GRADES 1 to 12 School: GINATILAN NATIONAL HIGH SCHOOL Grade Level: 11

DAILY LESSON Teacher: JADE JIREH DELIGHT P. MONTERO Learning Area: Creative Writing
LOG Teaching Dates and Time: February 13-17, 2023 (WEEK 1) Quarter: 2nd QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners have
understanding of imagery,
diction, figures of speech,
and variations on language.
B. Performance The learners shall be able to
Standards produce short paragraphs or
vignettes using imagery,
diction, figures of speech,
and specific experiences.
C. Learning Use imagery, diction, figures
Competencies/ of speech, and specific
Objectives experiences to evoke
meaningful responses from
readers.
*Identify imagery, diction, and
figures of speech in a text.
Write the LC code for
HUMSS_CW/MP11/12-Ia-b-4
each
II. CONTENT Using Imagery, Diction,
(Subject Matter) Figures of Speech, and
Specific Experiences
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4. Additional Materials
from Learning MELCS (unpacked), Modules,
Resources (LR) Portal) LAS)
B. Other Learning Laptop, Internet
Resources
IV.PROCEDURES
ELICIT: Greetings
an The learners have an
understanding of imagery,
diction, figures of speech,
and variations on language.
The learners shall be able to
produce short paragraphs or
vignettes using imagery,
diction, figures of speech,
and specific experiences.
Use imagery, diction, figures
of speech, and specific
experiences to evoke
meaningful responses from
readers.
*Distinguish the type of
imagery that appeals to the
reader’s senses.
HUMSS_CW/MP11/12-Ia-b-4
Using Imagery, Diction,
Figures of Speech, and
Specific Experiences
MELCS (unpacked), Modules,
LAS)
Laptop, Internet
Greetings
The learners have an
understanding of imagery,
diction, figures of speech,
and variations on language.
The learners shall be able to
produce short paragraphs or
vignettes using imagery,
diction, figures of speech,
and specific experiences.
Use imagery, diction, figures
of speech, and specific
experiences to evoke
meaningful responses from
readers.
*Use figures of speech in a
sentence to evoke meaningful
responses.
HUMSS_CW/MP11/12-Ia-b-4
Using Imagery, Diction,
Figures of Speech, and
Specific Experiences
MELCS (unpacked), Modules,
LAS)
Laptop, Internet
Greetings
The learners have an
understanding of imagery,
diction, figures of speech,
and variations on language.
The learners shall be able to
produce short paragraphs or
vignettes using imagery,
diction, figures of speech,
and specific experiences.
Use imagery, diction, figures
of speech, and specific
experiences to evoke
meaningful responses from
readers.
*Choose appropriate diction
in different communication
contexts.
HUMSS_CW/MP11/12-Ia-b-4
Using Imagery, Diction,
Figures of Speech, and
Specific Experiences
MELCS (unpacked), Modules,
LAS)
Laptop, Internet
Greetings
The learners have an
understanding of imagery,
diction, figures of speech,
and variations on language.
The learners shall be able to
produce short paragraphs or
vignettes using imagery,
diction, figures of speech,
and specific experiences.
Use imagery, diction, figures
of speech, and specific
experiences to evoke
meaningful responses from
readers.
(Interactive Collaborative
Learning)
HUMSS_CW/MP11/12-Ia-b-4
Using Imagery, Diction,
Figures of Speech, and
Specific Experiences
MELCS (unpacked), Modules,
LAS)
Laptop, Internet
Greetings
A. Reviewing Previous Setting of classroom
Lessons/Checking of standards
Assignment Introduction
ENGAGE: Present the learning objective
B. Establishing purpose of the day.
for the Lesson Welcome to wonders of
writing that will nurture your
creativity and self-expression.
EXPLORE: Word Pool
C. Presenting Read the word pool and recall
examples /instances of familiar words you learned
the new lessons from the 21st Century
Literature.
EXPLAIN: Look around you; do you love
D. Discussing new the things found in your
concepts and practicing surroundings?
new skills #1.
E. Discussing new I Wondered Lonely as a Cloud
concepts & practicing Read poem below is about
and concern to new daffodils which have
skills #2 resemblance to two lovers
and lily flowers.
ELABORATE: Are there some lines in the
F. Developing Mastery poems that evoke your
(Leads to Formative senses? Are the figures of
Assessment) speech present also in the
poem?
G. Finding Practical What do you think are the
Applications of concepts experiences of the writer in
and skills in daily living writing the poem? Do you
have similar experience about
trees?
H. Making Why do writers use these
Generalizations & literary devices?
Abstractions about the
lessons
EVALUATE: Identify imagery, diction, and
Setting of classroom
standards
Assignment/Review:
What are the literary devices
we discussed yesterday? May
I hear your examples?
Present the learning objective
of the day.
Listen & Look
Listen to the song and look for
the use of imagery in the
lyrics.
Listen & List
Did you spot the use of
imagery in the song? By pair,
listen to it again and list the
imagery used in the lyrics.
Listen & Learn
Present your listed imagery.
Which among the types of
imagery does each lines
belong?
Why do songwriters use
imagery in their lyrics? How
does it improve the song?
What would the listeners feel
while listening it?
In your day to day dealings,
do you use imagery? When do
you use it?
Is imagery important in
writing? Why?
Distinguish the type of
Setting of classroom
standards
Assignment/Review:
Who wants to share his/her
short vignette or scene using
at least two types of imagery?
Present the learning objective
of the day.
Listen & Look
Listen to the song and look for
the use of figure of speech in
the lyrics.
Listen & List
Did you spot the use of figure
of speech in the song? By pair,
listen to it again and list the
figure of speech used in the
lyrics.
Listen & Learn
Present your list.
Which among the kinds of
figure of speech does each
lines belong?
Why do songwriters use figure
of speech in their lyrics? How
does it improve the song?
What would the listeners feel
while listening it?
In your day to day dealings,
do you use figure of speech?
When do you use it?
Is figure of speech important
in writing? Why?
Use figures of speech in a
Setting of classroom Setting of classroom
standards standards
Assignment/Review: Assignment/Review:
Who wants to share his/her
vignette using at least three
kinds of figure of speech?
Present the learning objective Present the learning objective
of the day. of the day.
Diction Dare
By group, write a short
dialogue which uses the type
of diction assigned to your
group.
What are the words or
phrases that you used to
show the type of diction?
Describe the context or
Open Time:
setting of your dialogue
Interactive Collaborative
wherein it is appropriate to
Learning
use that type or diction.
Learning Activity Sheets
What are the types of diction?
When is it appropriate to use
each type? How do you use
the right diction in different
setting?
Cite scenarios or experiences
wherein inappropriate diction
were used?
Why is it important to be keen
in using diction in your
writing?
Choose appropriate diction in Answer the summative test.
 I. Evaluating Learning figures of speech in the given imagery that appeals to the sentence to evoke meaningful different communication
excerpts. senses in the given sentences. responses. contexts described in the
sentences.
EXTEND: Write your own examples of Compose a short vignette or Continue your short vignette Rewrite your vignette using Rest and spend time with your
J. Additional activities each literary device we scene using at least two types or scene using at least three appropriate diction. family and friends.
for application or discussed. (4 examples in all) of imagery. kinds of figure of speech.
remediation
V.REMARKS

VI. Reflection
A.No. of learners who
earned 80% in the
evaluation
B. No. of learners who
requires additional
acts.for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who caught up
with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Monitored by:

JADE JIREH DELIGHT P. MONTERO DANIEL N. PANOLINO, MAED-ELM _________________________________________________

Teacher II School Head