Grades 1 to 12 School Urdaneta City National High School Grade Level 12-GAS

DAILY LESSON Teacher MELCHORA D. BOLAMBAO Learning Area Creative Writing

LOG Teaching Dates and Time July 15-19, 2019 Quarter First
BLOOM-10:30-11:30 MTWF
FREUD-3:00-4:00 MTWTH
DEWEY-2:00-3:00 MTWTH
LOCKE-4:00-5:00 MTWTH

Monday Tuesday Wednesday Thursday Friday

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,
I. OBJECTIVES 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.
The learners have an The learners have an The learners have an The learners have an The learners have an
understanding of poetry as a understanding of poetry as a understanding of poetry as a understanding of poetry as understanding of poetry as a
A. Content Standards genre and how to analyze its genre and how to analyze its genre and how to analyze its a genre and how to analyze genre and how to analyze its
elements and techniques elements and techniques elements and techniques its elements and techniques elements and techniques

B. Performance The learners shall be able to
Standards produce a short, well-crafted
poem
C. Learning At the end of the lesson, the
Competencies/ Objectives student should be able to:
Write the LC code for
each
a. describe the elements
of drama;
b. unlock the difficult
words found in the text
handout;
c. enumerate the five
important elements in
drama;
The learners shall be able to
produce a short, well-crafted
poem
The learners determine
various modes of fiction.
At the end of the lesson, the
student should be able to:
a. define fiction;
b. discuss the four modes of a
fiction.
HUMSS_CW/MPIj-IIc-12
The learners shall be able to
produce a short, well-crafted
poem
The learners determine
various modes of fiction.
At the end of the lesson, the
student should be able to:
a. identify point of view;
b. write down the pronouns
that appeared in the videoclip;
c. appreciate the videoclip by
watching Romeo and Juliet
trailer.
HUMSS_CW/MPIj-IIc-12
The learners shall be able to The learners shall be able to
produce a short, well-crafted produce a short, well-crafted
poem poem
At the end of the lesson, the
student should be able to:
a. answer the questions
honestly; SCHOOL RELATED WORK
b. check the papers correctly;
and
c. record the scores.

d. explain each element

based on student
insights; and
 Monday Tuesday Wednesday Thursday Friday

e. create an original
scripted role play or
short drama.
HUMSS_CW/MPIj-IIc-11
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.
II. CONTENT
ELEMENTS OF A DRAMA MODES OF FICTION SCHOOL RELATED WORKS
POINT OF VIEW LONG QUIZ

III. LEARNING 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
RESOURCES manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.

A. References N/A N/A N/A N/A N/A

1. Teacher’s Guide Curriculum Guide for Creative Curriculum Guide for Creative Curriculum Guide for Creative
N/A N/A
pages Writing pp. 2 of 8 Writing pp. 2 of 8 Writing pp. 2 of 8
2. Learner’s Material
N/A N/A N/A N/A N/A
pages
3. Textbook pages N/A
Claiming Spaces: https://www.slideshare.net/Jheng
4. Additional Understanding, Reading and Reyes/four-modes-of-fiction? N/A
Materials from Writing Creative Nonfiction (A from_action=save https://www.youtube.com/watch?
Textbook on Humanities and Social N/A
Learning Resource v=DsIKbwkuiVA
(LR) portal Sciences) https://www.youtube.com/watch?
v=CaVLaD4vfBc
B. Other Learning Powerpoint Presentation, Ppt presentation, Ppt presentation, Activity Sheets
Resources Manila Paper, Printed television,chalk and board, television,chalk and board
Sheets,Box, Graphic Organizer, videoclip
Manila Paper, Chalkboard
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
IV. PROCEDURES 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 Routinary Activity Routinary Activity Let the students read the Let the students review for 10
lesson or Review of the past lesson Review of the past lesson objectives of the lesson. minutes. N/A
presenting the new
lesson
B. Establishing a Group Activity Let the students watch a Let the students watch the
purpose for the videoclip about fiction entitled trailer of Romeo and Juliet.
 Monday Tuesday Wednesday Thursday Friday
lesson “Woman in the Moon”. Distribute the test papers.
N/A

(Teacher takes out the “drama

box” for the group to choose
and reenact the different
situations).
The box contains different
written strips that will be
reenacted according to the
paper that the group have
chosen. And the audience will
guess the actors’ situation.

C. Presenting Unlocking of Difficulties 1. Based on the videoclip, who

examples/ 1. Spectator are the characters? N/A Check the test papers N/A
instances of the Sentence: The spectators 2. What is the plot of the correctly.
new lesson were excited to watch the story?
performance go live. 3. What did you observe in the
2. Scene plot? Is there a difference
Sentence: You act out this when it comes to the creation
particular scene for everyone of fiction?
like this part to be
emphasized.
3. Exposition
Sentence: He has a clear
exposition about the topic that
he has discussed.
4.Logical
Sentence: Since she helped
us before, it’s logical to assume
that she’ll help us again.
 Monday Tuesday Wednesday Thursday Friday
5. Elegant
Sentence: She was the most
elegant First Lady in the
nation’s history.
D. Discussing new Discuss The Drama Discuss the various modes of Let the students write down
concepts and Drama can be defined as a poetry. the pronouns appeared in the N/A N/A
practicing new dramatic work that actors a.Low-Mimetic videoclip.
skills #1 present on stage. A story is They have a kind of realism
dramatized, which means the that is restrained or angled so
characters and events in the as to preclude our identifying
story are brought to life through
with the central character; the
a stage performance by actors protagonist.
who play roles of the characters
b. High-mimetic
in the story and act through its
Identified with tragedy, where
events, taking the story forward.
the language acts out the
In enacting the roles, actors meaning in a highly dramatic
portray the character's emotions
way.
and personalities. The story c. Didactic mode
progresses through verbal and They are held up for our
non-verbal interactions betweenamused contemplation, often
the characters, and the to the accompaniment of a
presentation is suitably good deal of authorial
supplemented by audio and comment.
visual effects. d. Impressionist
It predecessors in the
eighteenth century: when a
character in Tristram Shandy
by Laurence Sterne becomes
unconscious, the page goes
back!
E. Discussing new 1. When you watch a Let the students identify what Let the students watch again N/A
concepts and particular movie or play, what mode of fiction does Woman in the trailer of Romeo and Juliet N/A
practicing new can you feel about it? the Moon belong? 1. Who are the characters?
skills #2 2. What are the elements that 2. What did you observe?
can make up a drama? 3. Do they video has a
3. What can these elements narrator?
give to drama? 1
 Monday Tuesday Wednesday Thursday Friday
F. Developing 1. You feel like you are enjoying Think Thank Activity Describe Me Activity N/A
mastery (Leads to yourself and making
Formative yourself busy, especially 1. Let the students divide into 1.Group the students into four.
Assessment 3) during your free time. four groups. 2. Brainstorm about the types
Entertainment can be found all 2. Each group should of point of view.
around us, and one form of brainstorm about the different 3.Discuss the types of point of
entertainment is drama. modes of fiction view.
3. Each group should write a 4. Present output in front of
2. a. Theme. The theme of a short script and choose one the class.
play refers to its central idea. It mode of fiction as a basis. 5. Let the students give grade
can either be clearly stated 4. Present their output in the to their output
through dialog or action, or can class.
be inferred after watching the Content-25%
entire performance. The theme Coordination-25%
is the philosophy that forms the Delivery-25%
base of the story or a moral Timeliness-25%
lesson that the characters learn.
It is the message that the play Total:100%
gives to the audience

b. Plot. The order of events

occurring in a play make its plot.
Essentially, the plot is the story
that the play narrates. The
entertainment value of a play
depends largely on the
sequence of events in the story.
The connection between the
events and the characters in
them form an integral part of the
plot. What the characters do,
how they interact, the course of
their lives as narrated by the
story, and what happens to
them in the end, constitutes the
plot.
 Monday Tuesday Wednesday Thursday Friday

c. Characters. The characters

that form a part of the story are
interwoven with the plot of the
drama. Each character in a play
has a personality of its own and
a set of principles and beliefs.
Actors in the play have the
responsibility of bringing the
characters to life. The main
character in the play who the
audience identifies with, is the
protagonist. He/she represents
the theme of the play. The
character that the protagonist
conflicts with, is the antagonist
or villain.

d. Dialog. The story of a play

is taken forward by means of
dialogs. The story is narrated to
the audiences through the
interaction between the play's
characters, which is in the form
of dialogs. The contents of the
dialogs and the quality of their
delivery have a major role to
play in the impact that the play
has on the audiences. It is
through the dialogs between
characters that the story can be
understood.
e. Setting. The time and place
where a story is set is one of its
important parts. The era or time
in which the incidents in the
play take place, influence the
 Monday Tuesday Wednesday Thursday Friday
characters in their appearance
and personalities. The time
setting may affect the central
theme of the play, the issues
raised (if any), the conflict, and
the interactions between the
characters.
Discuss the other elements
with your group for 5 minutes Act Me Activity: N/A
and after that, present to the N/A
whole class. 1. Each group will act their
G. Finding practical script.
applications of (Graphic Organizer will be 2. They are only given 5
concepts and skills utilized) minutes to act.
in daily living
Creativity-25%
Delivery 35%
Content 40%

How to identify the different The learners generalize things

H. Making
1. How is drama important to modes of fiction? about the types of point of
generalizations and N/A
us? view.
abstractions about
2. What are the elements
the lesson
used to make a good drama?
I. Evaluating learning Role Play Group 1- Enact Record the scores
about teenage N/A
problems/situations that N/A N/A
happens in real life situation

Mathematics Group 2-
Create and distribute a survey
among students on how they
deal with their feelings. Create a
chart or graph to show your
results.

Science Group 3- Create a

 Monday Tuesday Wednesday Thursday Friday

script describing an important

scientific discovery using the
literary elements of drama.

Vocational Studies Group 4

Have a counselor visit your
classroom and talk about how
to handle emotions/feelings in a
healthy way, as well as how a
counselor can help.
(see attach rubrics at the last
page)
Assignment: Write your answer
in ½ crosswise. N/A
Explain the following questions N/A N/A N/A
below.
J. Additional activities
1. Why is it that the
for application or
character must be careful with
remediation
its use of his dialogue?
2.How are the five elements
of drama useful in writing an
essay?

V. REMARKS

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?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
 Monday Tuesday Wednesday Thursday Friday
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?