GRADE 1 to 12 School DANIEL R.

AGUINALDO NATIONAL HIGH SCHOOL Grade Level 11

DAILY Learning CREATIVE
LESSON Senior High School Teacher ANA MARIE J. MATALINES Area WRITING
LOG Teaching Dates and Time February 27-March 2, 2017 Quarter Second
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
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,
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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

The learner will determine the various elements of drama.

A. Content Standard
The learner gains understanding of drama as a genre and is able to analyze its elements and techniques.
B. Performance Standard
The learner composes at least one scene for a one-act play that can be staged.

C. Learning
Competency/Objectives
Write the LC code for each.
The learner identifies the various elements, The learner identifies the various elements, The learner identifies the various The learner writes at least
techniques and literary devices in drama. techniques and literary devices in drama. elements, techniques and literary devices one-scene for one-act play
a. Intertextuality a. Intertextuality in drama. applying intertextuality in
HUMSS_CW/MPIj-IIc-15 a. Intertextuality drama.
HUMSS_CW/MPIj-IIc-15
The learner understands intertextuality as a HUMSS_CW/MPIj-IIc-15 HUMSS_CW/MPIj-IIc-20
technique of drama. The learner understands intertextuality as a
HUMSS_CW/MPIj-IIc-16 technique of drama. The learner understands intertextuality as
HUMSS_CW/MPIj-IIc-16 a technique of drama.
HUMSS_CW/MPIj-IIc-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.

Intertextuality in Drama Intertextuality in Drama Intertextuality in Drama Intertextuality in Drama

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
 2. Learner’s Materials
pages
3. Textbook pages https://en.wikipedia.org/wiki/Intertextuality https://en.wikipedia.org/wiki/Intertextuality https://en.wikipedia.org/wiki/Intertextuality

https://literarydevices.net/intertextuality/ https://literarydevices.net/intertextuality/ https://literarydevices.net/intertextuality/

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource Intertextuality Activity Sheet Intertextuality Worksheet Intertextuality Worksheet Writing Activity

IV. PROCEDURES

A. Reviewing previous
lesson or presenting the Group will summarize what they have Give a sample one-act play and have students Ask three students to review the past
new lesson learned in the previous lesson. identify the type of intertextuality used. lesson and state their learning. Give a review on the elements
of drama: plot and dialogue.

B. Establishing a purpose
for the lesson
C. Presenting
examples/Instances of students identify the type of intertextuality:
the new lesson
D. Discussing new concepts
and practicing new skills
#1
Cite the importance of knowing and
understanding intertextuality in drama.
Present two sample texts and have
allusion and quotation.
Present a brainstorming activity on
intertextuality in drama: allusion and
quotation.
QUESTIONS:
 What do you know of calque and
plagiarism in drama?
Present a sample text from a play and have
students analyse the type of intertextuality used:
calque and plagiarism.
Group Discussions: There will be a group
discussion based on the output made from the
given worksheet.
Intertextuality brings about the intellect
and creativity of a writer. It makes the play Writing a short play is difficult
dynamic and provocative. yet rewarding with the use of
effective intertextuality
technique.
Have the students analyse the
intertextuality used in a sample one-act
scene play based on their previous
knowledge of the lesson.
Present a brainstorming activity on the
importance of employing intertextuality in
drama: translation, pastiche and parody.

E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery Identify the type of intertextuality used in Identify the type of intertextuality used in the
(leads to Formative the given text. given text.
Assessment 3) Answer a worksheet on intertextuality:
translation, pastiche and parody.
G. Finding practical How can understanding intertextuality as How important is learning about the types of From the activities that we have made,
application of concepts technique in drama help you in your daily intertextuality in drama? how does employing intertextuality make
and skills in daily living living? you a better writer of a play?
H. Making generalizations Understanding intertextuality in drama Employing intertextuality makes a play more Employing intertextuality is necessary in
and abstractions about helps in the intellectual and dynamic intellectual, provocative and dynamic. writing interesting and provocative drama.
the lesson portrayal of characters.
I. Evaluating learning Write a one-act play employing a type of Write a one-act play employing a type of Write a one-act play with an effective Write a short scene for a one-
intertextuality. intertextuality: calque or plagiarism. intertextuality that heightens the emotions act play applying appropriate
of the audience. intertextuality as a technique.

J. Additional activities for

application or
remediation

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?
Checked by:

JENNELOU N. ANGELO, PhD

Master Teacher II

Noted:

MARY JOY H. SIMOAG, PhD

Principal I/SHS Focal Person