School: BASEY NATIONAL HIGH SCHOOL Grade Level: 12-HUMSS

DAILY LESSON LOG Teacher: ERIC L. ABIA Learning Area: Creative Writing
Teaching Dates and Time: June 16-20, 2025 Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

June 16, 2025 June 17, 2025 June 18, 2025 June 19, 2025 June 20, 2025

7:30-8:30 AM – HUMSS 2C RM 02 HUMSS Bldg. 7:30-8:30 AM – HUMSS 2C RM 02 HUMSS Bldg. 7:30-8:30 AM – HUMSS 2C RM 02 HUMSS Bldg. 7:30-8:30 AM – HUMSS 2C RM 02 HUMSS Bldg. (HGP/Catch Up Friday)
3:00-4:00 PM – HUMSS 2B RM 02 HUMSS Bldg. 3:00-4:00 PM – HUMSS 2B RM 02 HUMSS Bldg. 3:00-4:00 PM – HUMSS 2B RM 02 HUMSS Bldg. June 20, 2025
3:00-4:00 PM – HUMSS 2B RM 02 HUMSS Bldg. 1:00-2:00 PM – HUMSS 2A RM 02 HUMSS Bldg.
1:00-2:00 PM – HUMSS 2A RM 02 HUMSS Bldg. 1:00-2:00 PM – HUMSS 2A RM 02 HUMSS Bldg. 1:00-2:00 PM – HUMSS 2A RM 02 HUMSS Bldg.
OBJECTIVES 7:30-8:30 AM – HUMMS 2C
RM 1-085 HUMSS Bldg.

*Preparation of Lesson Plans

for next week recitation of
lessons and other relative
tasks.

A. Content Standard Poetry as a genre and how to analyze its elements and techniques
B. Performance Standard Produce a short, well-crafted poem.
C. Learning Competency/Objectives Write a short poem applying the various elements and literary devices exploring innovative techniques-HUMSS_CW/MP11/12c-f-6
Write the LC code for each. Determine specific forms and conventions of poetry - HUMSS_CW/MP11/12c-f-7
II. CONTENT Poetry as a genre and how to analyze its elements and techniques.
LEARNING RESOURCES Book, Modules and Compendium, Laptop, LED TV and Powerpoint Presentation
A. References Modules in Creative Writing, pages 6-11
CG in Creative Writing page 3 and Creative Writing – K to 12 Basic Education Curriculum Senior High School – Academic for Grades 11/12 Ernesto Thaddeus M.
1. Teacher’s Guide pages Solmerano, Miel Kristian B. Ondevilla and et. Al- CREATIVE WRITING – Grade 12 Alternative Delivery Mode Quarter 1 – Module 2: Write a Short Poem Applying the
Various Elements and Literary Devices Exploring Innovative Techniques First Edition, 2020
2. Learner’s Material pages Chapter 5 Reading and Writing Drama: Funding the Shakespeare in You pp. 253-279
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
www.slideshare.com
B. Other Learning Resource A power point presentation creative
writing.
III. PROCEDURES
The teacher will ask the learners about The learners will recap the last The learners will have a short The learners will recall the
A. Reviewing previous lesson the previous lesson. lesson they had taken last recap regarding the last activities they have done last
or presenting the new lesson time. topic. time.
The teacher will give a short activity to The teacher will ask the learners The teacher will ask the learners The teacher will ask the -
the learners. to read each sample of writing to make a list of the uses they learners to
Direction: Analyze the poem “Stopping output and identify its type. have made of writing outside school get something from the box
by Woods on a Snowy Evening” by last week. and to
B. Establishing a purpose for the
Robert Frost and identify the literary describe what, how, or why
lesson
techniques by determining the rhyme they feel
scheme and figurative language used. such towards it.
Copy and answer this activity on your
notebook.
C. Presenting examples/ The teacher will ask the learners to The teacher will divide the The teacher will ask the learners The teacher will ask the
 check what they have written learners into five groups and will to make a second list of the uses learners to
considering the grammar rules and let them have a draw lots on they have made of writing in school write a paragraph describing
instances of the new lesson structures of sentences and rewrite it what specific type of writing they during the same period given to them an
once more in clean sheet of paper. This are going to create for the in the first task. They may include imaginary or real event when
will be the learners output A. day. everything from notes, lists, etc. they
first touched water under a fall.
The teacher will instruct the learners The teacher will ask the learners to The teacher will introduce the The teacher will introduce the
to write a one-stanza poem with two identify the type of each other’s work and learners a technique that will learners a technique that will
lines about what they have copied and will be given a minute of justifying/ help them get words and ideas help them get words and ideas
D. Discussing new answered on their notebooks. validating each other’s answer. down on paper. down on paper.
concepts and practicing new This will be their output B.
The teacher will ask volunteers from the
skills #1 class to read their write ups and share
whatever they have done. The teacher
will also give and ask positive feedback
from the class.
The teacher will lead the learners in The teacher will ask the learners The teacher will ask the learners The teacher will ask the learners
distinguishing the type of write ups to think of one person that they to write whatever comes into to
they have produced during the activity. admire most and let them do their heads about the subject and explain about a memorable eating
The learners will explain the creative write up about him/her. they would not have to worry experience that they really
enjoyed.
E. Discussing new concepts differences of the two outputs (A and about making mistakes in It can be in a restaurant, a
and practicing new skills #2 B) they have produced. spelling, punctuation or grammar. relative’s
house or at a party. Then they
should answer the questions
posted
on the board.
The teacher will ask the learners to The teacher will ask the learners The teacher will ask the The teacher will ask the
read and analyze the two sets of to think of the same person that learners to write about white learners to
paragraphs. The learners should they admire most and create collar work and blue-collar work. write a similar piece on one
identify which paragraph is under technical write up about him/her. The learners will write why they like food
F. Developing mastery (leads to
technical and which is under creative
Formative Assessment 3) writing. Then, the learners will
such kind of work or why not. item that they really like.
rewrite and transform the paragraph
which is under technical writing to
creative one.
The teacher will ask the learners to The teacher will ask the learners The teacher will ask the learners The teacher will ask the learners
carefully observe the posted pictures to do academic writing to create sensory riddles that to
G. Finding practical application of
on the board and create a short story considering themselves as 21st describe a specific item in their write something about their first
concepts and skills in daily living
out of it. century learners. home. year of experience in Senior High
School.
The teacher will ask the learners to The teacher will ask the learners The teacher will ask the learners to do The teacher will ask the learners
differentiate imaginative writing vs. the other to write something about their first year ‘Sensory Shadow Box’. The teacher will to
forms of writing they have learned. of experience in Senior High School. ask each group to pick an item that use graphic organizer showing
H. Making generalizations
represents the five senses and they how
and abstractions about the lesson
should have find creative ways to one can create ideas from
represent experiences.
each sense.
I. Evaluating learning The teacher will ask the learners to The teacher will ask the learners to read The teacher will ask the learners to go The teacher will ask the learners
create a one-paragraph essay under the articles and to identify each type. The and to take notes on two different places to
creative writing and another one for learners will choose one of those in the school using their senses. write eight sentences regarding
technical writing based of the given identified paragraphs excluding the one their experiences when they go
picture. identified under creative writing and have to market.
to construct creative, write up out of the
 identified form of writing.
The teacher will ask the learners to The teacher will ask the learners The teacher will ask the learners The teacher will ask the
search for two different samples of to create short write ups on to look for different herbs which learners to
writing outputs under imaginative and creative, technical, and academic can be found in school and let read the passage carefully and
J. Additional activities for another two for technical writing. writing out the objects given to them classify the herbs in make a list of words that are
application or remediation them. different way according to scent, feel, related
taste, or look. The learners to different senses.
will make a list of what they have
found out.
The lesson was delivered, and the class The lesson was delivered, and the The lesson was delivered, and the The lesson was delivered, and
IV. REMARKS was interactive. class was interactive. class was interactive. the class was interactive.

V. REFLECTION This lesson will primarily highlight expressions of human mind through creative writing.
A. No. of learners who earned Out of 41 students, there were 38 who had shown the 80% learning and understanding during the delivery of the lesson.
80% in the evaluation
B. No. of learners
who require additional The remaining students (3 out of 41 students) would not be considered need remedial activities for remediation because they also fairly understood the lesson and actively
activities for remediation who participated some of the activities.
scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up Not applicable.
with the lesson
D. No. of learners who continue to Not applicable.
require remediation
E. Which of my teaching strategies
worked well? Why did this work? Group dynamic or small group activity.
F. What difficulties did I encounter
which my principal or supervisor Not applicable.
can help me solve?
G. What innovation or localized
materials did I use/discover which I Local videos and significant human experiences.
wish to share with other teachers?

Prepared by: Checked by: Approved by:

ERIC L. ABIA MA. NYMPHA J. OQUIÑO MELINDA GAD-TABUCAO
Teacher II Assistant Principal-SHS School Principal I