GRADE 12
MONICA HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
II. CONTENT
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
School STA.
Grade Level 12
Teacher AMIE S. TABI Learning Area CREATIVE NONFICTION
Teaching Dates and Time
January 6-10, 2020 (MW/TTh) Quarter THIRD
Session 1-2 (Monday and Wednesday) Session 3-4 (Wednesday and Thursday)
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 to find significance and joy in learning the lessons. Weekly objectives shall be derived from
the curriculum guides.
The learner understands the literary conventions that govern the different The learner understands the delineation between creative and the nonfictional elements of
genres. (e.g., narrative convention of fiction, etc.) creative nonfictional text.
The learner clearly and coherently uses a chosen element conventionally The learner clearly and coherently uses multiple elements conventionally identified with a
identified with a genre for a written output genre for a written output
The learners: The learners:
>Write a draft of a short piece using any of the literary conventions of genre Do a close reading of creative nonfictional texts-HUMSS_CNF11/12-Ie-f-8
following these pointers: a. Choosing a topic b. Formulating a thesis Identify the fictional elements in the texts- HUMSS_CNF11/12-I-e-f-9
statement c. Organizing and developing ideas d. Using any literary Analyze and interpret factual/nonfictional aspects in the texts-HUMSS_CNF11/12-Ie-f-10
conventions of a genre e. Ensuring that theme and technique are effectively Evaluate the relationship of creative and nonfictional elements of the texts
developed-- HUMSS_CNF11/12-Ib-d-5 -HUMSS_CNF11/12-Ie-f-11
>Peer-edit each other’s draft based on a. clarity of idea b. appropriate choice
of literary element c. appropriate use of the element d. effective combination
of the idea and the chosen literary element--HUMSS_CNF11/12-Ib-d-6
>Revise the draft of a short piece using any of the literary conventions of a
genre (e.g. plot for narrative piece)-- HUMSS_CNF11/12-Ib-d-7
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.
Introduction to Literary Genres Principles, Elements, Techniques, and Devices of Creative Nonfiction
1. Understanding Conventions of Traditional Genres 1. Using Elements of Creative Nonfiction: a. Plot; b. Characters; c. Characterization; d. Point
a. Fiction of View; e. Angle; f. Setting and Atmosphere; g. Symbols and Symbolisms; h. Irony; i. Figures
b. Poetry of speech; j. Dialogue; k. Scene; l. Other elements and devices 2. Developing themes by
c. Drama combining multiple elements
d. Other forms
2. Identifying Elements of the different Genres
3. Using Elements as Techniques to develop Themes
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 Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing and
Writing and Shaping Creative Nonfiction by Brenda Miller and Suzzane Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola; A Masterclass in Narrative
Paola; Elements of Fiction and Nonfiction (youtube) Nonfiction with Ben Rawlence (youtube)
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 which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question 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.
Recalling the previous lessons/activities: Fiction Stories: A Christmas Carol
and Klaus
Re-telling of the stories through the movies and discussion of the story Activity: Presentation of Homework (Drama):
through the elements of Prose Fiction.
Continuation of discussion Watch: A Masterclass in Narrative Nonfiction with Ben Rawlence
Review on the previous reports on In-depth discussion of the elements of Nonfiction: a. Plot; b. Characters; c. Characterization;
d. Point of View; e. Angle; f. Setting and Atmosphere; g. Symbols and Symbolisms; h. Irony; i.
Poetry Figures of speech; j. Dialogue; k. Scene; l. Other elements and devices
Prose Fiction
Prose Non-Fiction: Autobiography, Biography, Character Sketch, Diary or
Journal, Editorial, and Essay
-Literary Conventions: Rhyme Scheme etc.
Drama: Tragedy (tragic comedy, melodrama), Comedy: Satirical Comedy,
The comedy of Manners, Romantic Comedy, Black Comedy, and Farce);
literary conventions
Group 5 reports on the following: Continuation of discussion
1. Example of Poetry: Literary Analysis of The Road Not Taken by Robert
Frost
2. Example of Prose Fiction Short Story: Literary Analysis of The Gift of Magi
by Guy de Maupassant
Continuation of group report Continuation of discussion
Continuation of report Activity: The learners will be given a sample of a nonfiction novel and will do a collaborative
reading and discussion of its literary analysis with a partner.
Ask: What can you deduce about your short learnings on the different genres Continuation of reading and post-reading discussion of the simple literary analysis and
discussed? criticism of the story in terms of the following: a. Plot; b. Characters; c. Characterization; d.
Point of View; e. Angle; f. Setting and Atmosphere; g. Symbols and Symbolisms; h. Irony; i.
Figures of speech; j. Dialogue; k. Scene; and l. Other existing elements and devices
Continuation of writing activity What do you think are the differing effects of reading different genres to different levels of
audience/readers? How important is understanding the genre of a reading material prior to
sharing it with your audience?
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 J. Additional activities for application Homework 1: Have Time for Drama Activity
or remediation
Directions: The class will be divided into three groups. The groups should re-
enact the drama show they watched on TV. Each group is given 5-7 minutes
to perform. Present rubrics for the performance evaluation.
Homework 2: Advance reading of a nonfiction novel; bring a nonfiction novel
V. REMARKS Mid-term/3rd Quarter examination: January 9-10, 2020
Take-home activity: The learners will talk about and write a draft of a fiction: short story,
fable, etc. or non-fiction: travelogue, editorial, or essay, etc.
Pointers to follow:
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using multiple literary conventions of a genre
e. Ensuring that theme and technique are effectively developed

VI. REFLECTION 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?
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% 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?
Prepared by:

AMIE S. TABI
Teacher
Checked by:

GLAIZA A. SERADOR
SHS Coordinator
Approved by:

JABEL ANTHONY L. NUŇALA

HT III-OIC

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