

Activities: Activities: Lecture on Allegory:

Define allegory and discuss its role in
Lecture: Lecture on Foreshadowing: conveying abstract ideas through concrete
Introduce common techniques and Define foreshadowing and discuss its symbols or characters.
literary devices such as foreshadowing, purpose in building anticipation and
symbolism, allegory, and imagery. tension in a narrative.
Discuss how each contributes to the Lecture on Symbolism:
richness of a narrative.

E.Discussing new concepts and Class Discussion: Define symbolism and discuss how Lecture on Imagery:
practicing new skills #2 Discuss the impact of these techniques authors use symbols to convey deeper Define imagery and discuss how authors
and devices on the overall reading meanings. use vivid descriptions to evoke sensory
experience. experiences for the reader.

F.Developing mastery Analysis Exercise: Foreshadowing Exercise: Allegory Analysis Exercise: The learners will read “Thank You,
(Leads to formative assessment) Provide a short story or an excerpt. Ask Provide a short story or an excerpt. Ask Provide a short story or an excerpt with Ma’am by Langston Hughes.
students to identify and analyze the use students to identify instances of allegorical elements. Ask students to
of at least three techniques or devices foreshadowing and speculate on the identify and analyze the allegorical
discussed in the lecture. potential outcomes. components.

Symbolism Analysis Exercise:

Provide another short story or an Imagery Creation Exercise:
 excerpt. Ask students to identify and Ask students to write a short passage
analyze symbolic elements within the using strong imagery, emphasizing
text. sensory details.

G.Finding practical/applications of Ask: Ask: Ask: Ask:

concepts and skills in daily living
How can the plot techniques in writing How can symbolisms help you to value How the lesson can help you to have How humor in fiction can help you
poetry can help you to value events in people? better disposition in life? handle your problems?
life?
H. Making generalizations and The learners will give their takeaways in The learners will state their takeaways in The learners will state their takeaways in The learners will state their
abstractions about the lesson the learning session. the lesson. the lesson. takeaways in the lesson.
I.Evaluating Learning The learners will identify the techniques The learners will do an analysis of their The learners will determine the
in writing the following passages favorite character. humorous parts in the story “My
according to time or pacing. Father Goes to Court”.
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: Checked and Noted:
 SCHOOL GRADE LEVEL
GRADES 1 TO 12
TEACHER LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER FOURTH

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 fiction as a genre and are able to analyze its elements and techniques.
B.Performance Standards The learners shall be able to produce at least one striking scene for a short story.
C.Learning Identify the various elements, techniques, and Identify the various elements, Identify the various elements, Identify the various elements, techniques,
Competencies/Objectives literary devices in techniques, and literary devices in techniques, and literary devices in and literary devices in various modes of
Write the LC Code for each various modes of fiction. (HUMSS_CW/MPIg- various modes of fiction. various modes of fiction. fiction. (HUMSS_CW/MPIg-i-11)
i-11) (HUMSS_CW/MPIg-i-11) (HUMSS_CW/MPIg-i-11)
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.
Setting as an Element of Fiction Theme as an Element of Fiction Voice and Dialogues as Elements of Irony as an Element of Fiction
Fiction
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
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources Burroway, J., & Stuckey-French, E. (2019). Charters, A. (1995). "The Story and Its Maass, D. (2002). "Writing the Booth, W. C. (1974). "A Rhetoric of Irony."
"Writing Fiction: A Guide to Narrative Craft." Writer: An Introduction to Short Breakout Novel." Writer's Digest University of Chicago Press.
Pearson. Fiction." Bedford Books. Books.

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 the learners about point of view as an Review the learners about setting as Review the learners about theme as Review the learners about voice and
presenting the new lesson element of fiction. an element of fiction. an element of fiction. dialogue.
B.Establishing a purpose for the One Picture, One Word Activity Ask the learners about MTRCB viewing Say the Lines Activity Ask the learners what they about their
lesson guidelines. reaction on the ending of “A Thousand
Directions: Give one word description on the Direction: Say the following lines Words”.
following pictures. Send your answers thru considering happy and sad
Mentimeter link. emotions.

a. Cemetery 1. I am alone.
2. And they lived happily ever
after.

Photo downloaded from flickr.com

b. Beach

Photo owned by the teacher.

 c. Baguio City

C.Presenting examples/instances of Ask the learners the factors of places in Rate Them Up The learners will react on Bea Ask the learners about their favorite
the new lesson crafting stories. Directions: The class will act like the Alonzo’s famous line in “A Second stories with the endings they did not
MTRCB. Classify the following shows Chance”. expect.
according to the current rating system.
They will justify their rating.

1. Spongebob Squarepants
2. Batang Quiapo
3. Ang Probinsyano
4. Eat Bulaga
5. PBA games
D.Discussing new concepts and Setting as an Element of Fiction Theme as an Element of Fiction Voice and Dialogues as Elements of Irony as an Element of Fiction
practicing new skills #1 Objective: Introduce the importance of setting Fiction
in fiction and its role in storytelling. Objective: Explore the concept of Objective: Explore different forms of irony
theme and its significance in fiction. Objective: Examine the role of voice and how they enhance the complexity of a
Activities: and dialogue in shaping characters narrative.
Lecture on Setting : Activities: and narratives.
Define setting and discuss how it contributes Activities:
to the overall atmosphere and tone of a Lecture on Theme: Activities:
narrative. Define theme and discuss how it Lecture on Irony:
represents the underlying message or Lecture on Voice and Dialogue: Define irony and discuss its various forms
central idea in a work of fiction. – verbal, situational, and dramatic.
Define narrative voice and discuss Explore how irony adds depth to
how it influences the reader's characters and plot.
engagement. Explore the use of
dialogue to reveal character traits
and advance the plot.
E.Discussing new concepts and Group Discussion: Class Discussion: Discuss how Dialogue Analysis Exercise : Class Discussion and Application:
practicing new skills #2 Groups share their analyses, exploring how different themes contribute to the Provide a short story or an excerpt. Discuss the impact of irony in storytelling.
setting influences character development and overall meaning and impact of a Ask students to analyze the Assign students to write a short scene
plot. narrative. dialogue, paying attention to its tone, incorporating irony.
style, and effectiveness.

F.Developing mastery Setting Analysis Exercise: Theme Identification Exercise: Group Role-Playing: Irony Identification Exercise:
(Leads to formative assessment) Provide a short story or an excerpt. Ask Provide excerpts from different stories. Assign characters from a short story Provide excerpts or short stories
students to identify and analyze the setting, Ask students to identify and analyze and have students create and containing instances of irony. Ask
considering its time, place, and cultural the themes present in each. perform a dialogue, focusing on students to identify and analyze the types
context. bringing out the character's voice. of irony present.

G.Finding practical/applications of Ask: Ask: Ask: Ask:

concepts and skills in daily living
How can setting as an element of fiction help How can theme help you to be vocal How can voice and dialogue in fiction How can irony help you to value life?
you to promote local tourist spots? about yourself? help you to converse with other
people?
H. Making generalizations and The learners will give their takeaways in the The learners will state their takeaways The learners will state their The learners will state their takeaways in
abstractions about the lesson learning session. in the lesson. takeaways in the lesson. the lesson.
I.Evaluating Learning The learners will determine the setting of the The learners will determine the theme The learners will determine the way The learners will determine if there are
story “Arachne”. of the story “Arachne”. dialogues are written in the story parts of the story “My Father Goes to
“Arachne”. Court” that show irony.
J.Additional activities for application The learners will think of the setting of their The learners will think of the theme of
or remediation stories. the story.
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: Checked and Noted:

SCHOOL GRADE LEVEL

GRADES 1 TO 12
TEACHER LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER FOURTH
 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 fiction as a genre and are able to analyze its elements and techniques.

B.Performance Standards The learners shall be able to produce at least one striking scene for a short story.

C.Learning Competencies/Objectives Write journal entries and other short Write journal entries and other short Write journal entries and other short Write journal entries and other short
compositions exploring key elements of compositions exploring key elements of compositions exploring key elements of compositions exploring key elements
Write the LC Code for each
fiction fiction fiction of fiction

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.

Writing Journal Entries Exploring Key Writing a short story/ flash fiction Writing a short story/ flash fiction Writing a short story/ flash fiction
Elements of Fiction

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

3.Textbook Pages

4.Additional Materials from Learning

Resources (LR) portal

B.Other Learning Resources Charters, A. (1995). "The Story and Its

Writer: An Introduction to Short Fiction."
Bedford Books.

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 the learners about the elements Review the learners about journal Review the learners about the previous
presenting the new lesson of fiction. writing. learning session.

B.Establishing a purpose for the lesson How’s Your Day? Activity Ask the learners about the problems
they are encountering during the
conceptualization of their story.
Direction: Write down the activities you
have today before we start our class.

C.Presenting examples/instances of Tell the learners that when writing Introduce writer’s block to the class.
the new lesson journal entries, they can explore
elements of fiction.

D.Discussing new concepts and Writing Journal Entries Exploring Key Writing a Short Story/Flash Fiction - Part Writing a Short Story/Flash Fiction - Part 2: Writing a Short Story/Flash Fiction -
practicing new skills #1 Elements of Fiction 1: Planning Drafting Part 3: Finalizing and Sharing
Objective: Introduce students to the key Objective: Guide students in planning Objective: Guide students through the Objective: Finalize short stories or
elements of fiction through journal their short stories or flash fiction pieces. process of drafting their short stories or flash fiction pieces and provide an
writing. flash fiction. opportunity for sharing.
Activities:
Activities: Activities: Activities:
Lecture on Story Elements:
Introduction and Discussion: Writing Session: Editing and Finalization:
Review the key elements of fiction and
Discuss the fundamental elements of discuss how they can be applied in a Allocate time for students to start writing Instruct students to review and edit
fiction—character, plot, setting, theme, short story or flash fiction. their short stories or flash fiction pieces their stories for coherence,
and point of view. Encourage students based on their outlines. consistency, and clarity.
to share their understanding and
Final Writing Session:
experiences with these elements.
Allow students to make final revisions
to their stories.
E.Discussing new concepts and Sharing and Reflection: Outline Development: Peer Review:
practicing new skills #2
Allow volunteers to share their journal Instruct students to outline their stories, Instruct students to exchange their drafts
entries with the class, fostering including major plot points, characters, with a peer for constructive feedback.
discussion and reflection on how and the setting. Provide guidelines for effective critique.
personal experiences connect with
fiction elements.

F.Developing mastery Journal Writing Session: Brainstorming Session: Revision: Sharing and Peer Feedback:
Students share their short stories or
(Leads to formative assessment) Instruct students to write journal entries Engage students in a brainstorming Encourage students to revise their drafts
flash fiction pieces with the class.
exploring personal experiences or activity to generate ideas for their based on peer feedback and their own
Encourage constructive feedback
observations related to each of the key stories. Encourage them to consider reflections.
from peers.
elements of fiction. characters, settings, and themes.

G.Finding practical/applications of Ask: Ask:

concepts and skills in daily living

How can journal entries help you to be How can story writing help you to be
an organized person? expressive?

H. Making generalizations and The learners will give their takeaways in The learners will state their takeaways in The learners will state their takeaways in The learners will state their
abstractions about the lesson the learning session. the lesson. the lesson. takeaways in the lesson.

I.Evaluating Learning Evaluation of the initial draft and feedback Evaluation based on the final version
provided during the peer review. of the short story or flash fiction piece
and the effectiveness of peer
feedback.

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: Checked and Noted:

 SCHOOL GRADE LEVEL
GRADES 1 TO 12
TEACHER LEARNING AREA Creative Writing
DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER FOURTH

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 the different orientations of creative writing.

B.Performance Standards The learners may choose from any of the following:
1. Design a group blog for poetry and fiction
2. Produce a suite of poems, a full/completed short story, or a script for a one-act play, with the option of staging
3. Create hypertext literature
C.Learning Competencies/Objectives Create an online portfolio the outputs produced: poetry, fiction, script, etc. applying ICT skills/any appropriate multimedia forms
Write the LC Code for each

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.

Writing Journal Entries Exploring Key Writing a short story/ flash fiction
Elements of Fiction

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

3.Textbook Pages

4.Additional Materials from Learning

Resources (LR) portal
B.Other Learning Resources Reynolds, G. (2015). "Presentation Zen Design: Simple Design Principles and Techniques to Enhance Your Presentations." New Riders.
Canva: [https://www.canva.com/]
Adobe Spark: [https://spark.adobe.com/

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 the learners about the elements Review the learners about elements of Continuation of the final output. Continuation of the final output.
presenting the new lesson of fiction. fiction.

B.Establishing a purpose for the lesson Tell the learners the instruction about the
quiz.

C.Presenting examples/instances of .
the new lesson

D.Discussing new concepts and Introduction to Online Portfolios and Online Portfolio Building and Showcase
practicing new skills #1 Multimedia Skills
Objective: Introduce the concept of
Objective: Guide students in building
online portfolios and the application of
their online portfolios and showcasing
multimedia skills.
their multimedia-enhanced works.
Activities:
Lecture:
Activities:
Define the purpose and benefits of
creating an online portfolio. Discuss the
importance of multimedia elements in Workshop on Online Portfolio Platforms:
enhancing the presentation. Provide a step-by-step guide on how to
set up an online portfolio using the
chosen platform. Address technical
aspects and customization options.

E.Discussing new concepts and Discussion: Engage in a discussion on

practicing new skills #2 the potential multimedia elements that
can be incorporated into an online
 portfolio (e.g., images, videos, audio
clips).

F.Developing mastery Exploration of Online Platforms: Portfolio Creation Session: Students Portfolio Creation Session: Students work Portfolio Creation Session: Students
Introduce popular online portfolio work on building their online portfolios, on building their online portfolios, work on building their online
(Leads to formative assessment)
platforms (e.g., WordPress, Behance, or incorporating the multimedia-enhanced incorporating the multimedia-enhanced portfolios, incorporating the
personal websites) and explore their poetry, fiction, and scripts. poetry, fiction, and scripts. multimedia-enhanced poetry, fiction,
features. and scripts.

G.Finding practical/applications of Ask:

concepts and skills in daily living
How can technology affect your writing
skills?

H. Making generalizations and The learners will give their takeaways in

abstractions about the lesson the learning session.

I.Evaluating Learning The learners will have their quiz.

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: Checked and Noted: