Daily Lesson Plan in Creative Writing

Prepared by: Donna T. Santos

Grade/ Section: 12 HUMSS B Date / Time: ‘July 9, 2019/ 2:00-3:00 PM

I. Objectives:
At the end of the lesson, 100% of the students with at least 75% level of proficiency should
be able to:
a. identify the figures of speech;
b. appreciate songs thru analyzing its lyric to reveal the used figures of speech; and
c. write a poem using the selected figures of speech.

II. Subject Matter:

Course Title: Creative Writing
References: Creative Writing Quexbook and DepEd Curriculum Guide 2016
Materials: Speaker, Audio File, Teacher-made Visual, Chalk and Board
Methodologies/strategies/techniques: Inquiry Based Approach / Discovery Approach
Differentiated Activities: Hands-On / Individual & Group Activity

III. Procedure:

A. Routinary Activities
1. Prayer, Greetings, Tongue Twister
2. Checking of Learning Environment/ Seating Arrangement / Proper Decorum/ Class Rules’
Reminder
3. Checking of Attendance / Assignment
4. Review of the previous lesson: Imagery and Diction

B. Motivation:
Analyze the definition of the word “chemistry”.
Literal language vs. Figurative language

 The teacher integrates chemistry to reveal the lesson. The teacher gives praise or give
positive feedback to the learner's answers appropriately based to the level of their response.

C. Lesson proper:
Refer to sub-topics of Chapter I: Creative Writing
Figurative Language: Figures of Speech

a) Simile
b) Metaphor
c) Personification
d) Hyperbole
 e) Onomatopoeia
f) Alliteration
 The teacher plays songs to the class. The students are observing and analyzing the
message in the lyrics of the song. She integrates technology and music to discuss her
lesson. Also, she encourages the students to ask questions about the lesson.

D. Application:

Individual Activity: Analyze the lyrics of your favorite song, write the line/s and share to the
class what figure of speech used in the song.

Group Activity: Write a poem with at least five (5) figures of speech.
Group 1: ACROSTIC or name poem spells out names or words with the first letter in
each line.
Group 2: TANKA or "short song," has five-line, 5/7/5/7/7 syllable count form
Group 3: FREE VERSE a poem without formula or pattern.
Group 4: CONSTANZA poem with five or more 3-line stanzas; eight syllables per line.

 The teacher encourages all the students to have active participation in the activity. Also,
letting them to ask questions.
Poem Writing Rubric

CRITERIA 4 3 2 1
Figurative Students chose Students chose Students had Students had
Language a minimum of a minimum of three or four less than three
Examples five excellent five good examples of examples of
(x2) examples that examples that figurative figurative
make sense mostly make language. language
sense
Explanation Students Students Students ‘work Students ‘work
explained somewhat needed some lacked of
thoroughly explained explanations explanations
Poem Students clearly Students quite Students Students does
Message write the poem clearly write the somewhat not seem to
and Type/ with excellent poem with clearly write the clearly write
Format structure and good structure poem without the poem
message. and message. the structure without the
and the structure and
message. the message.
Effort Output is clean Output is Output has Output lacks
(including of errors and mostly clean of some errors and effort and
sentence shows very errors and shows limited therefore has
structure, strong effort. shows strong signs of effort. many errors.
spelling, and effort.
punctuation)
Total: /20

Comment/s: ___________________________________________________________
 E. Generalization:
1. What is figures of speech?

2. What is personification? Simile? Metaphor? Personification? Alliteration?

Onomatopoeia? and Hyperbole?

3. Why is it important to use figures of speech in creative writing?

 To give equal opportunities to learners, the teacher calls the learner/s who are not yet
reciting to sum up the lesson using the listed (HOTS) questions above.

IV. Evaluation:
Identification. Identify the figures of speech.
1. In here, words like “as” or “like” are commonly used to compare one object or idea with
another to suggest they are alike.
2. This is an exaggeration that is so dramatic that no one would believe the statement is
true.
3. The repetition of the same initial letter, sound, or group of sounds in a series of words.
4. The use of word to describe or imitate a natural sound or the sound commonly produced
by an object or an action.
5. What figurative language is used in this sentence: “His tummy is as big as with Santa
Claus.”
6. This world is a sea of anonymous faces.
7. He pulled the trigger of the gun and heard “bang!” “bang!”
8. The strong rain gave me a tap on my back.
9. Peter piper picked a peck of pickled pepper.
10. The Goblin had pulled the sword placed in his chest then a river of blood came out.

V. Assignment:
Choose one (1) of the following tasks below to writing skill. Produce a short paragraph or vignette
using imagery, diction and figures of speech.
o Send an email to your creative writing teacher using other online flat forms.
o Chat a friend using Facebook / Messenger. Keep a screenshot for checking.
o Write a short letter to your classmate. Keep a receive copy for checking.

Prepared by: Noted/checked by:

DONNA T. SANTOS ARCELE F. SERVERA AMELINDA A. FANDIALAN

Master Teacher-I Assistant Principal II School Principal II
 Content Standard: The learners have an understanding of imagery, diction, figures of speech,
and variations on language.
Performance Standard: The learners shall be able to produce a short paragraphs or vignettes
using imagery, diction, figures of speech, and specific experiences.
Learning Competency: use imagery, diction, figures of speech, and specific experiences
LC Code: HUMSS_CW/MP11/12-Ia-b-4

CRITERIA 4 3 2 1
Figurative Students chose a Students chose a Students had three Students had less
Language minimum of five minimum of five or four examples of than three
Examples (x2) excellent examples good examples that figurative language. examples of
that make sense mostly make sense figurative
language
Explanation Students explained Students somewhat Students ‘work Students ‘work
thoroughly explained needed some lacked of
explanations explanations
Poem Message Students clearly Students quite Students somewhat Students does not
and Type/ write the poem with clearly write the clearly write the seem to clearly
Format excellent structure poem with good poem without the write the poem
and message. structure and structure and the without the
message. message. structure and the
message.
Effort (including Output is clean of Output is mostly Output has some Output lacks effort
sentence errors and shows very clean of errors and errors and shows and therefore has
structure, strong effort. shows strong effort. limited signs of many errors.
spelling, and effort.
punctuation)

Total: /20 Comments:

Group Activity: Write a poem with at least five (5) figures of speech.
 CRITERIA 4 3 2 1
Figurative Students chose a Students chose a Students had three Students had less
Language minimum of five minimum of five or four examples of than three
Examples (x2) excellent examples good examples that figurative language. examples of
that make sense mostly make sense figurative
language
Explanation Students explained Students somewhat Students ‘work Students ‘work
thoroughly explained needed some lacked of
explanations explanations
Poem Message Students clearly Students quite Students somewhat Students does not
and Type/ write the poem with clearly write the clearly write the seem to clearly
Format excellent structure poem with good poem without the write the poem
and message. structure and structure and the without the
message. message. structure and the
message.
Effort (including Output is clean of Output is mostly Output has some Output lacks effort
sentence errors and shows very clean of errors and errors and shows and therefore has
structure, strong effort. shows strong effort. limited signs of many errors.
spelling, and effort.
punctuation)
Total: /20 Comments:
 Group 2: TANKA or "short song," has five-line, 5/7/5/7/7 syllable count form.

____________________________________________________________________ (5)

____________________________________________________________________ (7)

____________________________________________________________________ (5)

____________________________________________________________________ (7)

____________________________________________________________________ (7)

Group 3: FREE VERSE a poem without formula or pattern.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Group 4: CONSTANZA poem with five or more 3-line stanzas; eight syllables per line.

____________________________________________________________________ (8)

____________________________________________________________________ (8)

____________________________________________________________________ (8)

____________________________________________________________________ (8)

____________________________________________________________________ (8)

Applies knowledge of content within and across curriculum teaching areas

Applies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills.

Manages classroom structure to engage learners, individually or in groups, in meaningful

exploration, discovery and hands-on activities within a range of physical learning environments
Manages learner behavior constructively by applying positive and non-violent discipline to ensure
learning-focused environment

Plans, manages and implements developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts

This is the usage of figurative language to represent objects, actions and ideas.
figurative language experiences Imagery diction

Words can create visual representation of ideas in the mind.

Maybe Never False True

The style of writing or speaking determined by the choice of words by a speaker or a writer.
Diction imagery figurative language experiences

Can choice of words divert listeners or readers to misinterpretation of the message within the text?
No None of the choices Both yes and no Yes

This is the language you use to describe something through comparison.

A figurative language B diction C experiences D imagery

Imagery is associated with __________.

A mental pictures B social experiences C languages D actions and objects

The children were screaming and shouting in the fields. “Screaming” and “shouting” appeal to what
sense?
A sight B taste C hearing D touch

It was dark and dim in the forest. “Dark” and “dim” appeal to our sense of __________.
A touch B sight C taste D hearing

Who says these lines: “Money can’t buy you happiness. Selflessness does.”
A engineer B painter C visual editor D priest

In what context or literature is the statement below?

“Tajumaru didn’t kill the woman in Kabuki. Yet, it is clear that the woodcutter was the one who did
it.”
A African B Philippines C American D Japanese