School: Grade Level:

NORTHERN ANTIQUE VOCATIONAL SCHOOL XII – HUMANITIES & SOCIAL SCIENCES

DAILY LESSON Teacher: Learning Area:
LOG RHIANN N. TONOG CREATIVE WRITING
Teaching Dates & Time: Semester/Quarter:
1st SEMESTER/ 1st QUARTER

I. OBJECTIVES
A. Content Standards The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
B. Performance Standards The learners shall be able to produce a short, well-crafted poem.
C. Most Essential
Write a short poem applying the various elements and literary devices exploring innovative techniques.
Learning Competency
LC CODE for each HUMSS_CW/MP11/12c-f-10
At the end of the lesson, the students should be able:
1. identify the elements and literary devices used in writing poetry;
Learning Objectives
2. analyze the elements and techniques used of famous literary piece; and,
3. write a poem or experimental poetry using the elements and literary devices.
II. CONTENT
Poem Writing (Tips & Stages in Poetry Writing)
(Subject Matter)
LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages K to 12 Most Essential Learning Competencies with Corresponding CG Codes
2.Learner’s Materials
Pages

Creative Writing: A Journey for Senior High School Students and Aspiring Creative Writers ( Bernales, Rolando A.,2017)
B. Other Learning
Creative Writing Workbook for Senior High School Students (Javier,T., and Zoleta, M. 2018.)
Resources
Online Sources
III. PROCEDURES Teacher’s Activity Students’ Activity Remarks
PRELIMINARIES
The in-charge for the day will lead This review is a
▪ Prayer the class in prayer. preparatory activity to
create connection
▪ Reminders (In the new normal) between the past and
▪ Checking of Attendance new lesson. It will also
Students will join the quiz through show continuity of the
▪ Review of Previous Lesson quizizz. lessons presented.
A. ELICIT

https://quizizz.com/admin/quiz/60c05b5c3f6ecf001b9c6364/forms-and-elements-of-poetry

• Presentation of the Lesson Objectives The students will read the objectives.
The students will work on the Photos on social issues
ACTIVITY 1: WORD CHAIN activity as instructed. are used to apply
(Brainstorming Activity) knowledge of content
Sample of Photos to Analyze within and across
1. Divide the students into 8 groups. These curriculum areas.
groups should be by barangay or
neighboring barangays. SUBJECT:
Philippine Politics and
NOTE: Governance (PPG)
a. The students should be pre-grouped.
b. Group facilitators, secretary and reporters should also be
identified prior to the class to save time. POSSIBLE ANSWERS: MELCS:
c. Group chats should also be created ahead as a platform for Explain the importance
B. ENGAGE group discussion during the activity.
of active citizenship
2. Give each group a picture to analyze.
CODE: No code
SAY: If you are one of the characters in the picture,
Words: Peace, compassion, loyalty WEEK: 15
what would you say to your audience?
Sacrifice, etc.
3. Ask the students to brainstorm on words or
Phrases: save lives, stop war, spread
phrases in relation to the photos shown.
love, etc.
4. Have them combine those words/phrases
and form a paragraph.

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 Sample Paragraph taken from the
5. Let the reporter present their work in class. words and phrases:
Loyalty and sacrifice for our country
will bring lasting peace. War should
be stopped, instead, we should
PROCESSING QUESTIONS: spread love and be compassionate to
one another to save lives.
1. How did you find the activity?

2. What do you like most about the activity? Students’ answer may vary.

3. What challenges have you encountered while

doing the activity?

4. Is brainstorming useful in forming a paragraph?

Support your answer.

Ask a volunteer to answer these questions after the

activity.

a. What are the pictures shown about? Social Issues

b. If you are given the authority or power to deal Students’ answer may vary. In this part of the
with these issues. How would you deal with it? lesson, the students
will be asked to
c. As a youth, is it important to be an active citizen Yes, ma’am. explain the
of this country? importance of active
citizenship. The
d. How will you become an active citizen of this To be an active citizen means getting questions will broaden
country? involved and taking action in solving their perspective on
different social issues. how to be an active
citizen of the country.

Student’s answer may vary.

ACTIVITY 2: If by Rudyard Kipling

1. Ask the students what their thoughts and Possible answer for No. 3
feelings are while listening to the poem.
Lines from the poem:
If you can trust yourself when all
men doubt you,
But make allowance for their
doubting too;

Source: https://www.youtube.com/watch?v=6SfPf-_OavY
2. Give each group a copy of the poem “If” by
Rudyard Kipling.
C. EXPLORE
3. Ask a volunteer to choose lines from the
poem that has a great impact on them. Let
them explain the message of the lines that
they have chosen.
4. Ask the students to identify the techniques
used by the author in the poem.
Message:
We should have the faith in
ourselves, even when others doubt
us. But after that, we should give
some importance to their doubt too
and try to find out what may be the
reason for their suspicion.
Possible answer for No. 4
The poem is a conventional form of
poetry that contains rhyme, rhythm
and meter. It has a rhyme scheme of
a-b-a-b-c-d-c-d and is written in
iambic pentameter. It also has a lot of
figurative language. Example of
figurative language is the use of
personification in the line- “If you
can dream-and not make dream your
master”, attributing human
characteristics of ‘dreaming’ to non-
human objects.

PROCESSING QUESTIONS:
Student’s answer may vary.
1. How did you find the activity?

2. What do you like most about the activity?

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 3. What challenges have you encountered while
doing the activity?

4. What are some of the techniques used by

Rudyard Kipling that you want to apply in
poem writing? Why?
Stages in Poetry Writing
1. Preparation Period Students are expected to interact by The techniques,
2. Incubation Period answering and asking questions in elements, forms, and
relation to the topic presented. devices of poetry were
3. Articulation Period
discussed in detailed in
4. Validation period the previous lesson.

Tips in Poetry Writing In this part of the

▪ Brainstorm your starting point. lesson, the teacher will
▪ Free-write in Prose. just introduce the
▪ Choose your poems form and style. different forms of
poetry as a guide for
▪ Read for inspiration.
their writing activity.
▪ Start writing for an audience.
▪ Communicate the Theme.
▪ Use the poetic elements and devices
▪ Read your poem out load.
▪ Take a break to refresh your mind.
D. EXPLAIN ▪ Revise your poem.

Explain that poetry could be conventional or

experimental in form. Emphasize that they can choose
among these forms in writing their composition.

CONVENTIONAL FORMS OF POETRY

Acrostic Sonnet
Tanaga Concrete Poetry
Diona Limerick
Haiku Quatrain
EXPERIMENTAL FORMS OF POETRY
Typography Poetic Rap Song
Prose Poem Spoken Word Poetry
Fliptop or Freestyle Rap Battle

ACITIVITY 3: Extend & Apply Your Skills

The activity will
Let the students choose one of the activities below.
develop critical
thinking and
a. Write an acrostic poem that would represent encourage students to
what you already know about poetry writing. apply or extend
E. ELABORATE concepts and skills in
b. Perform a poetic rap song to share how you new situations
would apply what you have learned in
Students answer in this part may This will also test the
writing poetry.
vary. application of the
concepts being
c. Compose a prose poem about the importance presented.
of knowing the literary elements, forms, and
devices in writing poetry.
Ask the students to write a short inspirational poem. Write a short inspirational poem in
The inspirational poem
response to the current global crisis-
will help students see
Rate them using these criteria: Covid-19. The goal is “to inspire”
the silver-lining amidst
1. Relevance to the theme/topic - 50% others to be optimistic despite the
the covid-19 pandemic.
2. Creativity/Style (use of elements and pandemic. Make sure to use the
F. EVALUATION I chose this because
literary devices) - 30% elements and literary devices that
everyone can relate to
3. Coherence of form and structure (harmony you have learned in the previous
it. This also will help
of words, presentation) - 10% lesson.
them see the good even
4. Clarity of imagery and language - 10%
in difficult situations.
TOTAL - 100%
TIGHTEN UP!
G. EXTEND (Spoken Word Poetry)

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 Ask the students to prepare a spoken word poetry The students will work on their
with a topic of their choice. It should not exceed three composition (spoken word poetry)
minutes. Have them practice and perform it in class. and perform in class when they are
ready.
Show them these criteria as their guide:
1. Poetic Elements (20%)
2. Lines/Stanza (20%)
3. Theme Development (20%)
4. Audience Awareness (20%)
5. Introduction/Close (20%)
IV. REMARKS ML/ID:
V. 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. Which of my teaching
strategies worked
well/not worked well?
Why did these work/not
work?

D. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:

RHIANN N. TONOG
Teacher II

Observer:

ROCHEL M. TUMANGDAY, Ph.D.

Asst. Principal II, Academics

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