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 29-August 2, 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,
I. OBJECTIVES additional lessons, 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 a 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 genre and how to analyze its genre and how to analyze its
elements and techniques elements and techniques elements and techniques elements and techniques elements and techniques

B. Performance The learners compose at least
Standards one scene for a one-act play
that can be staged
C. Learning The learners understand
Competencies/ intertextuality as a
Objectives technique of drama.
Write the LC code for a. Identifies the context in
each which a text was
developed
HUMSS_CW/MPIg-i-16
The learners compose at least
one scene for a one-act play
that can be staged
The learners understand
intertextuality as a
technique of drama.
a. Identifies the context in
which a text was developed
HUMSS_CW/MPIg-i-16
The learners compose at least
one scene for a one-act play
that can be staged
The learners understand
intertextuality as a
technique of drama.
a. Explains critical
reading as reasoning
HUMSS_CW/MPIg-i-16
The learners compose at least The learners compose at least
one scene for a one-act play one scene for a one-act play
that can be staged that can be staged
The learners understand
intertextuality as a
technique of drama.
a. Formulates
evaluative statements SCHOOL RELATED WORK
about a text read
HUMSS_CW/MPIg-i-16

II. CONTENT 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.
Hypertext Intertext SCHOOL RELATED WORKS
Reading as Reasoning Evaluate a text read
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
 Monday Tuesday Wednesday Thursday Friday
RESOURCES and 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 Curriculum Guide for Creative
N/A
pages Writing pp. 23 of 8 Writing pp. 3 of 8 Writing pp. 3 of 8 Writing pp. 3 of 8
2. Learner’s Material
N/A N/A N/A N/A N/A
pages
3. Textbook pages N/A N/A N/A N/A
N/A
4. Additional
Materials from N/A N/A N/A N/A N/A
Learning Resource
(LR) portal
B. Other Learning https/slideshare.net/elkissn/hyp https/slideshare.net/elkissn/int https/slideshare.net/elkissn/cri https://www.google.com/searc
Resources ertext ertext tical reading as reasoning h?ei=evaluative reading
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
IV. PROCEDURES the students 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 Review of the past lesson. Review of the past lesson. Review of the past lesson. Review of the past lesson.
lesson or N/A
presenting the new
lesson
B. Establishing a Do you try to emulate an Have you ever wondered why How do we make sense of the What is an assertion?
purpose for the existing work? a text would seem familiar? information and ideas that we What should you do before
lesson find, see, and read around us? formulating an assertion?
How can you formulate an N/A
assertion?

C. Presenting Present Noli Me Tangere and Present Lord of the Rings and
examples/ El Filibusterismo Harry Potter. Ask them about N/A
instances of the the similarities of the two
new lesson novels.
D. Discussing new Discussion of the concepts Discussion of the concept Discussion of the critical Discussion on how to
concepts and hypotext and hypertext, forms of intertextuality and its kinds. reading as reasoning. formulate assertion about the N/A
practicing new hypertext. content and properties of the
skills #1 text.
 Monday Tuesday Wednesday Thursday Friday
E. Discussing new
concepts and N/A
N/A N/A N/A N/A
practicing new
skills #2
F. Developing
mastery (Leads to N/A N/A N/A N/A
N/A
Formative
Assessment 3)
G. Finding practical The learners will give examples N/A
applications of of hypotext and its hypertext
N/A N/A
concepts and skills N/A
in daily living
H. Making The learners will give the The learners will give the
generalizations and generalization of the lesson. generalization of the lesson. N/A N/A
abstractions about N/A
the lesson
Identify what is being described Identify what is being Essay Identify what is being
in each statements. described in each statements. What is the relationship of described in each statements. N/A
1. It is an early literary 1. You are obliged to reasoning to critical reading? 1. It is a statement used
work which becomes a read another work to make a declaration
basis or source for a before you can fully or to express strong
later work. understand the belief on a particular
I. Evaluating learning
2. It is a reading material current work. topic.
that succeeds an 2. The text might have a 2. It is a statement used
earlier written slight connection to to express the writer's
predecessor. another thing. feelings, beliefs, and
3-5. 3-5. opinions directly.
3-5.
J. Additional activities
for application or N/A
remediation N/A N/A N/A N/A

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
VI. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 Monday Tuesday Wednesday Thursday Friday
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 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?