DAILY LESSON LOG
Department of Education
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
School VIGAN NATIONAL HIGH SCHOOL WEST Grade Level 11
Teacher JEFFERSON R. ANCHETA Learning Area CREATIVE WRITING
FEBRUARY 19-23,2024
Teaching Dates and Time Quarter 3RD QUARTER
11- EINSTEIN |11:00-12:00
SESSION 1 SESSION 2 SESSION 3 SESSION 4
The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
The learners shall be able to produce a short, well-crafted poem
Identify the various elements, techniques, Identify the various elements, Identify the various elements, Identify the various elements,
and literary devices in specific forms of techniques, and literary devices techniques, and literary devices in techniques, and literary devices in
poetry (HUMSS_CW/MP11/12cf-6) in specific forms of poetry specific forms of poetry specific forms of poetry
(HUMSS_CW/MP11/12cf-6) (HUMSS_CW/MP11/12cf-6) (HUMSS_CW/MP11/12cf-6)
At the end of the lesson, the learners should
be able to:
a. identify various elements, techniques, and
literary devices in specific forms of poetry;
b. verbalize appreciation of the power of
spoken words;and
c. compose a poem according to a specific
subject.
Conventional Forms of Poetry Conventional Forms of Poetry Experimental Forms of Poetry Experimental Forms of Poetry
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources
Creative Writing by Louyzza Maria Victoria
H. Vasquez and Gabriela Lee, pp. 83-94
https://www.poetryfoundation.org/
poems/45106/sonnet-116-let-me-not-to-the-
marriage-of-true-minds
Creative Writing by Louyzza Creative Writing by Louyzza Maria
Maria Victoria H. Vasquez and Victoria H. Vasquez and Gabriela
Gabriela Lee, pp. 83-94 Lee, pp. 83-94
https://www.poetryfoundation.org/ http://
linglithumanities.blogspot.com
poems/44266/mending-wall
/2012/02/notes-on-philippine-
poetry.html
Creative Writing by Louyzza Maria
Victoria H. Vasquez and Gabriela Lee,
pp. 83-94
https://www.masterclass.com/
articles/tips-for-writing-better-poetry

IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances of Ask them to describe their output. Connect
the new lesson
D.Discussing new concepts and
Ask the learners about the previous lesson.
Ask the learners if they know how to create
a paper airplane. Then, they will be given
bond paper that they can use in making
paper airplane.
to describing an actual plane. Elucidate that
the parts of the plane play vital role in
shaping the form of the plane. Ask them why
it is important to have a form of one’s object.
Discuss the following conventional forms of
Ask the learners the forms of
poetry that were discussed in the
previous session.
The class will delve on blank
https://www.tagaloglang.com/
tanaga-maiikling-tula/
Ask the learners the forms of Ask the learners the types of poems
poetry they learned from the that were tackled last session.
previous session.
Ask the learners about Filipino folk Ask the learners what make them worry
songs they know. in writing poems.
The class will sing Leron, Leron,
Sinta. After that, ask them what
lesson they can get it from it.
Discuss to the learners the The class will study the 11 Tips in
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications 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
A.No. of learners who earned 80%
of the formative assessment
poetry: couplet, haiku, quatrain, sestina. verse and free verse. The class different forms of Philippine Writing published by MasterClass on
Examples will be read and analyzed by the will read examples such as poetry. their website.
class such as “Sonnet 43” by Elizabeth “Mending Wall” and “The Road
Barret Browning, “Sestina” by Algernon Not Taken” by Robert Frost,
Charles Swinburne, and haiku of Matsuo “Bonsai” by Edith Tiempo, and
Basho. “The Doomed” by Mikael de Lara
Co.
The learners will read “Sonnet 116” by The learners will read the poem The learners will read and analyze
William Shakespeare and determine its “This is Just to Say” by William the form of the poem “Palay” by
type. In the activity, the writer’s name will Carlos Williams. They will Ildefonso Santos.
not be included. It will be told after the determine the form of the poem.
analysis.
Ask the learners how the conventional forms Ask the learners how the Ask the learners how Filipino Ask the learners how writing poetry can
of poetry can help them to respect the conventional forms of poetry can poetry can help them appreciate help them gain confidence.
culture and traditions of their communities. help them improve their writing their roots as part of the nation.
styles.
The learners will give the qualities of the The learners will give the The learners will give the qualities The learners will give their realization
forms of poetry being discussed. qualities of the forms of poetry of the forms of poetry being on writing poetry.
being discussed. discussed.
The learners will write a haiku poem.
The thematic concept they will consider
writing is ‘new beginnings’.
B.No. of learners who require
additional activities to remediation
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
material did I use/discover which I
wish to share with other teachers?

Prepared by:
Checked by:
JEFFERSON R. ANCHETA
Teacher III REYNARIO T. VILORIA
School Principal