A LESSON PLAN IN CREATIVE WRITING
Grade 12 School
Detailed Lesson Plan
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
SOUTHERN BUGASONG NATIONAL HIGH SCHOOL Grade Level 12
Teacher MS. JENNY R. MENGOTE Learning Area HUMSS
Teaching Time 7:30 – 8:30AM, 90 minutes Quarter 4th/February 27, 2020
Teaching Approach Collaborative Learning Approach
The learners have an understanding of fiction as a genre and are able to analyze its elements and techniques.
The learners shall be able to produce at least one striking scene for a short story.
The learner delivers an artistic presentation summarizing, analyzing, and commenting on a chosen creative nonfictional text
representing a particular type or form. HUMSS_CNF11/12-IIb-c-17
1. Identify and describe why people travel around the world. Knowledge
2. Write a travelogue. Skill
3. Explain the purpose of a travelogue. Attitude
4. Gain the ability to plan and set goals in everyday activities. Values
Travelogue
Merriam-Webster Dictionary
http//education.seattlepi.com (9/15/2019, 2:20:33 AM)
“NAVIGATE THE PLACE!” (allotted time: 15 minutes)
Say : Watch and listen to the movie carefully, then guess the title and describe the presented situation for atleast one or two
sentences.
(Teacher demonstrates first on how to do the activity before letting the student to do it)
(Play the video clips attached to the powerpoint presentation, teacher may use other alternative video clips)
Possible answers:
Example: Description of the scene: The Meg

C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Developing mastery (Leads to
Formative Assessment)
F. Finding practical application of
concepts and skills in daily
living
Description: The character/s in the movie has a dreadful experience with a megaton shark.
1. The Hows of Us
Description: The two characters in the story have problem or misunderstanding that leads them to an intense argument.
2. Robinhood
Description: The character is struggling with the society
3. Hello Love, Goodbye
Description: The characters experiencing self-doubt, insecurities, and undecided decisions with their relationship.
Ask:What have you notice to our activity or to the scenes presented awhile ago?
Possible Answer: It shows the different types of conflict.
Say: “Thank you for active participation during the activity, class”.
a.1. Motive question:
Say: “How ?”
a.2. Presentation:
Say: “Today, we will be tackling about Travelogue.”
(Time Allotted: 25 minutes)
Topic: TRAVELOGUE
STEPS in WRITING A TRAVELOGUE
(See powerpoint presentation)
ORAL RECITATION (15 minutes)
Pick one metastrip. Read and answer the question that is being asked.
Guide Questions:
1.
GROUP ACTIVITY: (25 minutes each group)
Teacher divides the class into 3 groups.
Instructions: At this stage of your life as Senior High School students, what are the struggles, challenges or problems you encounter
that affect your schooling. Identify one situation, make a short scene/role playing, and act it out infront of the class. You have 10-
minute preparation for a 3-minute presentation.
(Teacher will give the rubrics/criteria of the role play for the students to know how they will accomplish the task)
RUBRICS:
Relevance to the topic ------------------------- 10
Acting skills -------------------------------------- 10
Communication skills --------------------------- 10
Impact to the audience/props ---------------- 10
Teamwork ---------------------------------------- 10
50 points
(See attached powerpoint presentation)
Say: “Very good performance, class and thank you for showcased your talent in our activity awhile ago”.
 G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
I. 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
(Time allotted: 10 minutes)
Say: “I prepared here a video clip. Watch it carefully, take down notes the important details and get ready to answer some
questions.
(Presentation of video clip)
Guide Questions: (See attached powerpoint presentation)
1. Who is the speaker of the story?
2. What are the struggles were encountered by the speaker?
3. What did it convey?
4. Is the story narrated in video is interesting? How did it make interesting? Give your inference.
Possible Answers:
1. Students
2. She was forced to get married at early age, she got pity with herself, she had a car accident, she divorced with her husband
3. To enlighten the students that problems and challenges in life is essential to become motivated and brave. It because of that
it will lead them to utilize their potentials to reach their ambition in their lives.
4. Yes, the story becomes interesting because of the conflicts given in the story. The more conflicts in the story, the better.
(Student gives their inference to the given situation presented from the video)
Differentiated Activity (20 minutes)
Tell: Choose your partner for this activity. Compose a story conflict using one of the given devices.
It could be in poem, a story, an acronym, a song or a comic strip. I provide here some materials to accomplish your task. After
accomplishing it, present it infront of the class.
(bond paper, ball pen, pencil, pentel pen, manila paper)
RUBRIC:
Creativity - 10
Clarity of the ideas - 15
Communication Skills
(Verbal or Non-Verbal) - 15
Cooperation - 10
Total - 50 points
(See attached powerpoint presentation)
Say: “Another wonderful performance from you class and thank you for showcased your talent in our activity awhile ago”.
Answer the ACTIVITY posted on the google classroom.
Instruction: Send your favarite story or movie (one local and one international) and attached your reflection.
 activities for 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
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by:

JENNY R. MENGOTE LORLIE A. ABIERA

Teacher II (Senior High School) Secondary School Principal I
Southern Bugasong National High School Southern Bugasong National High School
Antique Division, Region VI Antique Division, Region VI
ANNEX G.
(Source: http://wikieducator.org/images/8/88/CommunicationBasicElements.png)
Downloaded Date & Time: Friday, 28 September 2018, 11:03
 ANNEX A.

Created by: Ms. Jenny R. Mengote, Friday, 28 September 2018, 2:08 PM

Attachment 1.
Instruction: a picture
that shows
communication, and
then label it with the
correct element of
communication