School : OLPC SMI Grade Level: TWELVE - HUMSS

GRADES 1 TO 12 DAILY Teacher : ELVIS P. VIERNES Learning Area: CREATIVE NONFICTION

LESSON LOG
Teaching Dates and Time: November 18-22, 2019 Quarter : FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner understands the literary conventions that govern the different genres. (e.g., narrative convention of fiction, etc.)
B. Performance The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written output.
Standards
C. Learning Identify dominant literary Identify dominant literary Identify dominant literary Compare and contrast how Formative Assessment
Competencies conventions of a particular conventions of a particular conventions of a particular the elements are used in the (Quiz 1)
genre genre genre different genres
HUMSS_CNF11/12-Ia-1 HUMSS_CNF11/12-Ia-1 HUMSS_CNF11/12-Ia-1 HUMSS_CNF11/12-Ia-2

Analyze and interpret the Analyze and interpret the

theme and techniques theme and techniques
used in a particular text used in a particular text
HUMSS_CNF11/12-Ia-3 HUMSS_CNF11/12-Ia-3
II. CONTENT A. Introduction to Literary A. Introduction to Literary A. Introduction to Literary A. Introduction to Literary A. Introduction to Literary
Genres Genres Genres Genres Genres
1. Understanding 1. Understanding 1. Understanding 2. Identifying Elements of 1. Understanding
Conventions of Traditional Conventions of Traditional Conventions of Traditional the different Genres Conventions of
Genres Genres Genres Traditional Genres
2. Identifying Elements of
the different Genres
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page
2. Learner’s Material
Page
3. Additional Material
Page
 B. Other Learning Laptop, Powerpoint
Materials Presenation, Book
IV. PROCEDURES
Ask:
What is Literature?
A. Reviewing previous
What is Genre?
lesson or presenting the
What is Literary Genre?
new lesson
Stating the objectives;
 Identify dominant
literary
B. Establishing a purpose
conventions of a
for the lesson
particular genre.
 Recognize fiction
and its elements.
C. Presenting examples/ Let them give some
instances of the new examples of literary
lesson genres.
D. Discussing new Discuss the dominant
concepts and practicing conventions of traditional
new skills #1 genres.
E. Discussing new Discuss Fiction as the first
concepts and practicing convention of traditional
new skills #2 genre.
F. Developing mastery Let them read the story of
(Leads to Formative Eveline by James Joyce.
Assessment 3) (to be submitted tomorrow)
Guide Questions:
1. What is the setting
of the story?
2. Who are the main
characters in the
story? How did the
behaviour of the
characters affect
Laptop, Powerpoint
Presenation, Book
Make a recap regarding the Drill Activity about the first
past lesson. two-day discussion.
Let the students present
their answers about the
story of Eveline by James
Joyce.
Stating the objectives; Stating the objectives;
 Identify Poetry and
its elements.
 Distinguish figure
of speech.
Let them give some
examples of poetry.
Discuss poetry and its
elements.
Discuss figure of speech.
Let them read the poetry
titled “Invictus” by William
Ernest Henley.
Answer the following
questions.
1. Identify the
figurative
languages used in
each stanza.
2. What rhyme
Laptop, Powerpoint
Presenation, Book
 Identify the drama
and its other
elements.
Let them share about the
drama that they know.
Discuss drama and the
other three elements.
Form themselves into
groups and look for a
script of a modern drama.
Discuss among their
members how it is
presented and perform it in
front of the class.
(present a rubric for
scoring.)
Laptop, Powerpoint Questionnaire
Presenation, Book
Let them summarize all
the topics being
undertaken.
Stating the objectives;
 Compare and
contrast the
elements of the
three conventions
of traditional genres
of literature.
Exercise:
Find the differences and
similarities of the three
traditional genres of
literature by providing the
needed information in the
table below.
Fiction Poetry Drama
 each other? scheme is used in
3. Is the conflict of the poem? Pick out
Evelyn external or the rhymes from
internal? Cite the poem.
passages that 3. Which of the lines
support your show imagery?
answer. Which senses are
4. What is the theme sparked by these
of the story? images?
5. If you were James 4. What is the main
Joyce, how will you idea of the poem?
end the story? Will 5. Based from the
it still be a tragedy theme, derive on
or will it change to the definition of the
other genres of title “Invictus.”
fiction? 6. Compare and
contrast the
convention of
fiction and poetry.
Do they have
similarities? In
what do they
differ?
7. Which of the two
genres may be
easier for you to
make? What skills
do you have that
may make this
genre easier for
you to work with?
G. Finding practical What is the impact of How does drama mirror
applications of concepts poetry in our lives? our lives?
and skills in daily living
H. Making generalizations Let them summarize the Let the learners’ précis the Let them summarize the
and abstractions lesson being discussed. lesson being undertaken. topic being tackled.
about the lesson
 Formative Assessment
 To assess their
learnings about the
I. Evaluating learning Conventions of
Traditional Genres
through printed
quiz.