GRADE School AURORA NATIONAL HIGH SCHOOL Grade Level 12

11 Teacher CARMIE N. MACARILAY Learning Area Creative Nonfiction: Literary Essay

DAILY Teaching Dates September 27-30, 2022 Quarter FIRST
LESSON LOG and Time 12-Trinidad- 9:50-10:50

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner understands the delineation between creative and the nonfictional elements of creative nonfictional text
B. Performance Standard The learner clearly and coherently uses multiple elements conventionally identified with a genre for a written output
C. Learning Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of the literary conventions of genre following these
Competency/Objective pointers: 1. Choosing a topic, 2. Formulating a thesis statement, 3. Organizing and developing ideas, 4. Using any literary
s conventions of a genre, 4. Ensuring that theme and technique are effectively developed.
Write the LC code for each.
II. CONTENT Principles, Elements, techniques and Devices of Creative Nonfiction
a. Plot, b. Character, 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, l. Other elements and devices

III. LEARNING RESOURCES

A. References
B. Teacher’s Guide
pages
C. Learner’s Materials
pages
D. Textbook pages

E. Additional Materials
from Learning
Resource (LR)portal
F. Other Learning Writing Creative Nonfiction by Professor Tilar J. Mazzeo, pp 10-15
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask some of The teacher will ask some of The teacher will facilitate a The teacher will call
lesson or presenting the learners to give the the learners to share their charade game. randomly some learners to
 the new lesson elements of fiction.
B. Establishing a purpose The teacher will present factual
for the lesson and fictional texts to the
learners. Then, the teacher will
ask the learners to identify
which text is factual or
fictional. Let the learners justify
their answers.
C. Presenting The teacher will present a The teacher will ask the 
examples/Instances of factual/non fictional text. Then, learners to bring out their
the new lesson ask the learners to read it.
ideas on how to analyze and The learners will be grouped have a recap of the
interpret carefully a given into four. One representative previous lesson.
factual text. will pick one strip; then, act
out the element of creative
nonfiction. The other
members must guess the
element within one minute.
The first group to score three
points will be the winner.
The teacher will show a short After the game, the teacher The teacher will show a film
movie clip about political will instruct the learners to clip or an excerpt of a
issues. Then, the learners enumerate the elements of nonfiction text.
should analyze the message creative nonfiction. The teacher will instruct the
of the video presented. Of learners to watch out for
course they must be able to the elements of creative
interpret it also. and nonfictional texts found
on the video.
The learners will watch and
apply note-taking skills
while watching the video
clip.
The teacher will ask the
students to count one to
written outputs (THINK-PAIR- twelve. Each number will
SHARE) yesterday and represent an element.
present it in the class.  The teacher will give a
short nonfiction text with
complete elements in it.
 The learners will read and
analyze the given text.
 The learners will identify
the specific element
assigned to them in the
text.
 The learners will explain
the relationship of their
element to the other
elements of creative
 nonfiction.
 After identifying the
element, a representative
or the whole group may
write their answers on a
manila paper or may
present it orally in class.
 The teacher and the
learners will give
comments/ suggestions
on their work.
Rubrics:
Content: 35%
Organization: 20%
Relevance: 20%
Presentation: 25%
100%
D. Discussing new The teacher will ask the The teacher will ask the The teacher will arrange the
concepts and learners to reflect on the given audience to give a comment learners by group. The
practicing new skills # text. about the topic being learners will consolidate
1 presented by each pair. their notes to complete the
elements of creative and
nonfictional texts.
E. Discussing new concepts The teacher will group the The teacher will present The teacher will give the
and practicing new skills learners into three. Each group again another set of factual/ learners time to prepare
#2 will be given different factual non fictional texts; then, ask the learners output.
text. After reading the text, the the learners to read it.
learners must analyze and The learners may present
interpret it. their output using
appropriate strategies they
opt to use.
Rubrics:
Content: 30%
Organization: 15%
Relevance: 20%
Presentation: 15%
Creativity: 20%
100%
F. Developing mastery The teacher will ask each group The teacher will present
(leads to Formative to assign two presenters to questions about the text
Assessment 3) discuss their answers in the being presented for the
class. learners to come up with a
good interpretation.
G. Finding practical The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
application of concepts learners this question: learners this question: learners the following learners the following
and skills in daily living question: question:
Why is there a need to analyze Where can you apply the
a certain situation whether it is skills (analyzing and  Among the elements,  If you were to
fictional or non-fictional before interpretation) you have what are the three remove three
making a decision? learned? most important elements, what are
elements of creative those? Explain your
nonfiction for you? answer.
Why?

H. Making The teacher will ask some of
generalizations and the learners to share their
abstractions about the ideas on how to analyze and
lesson interpret carefully a given
factual text.
I. Evaluating learning THINK-PAIR-SHARE. The
teacher will ask the learners to
create/make their own factual
text. Then, they have to pick a
partner and exchange outputs.
Lastly, they must analyze and
interpret the work of their
partner. Their interpretation
must be written in a short bond
paper.
The teacher will ask the The teacher will ask the The teacher will ask the
students to summarize what students to summarize what learners to share their most
they learn. they learn about using significant learning about
elements of creative the previous topic.
nonfiction.
INTERPRET IT IN YOUR OWN The evaluation is the group Draw Me!
WAY. The teacher will group activity in identifying the  Using a graphic
the class into four (4). A elements of nonfiction. organizer illustrate
factual text will be presented the relationship of
in front. Each group will be one element to
assigned to interpret the text other elements of
in different ways such as: creative nonfiction.
*Group 1 – Jingle
*Group 2 - Role play
*Group 3 – Illustration
*Group 4 – Speech Choir
RUBRICS:
Content- 15, Organization-
10, Creativity-10,
Cooperation- 10, Audience
Impact- 5
Total- 50
 J. Additional activities for There will be no additional activities to be given.
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?

Prepared by: Noted by: Checked and Approved by:

CARMIE N. MACARILAY ANELYN L. DUASO ROLANDO F. PAJARILLO

Teacher-III Master Teacher-I Principal- I
GRADE School AURORA NATIONAL HIGH SCHOOL Grade Level 12
11 Teacher CARMIE N. MACARILAY Learning Area Introduction to the Philosophy of the Human Person
DAILY Teaching Dates September 27-30 2022 Quarter FIRST
LESSON LOG and Time J.Rizal-3:01-4:00 B. Trinidad- 4:01-5:00
 Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standard 1. The learners demonstrates various ways of doing philosophy.
B. Performance Standard 1. The learner evaluates opinions.
C. Learning 1. Do a philosophical reflection on a concrete situation from a holistic perspective.(PPT11-Ic-1.4)
Sub-target:
Competency/Objectives
 Realize how purposeful one’s life and his existence.
Write the LC code for each. Make a contemplation regarding one’s existence and the essence of life as a person.

II. CONTENT  METHODS OF PHILOSOPHISING

III. LEARNING RESOURCES
A. References Introduction to the Introduction to the Philosophy of Introduction to the Introduction to the Philosophy of
Philosophy of the Human the Human Person Textbook Philosophy of the Human the Human Person Textbook
Person Textbook (Author: Roberto D. Abella, et al) Person Textbook (Author: Roberto D. Abella, et al)
(Author: Roberto D. Abella, (Author: Roberto D.
et al) Abella, et al)
B. Teacher’s Guide pages

C. Learner’s Materials
pages
D. Textbook pages Pp 24- 32 Pp 24- 32 Pp 24- 32 Pp 24- 32

E. Additional Materials
from Learning Resource
(LR)portal
F. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous Routine activities: Routine activities: Routine activities: Routine activities:
lesson or presenting the  Prayer  Prayer  Prayer  Prayer
 Teacher’s greeting  Teacher’s greeting  Teacher’s greeting  Teacher’s greeting
new lesson  Recapitulation on what Recapitulation on what has Recapitulation on Recapitulation on what has
has been discussed been discussed last meeting. what has been been discussed last
last meeting. discussed last meeting.
meeting.
 B. Establishing a purpose Prior to the lesson proper, the The teacher will post statements. The The teacher will ask the
teacher will ask the students to students are going to analyze the students to classify the
for the lesson
bring out their assignments statements. statements he is going to
and activity. post whether it is an opinion
or truth.
C. Presenting The teacher will ask the The students are going to classify The students will classify the
The students are going to answer
examples/Instances of the students to present to the whether the statements being posted statements and will give their
a teacher-made-assessment tool.
class their activity regarding is/are opinion/s or truth/s. justifications.
new lesson Dante’s 9 layers of hell.
D. Discussing new concepts The class will discuss about The teacher will ask the students if The teacher will ask the
and practicing new skills # the 9 layers of hell and how do there’s a time in their life that they students to make a Venn-
they see such idea. have had doubted whether the truth diagram to further deeper
1 is an opinion or vice-versa. their understanding.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery The teacher will ask the The class will do a think-pair-share After making a diagram, the
students about a sin and they about such idea. students will share their
(leads to Formative
are going to classify where work/understanding in front
Assessment 3) layer does the sin fall into. of the class.
G. Finding practical The teacher will ask the The teacher will ask the students: The teacher will ask the
students: 1. What is truth? students to reflect about their
application of concepts
1. Why is there a need 2. What is opinion? life and go back to the times
and skills in daily living for hell? 3. When does truth become an that they had been deceived
2. What is the essence of opinion? by an opinion cloaked as
suffering the sins truth and vice-versa.
committed during
lifetime?
H. Making generalizations The students are going to The students are going to synthesize The students are going to
synthesize today’s discussion. today’s discussion. synthesize today’s
and abstractions about the
discussion.
lesson
I. Evaluating learning
J. Additional activities for Read about the difference
application or between opinion and truth.
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

Prepared by: Noted by: Checked and Approved by:

CARMIE N. MACARILAY ANELYN L. DUASO ROLANDO F. PAJARILLO

Teacher-III Master Teacher-I Principal- I

GRADE 11 School AURORA NATINAL HIGH SCHOOL Grade Level 11

DAILY Teacher CARMIE N. MACARILAY Learning Area Oral Communication in Context
LESSON LOG Teaching September 27-30 Quarter FIRST
Dates and L. Quisumbing- 7:31-8:30 F. Benitez- 10:51-11:50
 Time R. Palma- 1:01- 2:00

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative
strategies.
B. Performance The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Standard
C. Learning Identifies the various types of speech context. EN11/12OV-If-15
Competency/Objecti Distinguishes types of speeches and speech style. EN11/12OV-If-17
ves
Write the LC code for each.
II. CONTENT Communicative Competence Strategies in Various Speech Situations: Types of Speech Context, Types of Speech Style
III. LEARNING RESOURCES
A. References
B. Teacher’s Guide
pages
C. Learner’s Materials Oral Communication in Oral Communication in Context Oral Communication in Oral Communication in Context
pages Context For Senior High For Senior High School, Context For Senior High For Senior High School, Philippee
School, Philippee John Philippee John Fresnillo Siacio, School, Philippee John John Fresnillo Siacio, Anne Richie
Fresnillo Siacio, Anne Richie Anne Richie Garcia Balgospp. Fresnillo Siacio, Anne Richie Garcia Balgospp. 14-18
Garcia Balgospp.14-18 14-18 Garcia Balgospp. 14-18
D. Textbook pages

E. Additional
Materials from
Learning Resource
(LR)portal
F. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask essential The teacher will give a short review The teacher will ask the The teacher will ask the learners
lesson or presenting questions regarding the previous about speech styles. learners to prepare for the about the different speech styles that
the new lesson activity. viewing activity. they discussed previously.
B. Establishing a WATCH ME CLIP! WATCH ME
NOW NOW!
 purpose for the The teacher will ask the learners
lesson to watch videos of different movie
clips where types of speech
styles will be introduced.
(15 mins)
The teacher will ask the learners
on new words that they learned
from other people and they share
the meanings of the newly coined
words.

The learners will participate in an

intimate conversation with their
close friend. The important
learnings from the activity will be
shared in the class.
C. Presenting (20 mins) The teacher will explain the things
examples/Instances The teacher will ask the following to prepare in the interview task.
of the new lesson questions:

1. What is the difference

between a communication to
a close friend and to a
principal or manager?
2. Why does the academe value
the formal style of
communication?
What do you think makes a good
style in communication?
D. Discussing new The teacher will discuss the The interview task is an application ENCANTADIA
concepts and practicing definition and types of speech of the proper speech context and The teacher will present different
new skills # 1 styles. speech style that the learners must situations and the learners will
apply. Identify the appropriate type of
speech style.
E. Discussing new The teacher will also discuss the
concepts and relation between speech context
practicing new skills # and speech styles.
2
F. Developing mastery Every situation will be evaluated
(leads to Formative if the congruency of context and
Assessment 3) style will be applied. Students will
be given the chance to give
feedback in every situation.
(5 mins)
The teacher will explain a
situational example using a
combination of organizational
communication and a formal
style.
G. Finding practical The teacher will ask the learners TRACK AND FIELD:
application of concepts to give a real – life scenarios by The teacher will ask the learners to
and skills in daily living combining a speech context and interview an expert related to their
speech style. chosen track about the following
topics:

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning KNOCK KNOCK!
The teacher will ask the learners
to create a short talk show about
the concepts in speech context
and speech styles.
1. Importance of communication
skill in a job
2. Good attitude in a conversation
3. Communication style in dealing
with employees or students.
GROUP ACTIVITY
The teacher will ask the learners to
do the following tasks:
1. Choose an expert related to
their track
2. Plan for the appointment and
questions to the interviewee
3. Conduct the interview and apply
the formal speech style.
4. Record and submit the interview
video.
Peer Critiquing EXCUSE ME PO!
The teacher will ask the learners to
perform radio broadcasting in
context. The performance will be an
application of the interpersonal
communication and a speech style.
 The performance will be related in
their track. For example, the news
are about teaching, technology and
baking.
 The criteria are:
Voice Quality (Enunciation of anchors
and news reporters) 30%
 RUBRIC Creativity of infomercial (Impact and
Content – 30% relevance of track) – 20%
Technical Aspect- 30% Technical Application (Timing and
Language Use – 20% precision) – 20%
Interpersonal Skills -10% Script (Content and Neatness) – 20%
Manner-10% Over – all performance – 10%
J. Additional activities for FIELD TRIP
application or Group Activity:
remediation Choose an expert related to your
field and set an appointment for
the interview. The learners must
not have the same interviewee.
Questions for the interviewee will
be checked. Group discussion
will be done inside the
classroom.
V. REMARKS
VI. REFLECTION

Prepared by: Noted by: Checked and Approved by:

CARMIE N. MACARILAY ANELYN L. DUASO ROLANDO F. PAJARILLO

Teacher-III Master Teacher-I Principal- I