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 20-24, 2020 (MW/TTh) Quarter THIRD
Session 1-2 (M/T) Session 3-4 (W/TTh)
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 delineation between creative and the nonfictional The learner understands the delineation between creative and the nonfictional elements of
elements of creative nonfictional text. creative nonfictional text.
The learner clearly and coherently uses multiple elements 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 multiple elements conventionally Write a draft of a short piece using multiple elements conventionally identified with the
identified with the literary genres following these pointers: a. Choosing a topic, literary genres following these pointers: a. Choosing a topic, b. Formulating a thesis
b. Formulating a thesis statement c. Organizing and developing ideas, d. statement
Using multiple literary conventions of a genre e. Ensuring that theme and c. Organizing and developing ideas, d. Using multiple literary conventions of a genre
technique are effectively developed, HUMSS_CNF11/12-Ig-j-12 e. Ensuring that theme and technique are effectively developed, HUMSS_CNF11/12-Ig-j-12
>Peer-edit each other’s draft based on a. clarity of ideas, b. appropriate
choice of literary elements, c. appropriate use of the elements, d. effective >Peer-edit each other’s draft based on a. clarity of ideas, b. appropriate choice of literary
combination of the ideas and the chosen literary elements, elements, c. appropriate use of the elements, d. effective combination of the ideas and the
HUMSS_CNF11/12-Ig-j-13 chosen literary elements, HUMSS_CNF11/12-Ig-j-13
>Revise the draft of a short piece using multiple elements conventionally >Revise the draft of a short piece using multiple elements conventionally identified with the
identified with the literary genres HUMSS_CNF11/12-Ig-j-14 literary genres HUMSS_CNF11/12-Ig-j-14
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.
Principles, Elements, Techniques, and Devices of Creative Nonfiction Principles, Elements, Techniques, and Devices of Creative Nonfiction
1. Using Elements of Creative Nonfiction: a. Plot; b. Characters; c. 1. Using Elements of Creative Nonfiction: a. Plot; b. Characters; c. Characterization; d. Point
Characterization; d. Point of View; e. Angle; f. Setting and Atmosphere; g. of View; e. Angle; f. Setting and Atmosphere; g. Symbols and Symbolisms; h. Irony; i.
Symbols and Symbolisms; h. Irony; i. Figures of speech; j. Dialogue; k. Scene; Figures of speech; j. Dialogue; k. Scene; l. Other elements and devices 2. Developing
l. Other elements and devices 2. Developing themes by combining multiple themes by combining multiple elements
elements
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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 and Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola;
A Masterclass in Narrative Nonfiction with Ben Rawlence (youtube)
Recalling of previous lesson; continuation of reading, discussion and analysis
of fiction and non-fiction literary materials, with additional materials for
continuity of students’ exposure to the different writing styles and techniques
of various authors of different genres.
Give some examples of reading materials categorized under non-fiction prose:
• Autobiography • Biography• Essay • Oration or Speech • Diary • Newspaper
stories • Magazine articles • travelogue • Character Sketch • Personal
Narrative • Reportage • Reflection essay
Reading of the following fiction and non-fiction literary pieces:
- The Giving Tree (poem)
- Standing Up To Bullies (non-fiction editorial)
- I Am A Filipino (non-fiction essay)
- Hope for the flowers (prose fiction)
Application of the following elements per reading piece/material: Plot,
Characters, Characterization, Point of View, Angle, Setting and Atmosphere,
Symbols and Symbolisms, Irony, Figures of speech, Dialogue, Scene, Other
elements and devices
Continuation of discussion
The learners will talk about and write a draft of a non-fiction: Editorial,
travelogue
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
Continuation of draft writing
Continuation of draft writing
Peer-editing of draft
Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing and
Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola; A Masterclass in
Narrative Nonfiction with Ben Rawlence (youtube)
Give some examples of reading materials categorized under non-fiction prose:
• Autobiography • Biography• Essay • Oration or Speech • Diary • Newspaper stories
• Magazine articles • travelogue • Character Sketch • Personal Narrative • True Narrative •
reflection essay • Reportage • Reflection essay
Reading of the following fiction and non-fiction literary pieces:
- The Giving Tree (poem)
- Standing Up To Bullies (non-fiction editorial)
- I Am A Filipino (non-fiction essay)
- Hope for the flowers (prose fiction); Trees by Joyce Kilmer; and Richard Cory by Edward
Arlington Robinson
Application of the following elements per reading piece/material: Plot, Characters,
Characterization, Point of View, Angle, Setting and Atmosphere, Symbols and Symbolisms,
Irony, Figures of speech, Dialogue, Scene, Other elements and devices
Continuation of discussion
The learners will talk about and write a draft of a non-fiction: Editorial, travelogue
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
Continuation of draft writing
Continuation of draft writing
Peer-editing of draft
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 J. Additional activities for application Take-home activity: Continue reading the remaining literary material for further discussion
or remediation To bring: newspaper with editorial section; sample
V. REMARKS The lessons above are continuing lessons from last week, due to the literary materials needed to be finished and writing activities needed to be done.
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:

MARILYN M. BADILLA
HT III-OIC

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