School Malagnat NHS Grade Level HumSS 12

DAILY LESSON LOG Teacher Catherine L. Andomang Learning Area CREATIVE WRITING
Department of Education
Teaching Dates and Time WEEK 2 (Sept. 4-8,2023) Quarter QUARTER 1

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standard The learners understand imagery, diction, figures of speech, and variations on language.
B. Performance Standard The learner shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences.
C. Learning Competency / The learner utilizes language to evoke emotional and intellectual responses from readers. HUMSS_CW/MP11/12-Ia-b-3
Objectives The learners use imagery, diction, figures of speech, and specific experiences. HUMMS_CW/MP11/12-Ia-b-4
II. CONTENT 1.3 Language 1.3. Language 1.3. Language
a. Imagery b. Figures of Speech c. Diction a. Imagery b. Figures of Speech
III. LEARNING Book, Modules and Compendium, Laptop, LED TV and PowerPoint Presentation
RESOURCES
A. References Modules in Creative Writing, pages
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
B. Other Learning mrstolin.wikispace. mrstolin.wikispace.com mrstolin.wikispace.com http://www.educationwo
Resources com rld.com/a lesson/lesson2
IV. PROCEDURES
A. Reviewing previous The teacher will ask the learners to The learners will recap the last The learners will have a short recap The learners will recall the activities
lesson or presenting review yesterday’s lesson. lesson they had taken last regarding the last they have done
the new lesson time. topic. last time.
B. Establishing a purpose The teacher asks the learners on their thoughts about “creative writing”, The teacher will ask the learners The teacher will make the learners
for the lesson through a semantic web. about the senses they used as they share and define the idiomatic
imagined. expressions they noticed in the
video clip.

C. Presenting Examples/ The teacher asks the learners on their thoughts about “creative writing”, The teacher will have the The teacher will have the discussion
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 Think of an issue that bothers you, makes you angry, or scares you. Write freely
application of concepts
and skills in daily living
through a semantic web. discussion with the learners about the
definition and examples
of imagery.
The teacher will present a sample descriptive paragraph which uses all of the The teacher will have the
five sensory details. discussion with the learners about
the definition and
examples of imagery.
The learners will be asked to think of a noun (person, place, thing, and scene) The teacher will divide the class into
to describe – it can be anything recognizable. Write a paragraph describing it five groups and assign passages which
using all five of the sensory details. They are not allowed to say what they are they have to read and analyze. Each
describing! group will identify the images presented
in its respective passage.
The learners will be asked to create powerful, image creating sentences by With the same group mates, learners will
taking the “Boring sentence” and adding sensory details. Make up additional think of a noun (person, place, thing, and
details to construct the new sentence. Label the sensory details they added. scene) to describe – it can be anything
recognizable. Each group will write a
paragraph describing it using all five of
the sensory details. As the group presents
its output, the other groups will guess the
thing/idea being
referred to in the paragraph.
The teacher will evoke the learners to
about this issue. In your paper, offer solutions that you think could make it give the importance of using imagery in
better. their daily
communication.
with students about the definition
and origin of idiomatic expression.
The teacher will show examples of
idioms used in sentences.
The teacher will divide the class into
five groups which will collaborate in
a game to find out the meaning of
the idioms used in sentences. The
first group to give the correct
definition of the idiom will earn
points. The highest-point
earner will win the game.
Working in group, the learners need
to create a short role-play, including
at least seven Idiomatic expressions
in their dialogue. It can be a series
of scenarios in one act. After
writing their script and rehearsing
their part, each group will perform
in front of the class.
The teacher will ask the
learners about the importance of
knowing and using idiomatic
expressions in daily living.
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
Wrap-up the whole lesson through the reiteration of the discussed topic. The teacher will make the learners
define imagery and distinguish
between sensory
detail and experience.
The learners will be asked to think of an issue that bothers you, makes you The teacher will let the learners create
angry, or scares you. Write freely about this issue. powerful sentences by adding sensory
details to “boring sentences”. Learners
will label the sensory details
they added.
The teacher will ask the learners to
define idiomatic expression and give
examples.
The teacher will let the learners
define the idiomatic expressions
used in the sentences.

J. Additional activities
for 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 Yes Yes Yes Yes

lessons work? No. of
learners who have caught
up with the
Lesson.
D. No. of learners
No
No. of learners who have
caught up with the Lesson.
No. of learners who
No
No. of learners who have
caught up with the Lesson.
No. of learners who continue to
No
No. of learners who have
caught up with the Lesson.
No. of learners who continue to
No
No. of learners who
have caught up with the
Lesson.
No. of learners who continue
 who continue to continue to require remediation. require remediation. require remediation. to require remediation.
require
remediation
E. Which of my teaching Roleplaying Roleplaying Roleplaying Roleplaying
strategies worked well? Why Group Activity Group Activity Group Activity Group Activity
did these work? Collaborative Learning Collaborative Learning Collaborative Learning Collaborative Learning
Lecture Lecture Lecture Lecture
Others Others Others Others
F. What difficulties did I Bullying among students Bullying among students Bullying among students Bullying among students
encounter which my Student’s Behavior Student’s Behavior Student’s Behavior Student’s Behavior
principal or supervisor can
Lack of IMs Lack of IMs Lack of IMs Lack of IMs
help me solve?
Lack of Materials Lack of Materials Lack of Materials Lack of
(Technology) (Technology) (Technology) Materials
Internet Internet (Technology)
Internet
Others Others Internet
Others
Others

G. What innovation or Local Videos Local Videos Local Videos Local Videos
localized materials did I Recycled Materials Recycled Materials Recycled Materials Recycled Materials
use/discover which I wish to
Slide Presentation Slide Presentation Slide Presentation Slide Presentation
share with other teachers?
Others Others Others Others

Prepared by: Checked by:

CATHERINE L. ANDOMANG FEDERICO A. SAMUEL JR.

Subject Teacher