GRADE 11 School JAIME J.

VISTAN HIGH SCHOOL Grade Level 11

DAILY Teacher Rubiel D. VillafloresDay 2 Learning Area CREATIVE WRITING
LESSON LOG Day 1 Day 3 Day 4
Teaching Dates and Time FEB. 12-16, 2024 Quarter 2

I. OBJECTIVES

A. Content Standard he learners have an understandng of… imagery, diction, figures of speech, and variations on languages.

B. Performance Standard The learners shall be able to… produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences

C. Learning
Competency/Objectives
Write the LC code for each.
identify the various identify the various identify the various
identify the various elements, techniques, and elements, techniques, and elements, techniques, and
elements, techniques, and literary devices in poetry literary devices in poetry literary devices in poetry
literary devices in poetry

HUMSS_CW/ HUMSS_CW/ HUMSS_CW/

HUMSS_CW/ MP11/12c-f-6 MP11/12c-f-6 MP11/12c-f-6
MP11/12c-f-6

determine specific forms determine specific forms determine specific forms

determine specific forms and conventions of poetry and conventions of poetry and conventions of poetry
and conventions of poetry

HUMSS_CW/ HUMSS_CW/ HUMSS_CW/ HUMSS_CW/

MP11/12c-f-7 MP11/12c-f-7 MP11/12c-f-7 MP11/12c-f-7
II. CONTENT Reading and Writing Poetry Reading and Writing Poetry Reading and Writing Poetry Reading and Writing Poetry

III. LEARNING RESOURCES Laptop, Projector, Pisara, Laptop, Projector, Pisara, Tisa at Laptop, Projector, Pisara, Tisa at Laptop, Projector, Pisara, Tisa at
Tisa at papel papel papel papel
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

 3. Textbook pages

4. Additional Materials from

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 Attendance and review of lesson Attendance and review of lesson Attendance and review of 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
poetry is made to express
thoughts and emotions in a
creative and
imaginative way. It conveys
thoughts and feelings,
describes a scene or tells a
story in a concentrated,
lyrical arrangement of words
A. Stanza
Stanzas refer to series of lines
grouped together and separated by a
space
from other stanzas. They
correspond to a paragraph in an
essay. Identifying the
stanza is done by counting the
number of lines.
B. Form
In many cases, a poem may not
have specific lines or stanza, and
metrical
pattern, however, it can still be
labelled according to its form or
style. Here, we will
discuss the three most common
types of poetry according to form
1. Lyric Poetry. It is any poem with
one speaker (not necessarily the
poet) who
expresses strong thoughts and
feelings. Most poems, especially
modern ones,
are lyric poems. Below are some

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
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
STRUCTURE OF POETRY
One significant way to
analyse poems is by looking
into the stanza structure
and the form of the poem.
Generally speaking, structure
refers to the overall
organization of lines and/or
the conventional patterns of
sound.
Individual insights of the
learners about the lesson
through recitation.
Individual insights of the learners about
the lesson through recitation.
1. What stanzas can be seen in the
poem?
2. What is the rhyme
scheme/pattern of the poem?
Use the lines on the right side of
each line in the stanza.
3. What specific type of poetry is
used in the poem?
are: lyric,
descriptive and narrative. We will types of lyric poetry.
also include other popular types of
poetry.
Narrative Poetry. It is a poem that a. Ode. An ode is a lyric poem that
tells a story; its structure resembles praises an individual, an idea or an
the plot line of a story [i.e. the event.
introduction of conflict and The length is usually moderate, the
characters, rising subject is serious, the style is
action, climax and the denouement elevated and
the stanza pattern is elaborate.
Individual insights of the learners about Individual insights of the learners about
the lesson through recitation. the lesson through recitation.
You are challenged to write your haiku.
Choose your subject from the
pictures
below.
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: Approved by:

MELISSA M. MARTIN
Teacher II School Principal I