GRADE 12 School Morong National High School- Senior HS Grade Level 12

DAILY LESSON LOG Teacher Frances Therese D. San Juan Learning Area Creative Nonfiction
Teaching Dates and Time Quarter third

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)
B. Performance Standard The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output
C. Learning 1.Compare and contrast how the Analyze and interpret the Compare and contrast how the Create samples of the different
elements are used in the different
Competency/Objectives genres HUMSS_CNF11/12-Ia-2 theme and techniques used elements are used in the literary elements based on one’s
in a particular text different genres experience (e.g. metaphor to
Write the LC code 2.Analyze and interpret the theme HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ia-2 describe an emotion)
and techniques used in a particular
for each. text HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ib-d-4

3.Create samples of the different

literary elements based on one’s
experience (e.g. metaphor to
describe an emotion)
HUMSS_CNF11/12-Ib-d-4
II. CONTENT Introduction to Literary Genres
III. LEARNING
RESOURCES
A. References Creative Writing CG page 1 of 8 thesisstatementppt-120307203006-
Creative Nonfiction Claiming Spaces: Understanding, Reading, and Writing Creative Nonfiction phpapp01
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Pages 21 to 24 Pages 25 to 34 Pages 35 to 37
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous Recall the fiction read last
lesson or presenting week by finding situations/
the new lesson circumstances that happened
in the story relevant to
present times.
B. Establishing a purpose What is the setting of the
for the lesson story that we have read?
How does the setting make
the fiction realistic and
believable?
C. Presenting Recall the definition of setting.
examples/Instances of Elicit from the learners that
the new lesson setting does not only show
time and place, but also
present the atmosphere,
social condition and situation
of the characters and period
of time.
D. Discussing new What makes the story
concepts and Morning in Nagrebcan
realistic? How does the setting
http://shakespeare.mit.edu/romeo
_juliet/romeo_juliet.2.2.html
Romeo and Juliet - Act 2 Scene 2 -
Capulet's orchard
https://www.youtube.com/watch?
v=mEHQjDah3K0&t=403s
Romeo and Juliet balcony scene
with subtitle
https://www.youtube.com/watch?v
=MZBK1zuK2KE&t=433s
Recall elements of fiction that
can be used to write creative
nonfiction.
Drama is rather a forgotten
literary genre with all the TV
and Online series we have
today. Who has experienced
watching a theater play? If not,
what do you expect in an
authentic drama?
What TV drama series do you
love watching? What do you
know about Romeo and Juliet?
Definition of drama
https://www.scribd.com/document/38
4188127/Caught-in-the-Forest-Fire
Recall the theme and technique Give the similarities and
of the drama, Scene II Capulet’s differences of drama and creative
Orchard. nonfiction based on the use of
dramatic elements (situation,
character, plot, style).
The drama’s theme and Remember, writing creative
technique contributed to its nonfiction requires dramatic
overall atmosphere and created writing.
an effect to the readers. How do
you feel while and after reading?
In reading drama, the theme is Recall five dramatic events in your
important so as to convey the life and explain why you consider
significance of each character’s them dramatic. Let two to three
actions and the story as a whole. learners share their experience
The author’s style also affects the with the class.
story’s atmosphere. In writing
creative nonfiction, the dramatic
elements can also be used to
create a dramatic effect. As
mentioned earlier in the previous
lesson, creative nonfiction
requires dramatic writing.
Reading: Caught in the Forest Fire When you heard others’ dramatic
by John Iremil Teodoro, a creative life events, which parts of the story
nonfiction text about the can you recall the most?
 practicing new skills # affect the mood/ atmosphere
1 of the story?
The setting made the story
realistic and believable since
the author, Manuel Arguilla is
from Nagrebcan. He, himself
experienced the life there.
E. Discussing new Setting in fiction and creative
concepts and nonfiction is an important
practicing new skills # element that contributes to
2 the overall atmosphere of a
literary piece. Read the essay
by Yasmin Arquiza, “My
Hometown”.
Answer questions for
comprehension.
F. Developing mastery What makes setting in fiction
(leads to Formative similar to fiction in creative
Assessment 3) nonfiction?
Definition of the elements of
drama (situation, characters,
dialogue, plot, style)
Pre- reading
-Background info about the two
reading texts (Scene II Capulet’s
Orchard from William
Shakespeare’s Romeo and Juliet
and Caught in the Forest Fire by
John Iremil Teodoro.
Cultural- Historical Background
on Romeo and Juliet
Previewing
-Movie clip of Scene II
Vocabulary Building
Reading: Read script of Scene II
Capulet’s Orchard
What is the theme of the
drama? What is its main
concept? Is it fitting with the
style of William Shakespeare?
narrator’s encounter with
disaster.
Analysis of the text based on the
dramatic elements- situation,
character, plot, and style.
What details from the text show
the situation?
Who are the characters in this
nonfiction text? Why are they
significant in the story told by the
writer?
How are the events in the text
arranged?
Describe the style of the narrator
in telling his experience. How
does the author make the text
dramatic?
Are there similarities between
the drama Scene II Capulet’s
Orchard from Romeo and Juliet
and the creative nonfiction
Caught in the Forest Fire? What
similarities do they have?
What makes the different? What
is different between the two
literary pieces?
-Let learners exchange thoughts
until the class arrive at main point:
An event becomes dramatic for the
action, how the events are
arranged and how it makes the
reader feel while and after reading.
If you are going to tell your
dramatic event in writing, how
would you begin? What detail
would you first tell?
-Allow learners to write a draft on a
scratch paper. Then, let volunteers
from the class share their answers.
Emphasize this:
According to Cristina Pantoja
Hidalgo (2003, 58), the key to good
creative nonfiction is dramatic
writing and the key to dramatic
writing is action. Forget the slow
start, the warm- up, and the build-
up. Most modern readers do not
have much time to spare.
Depending on the text, action may
already be required even in the
beginning paragraph.
Which part of your experience of a
dramatic event will you most
probably start? What makes
creative nonfiction dramatic?
G. Finding practical The setting of the story made
application of it realistic and believable.
concepts and skills in Why? How does the writer,
daily living Manuel E. Arguilla do this?
How was he able to describe
the place with rich details?
Compare this with the essay.
How does the author describe
her hometown?
H. Making What element of fiction gives
generalizations and it a sense of reality? Is setting
abstractions about the an important element of
lesson creative nonfiction too? How?
I. Evaluating learning Writer’s Bloc
Using the Elements of Fiction
presented in the table, write
the notes of an essay you
want to write. Your topic
should be based on your
experience and describe your
own hometown. Being faithful
to reality will not stop you
from inventing details to make
your storytelling more
exciting. You may add or
In what ways are Romeo and
Juliet similar to and different
from contemporary couples?
If you would write drama,
would you consider writing
about romance and love?
Would you use the same style
and technique used by
Shakespeare in writing?
Elicit from the learners how the
theme and technique,
(particularly the use of poetry
for the dialogue) of the author
made the literary piece
different from others.
The theme of the drama and
technique used by the author
made it distinct from other
dramas and literary genres. The
dialogue, written in poetry form
added elegance and the
romantic feeling to the overall
setting and atmosphere of the
drama.
1. Which details from the
selection show the love
between the characters?
2. How does the theme of the
drama affect you?
3. What is the effect of
Shakespeare’s style in writing to
the theme of the drama?
In the text, the author shared a
significant experience when he
and his companion encountered
a disaster in a sitio. He presented
it in a dramatic way. Have you
experienced something close to
what the Teodoro experienced in
Sitio Imba?
Elicit from learners how drama
and creative nonfiction are
different in form but share the
same characteristic of using
theme and technique to create
an effect to their overall setting
and atmosphere.
Using the Venn Diagram, show 5
similarities and differences of
drama and creative nonfiction
based on dramatic elements
(situation, character, plot, style).
– 10pts.
Out of the five dramatic events in
your life that you were able to
recall earlier, which one is the best
to share to readers and write a
creative nonfiction text about?
What makes it dramatic?
What is the key to writing creative
nonfiction?
-Dramatic writing is key to writing
creative nonfiction.
Writer’s Bloc
Of the dramatic experiences you
were able to recall, choose one
that you can write about and serve
as the possible subject of a creative
nonfiction text. Then, complete the
table. (page 37)
Criteria for scoring (60 pts total)
Details- 10
Organization- 10
Conventions- 10
 subtract details as long as the Word Choice- 10
essence of your story is Task Completion- 20
retained.
J. Additional activities Writing activity may be Assignment
for application or continued at home. 1.What details from the
remediation selection pertain to the
following elements?
a. situation
b. characters
c. plot
d. style

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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 materials did
I use/discover which I
wish to share with
other teachers?
H.