School: TSIS
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
Grade Level: 12
Teacher: BEA B. AGUADO Subject: CREATIVE WRITING
Teaching Dates and Time: JUNE 17-20, 2019 Semester: 1st
MONDAY TUESDAY WEDNESDAY THURSDAY
The learners have an understanding of imagery, diction, figures of speech, and variations on language.
The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences.
 The learners utilize language to evoke The learners use imagery, diction, figures The learners use imagery, diction, figures The learners use imagery, diction, figures
emotional and intellectual responses of speech, and specific experiences. of speech, and specific experiences. of speech, and specific experiences.
from readers (HUMSS_CW/MP11/12- (HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4) (HUMSS_CW/MP11/12-Ia-b-4)
Ia-b-3)
 The learners use imagery, diction,
figures of speech, and specific
experiences. (HUMSS_CW/MP11/12-
Ia-b-4)
1.3. Language 1.3. Language 1.3. Language 1.3. Language
a. Imagery a. Imagery b. Figures of speech b. Figures of speech
http://www.joserizal.ph/pm06.html Creative Writing by Arnold Jarn Ford Creative Writing by Arnold Jarn Ford Creative Writing by Arnold Jarn Ford
https://www.slideshare.net/nylabaran Buhisan and Ayesha Sayseng, pp. 14- 20 Buhisan and Ayesha Sayseng, pp. 14- 20 Buhisan and Ayesha Sayseng, pp. 14- 20
imagery-and-meaning
Review sensory details Recall the discussed poem on the last Review imagery. Recall figures of speech which were
meeting discussed last meeting.
The teacher presents the Anticipation- Students present their The teacher posts texts on the board and
Reaction Guide (A.R.G.) output/performances. let learners compare and analyze them.
Allow students to participate by letting The teacher allows the learners to identify
them place sentences or lines in their the figurative language used in each text
proper columns. on the board.
Segmental reading of the poem, Give more examples of imagery Discuss figures of speech and their Discuss figures of speech:
“Memories of my Town” by Dr. Jose Rizal importance. 6. Alliteration
7. Oxymoron
8. Allusion
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
Questions are asked to students about the Discuss the different types of imagery. Discuss figures of speech: 9. Apostrophe
poem that will lead to one of the 1. Simile 10. Metonymy
languages in creative writing, imagery. 2. Metaphor 11. Synecdoche
3. Personification
4. Hyperbole
5. Onomatopoeia
Post texts and let the learners classify the
figures of speech used on them.
Comparison of text with imagery and text
without imagery that will provoke learners
to give the significant values of imagery.
Synthesize the theme by the ACRONYM Ask the importance of using a variety of
M- figures of speech in one’s creative writing
E-
M-
O-
R-
Y-
The teacher reposts the Anticipation- Learners take their seatwork #3. Do activity 1 on page 17. Learners take their seatwork #4.
Reaction Guide and lets students change
or maintain their answers.
Perform the task.
Using Multiple Intelligences, the students
will do the following:
Group A – (da MesRangers)
Write a letter of sympathy to Jose
Rizal.
Group B – (da Lil’ Rappers)
Construct a jingle rap derived
from the poem.
Group C – (da Compozers) Write
a poem related to the theme.
Group D – (da Flippers) Create a
short vlog about the poem.
(to be performed or shown on the next
session)
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
materials did I use/discover
which I wish to share with
other teachers?