1

MTOTSHS/CLASS8
CREATIVE WRITING
GRADE 11 School 18-DAY SEMINAR Grade 11
DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an understanding of 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/Objectives The learners differentiate imaginative writing from The learners cull ideas from experiences.
among other forms of writing.
Write the LC code LC Code: HUMSS_CW/MP11/12-Ia-b2
for each. LC Code: HUMSS_CW/MP11/12-Ia-b1

Imaginative Writing vs. Technical/Academic/Other Forms Sensory Experience

II. CONTENT
of Writing
III. LEARNING
RESOURCES
A. References Creative Writing CG page 1 Creative Writing CG page
of 8 1 of 8
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource

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(LR)portal
B. Other Learning www.deped.gov.ph www.deped.gov.ph
Resource https://neltachoutari.wor
dpress.com
IV. PROCEDURES
A. Reviewing previous The teacher will ask the The teacher will ask the The teacher will ask the
lesson or presenting learners to close their eyes learners to have a short learners to recall the
the new lesson for two minutes and The teacher will ask the recap regarding the last activities they have done
imagine something that learners to recap the last topic. last time.
they want to have/do that lesson they had taken last
day. time.
B. Establishing a purpose The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
for the lesson learners to put into writing learners to read each learners to make a list of learners to get something
whatever they have sample of writing output the uses they have made from the box and to
imagined. The learners will and identify its type. of writing outside school describe what, how, or
be given as well time to in the last four weeks. why they feel such
share their work in class. towards it.
C. Presenting The teacher will ask the The teacher will divide the The teacher will ask the The teacher will ask the
examples/Instances of learners to check what learners into five groups learners to make a learners to write a
the new lesson they have written and will let them have a second list of the uses paragraph describing an
considering the grammar draw lots on what specific they have made of imaginary or real event
rules and structures of type of writing they are writing in school during when they first touched
sentences and rewrite it going to create for the the same period given to water under a fall.
once more in clean sheet day. them in the first task.
of paper. This will be the They may include
learners output A. everything from notes,
lists, etc.
D. Discussing new The teacher will instruct The teacher will ask the The teacher will The teacher will ask the
concepts and the learners to write a one- learners to identify the introduce the learners a learners to do ‘Set Scene’.
practicing new skills # stanza poem with two lines type of each other’s work technique that will help The teacher will let the
1 about what they have and will be given a minute them get words and ideas learners talk about and
imagined. This will be their of justifying/validating down on paper. share experiences on how
output B. each other’s answer. they had a wonderful or
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horrible meal recently.
The teacher will ask The learners will be asked
volunteers from the class to use words related to
to read their write ups and taste. The learners will be
share whatever they have asked to recall something
done. The teacher will really tasty that they had
also give and ask positive eaten. Then they will be
feedback from the class. asked to prepare a list of
words related to the food
they ate.
E. Discussing new The teacher will lead the The teacher will ask the The teacher will ask the The teacher will ask the
concepts and learners in distinguishing learners to think of one learners to write learners to explain about
practicing new skills # the type of write ups they person that they admire whatever comes into a memorable eating
2 have produced during the most and let them do their heads about the experience that they
activity. creative write up about subject and they would really enjoyed. It can be
The teacher will ask the him/her. not have to worry about in a restaurant, a relative’s
learners to explain the making mistakes in house or at a party. Then
differences of the two spelling, punctuation or they should answer the
outputs (A and B) they grammar. questions posted on the
have produced. board.
F. Developing mastery The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
(leads to Formative learners to read and learners to think of the learners to write about learners to write a similar
Assessment 3) analyze the two sets of same person that they white collar work and piece on one food item
paragraphs. The learners admire most and create blue collar work. The that they really like.
should identify which technical write up about learners will write why
paragraph is under him/her. they like such kind of
technical and which is work or why not.
under creative writing.
Then, the learners will
rewrite and transform the
paragraph which is under
technical writing to
creative one.

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G. Finding practical The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
application of learners to carefully learners to do academic learners to create sensory learners to write
concepts and skills in observe the posted writing considering riddles that describe a something about their
daily living pictures on the board and themselves as 21st specific item in their first year of experience in
create a short story out of century learners. home. Senior High School.
it.
H. Making The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
generalizations and learners to differentiate learners the special learners to do ‘Sensory learners to use graphic
abstractions about the imaginative writing vs. the characteristics of Shadow Box’. The teacher organizer showing how
lesson other forms of writing they imaginative writing vs. will ask each group to one can create ideas from
have learned. technical/academic/other pick an item that experiences.
forms of writing. represents the five senses
and they should have find
creative ways to
represent each sense.
I. Evaluating learning The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
learners to create a one- learners to read the learners to go and to take learners to write eight
paragraph essay under articles and to identify notes on two different sentences regarding their
creative writing and each type. The learners places in the school using experiences when they go
another one for technical will choose one of those their senses. to market.
writing based of the given identified paragraphs
picture. excluding the one
identified under creative
writing and have to
construct creative write
up out of the identified
form of writing.
J. Additional activities The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
for application or learners to search for two learners to create short learners to look for different learners to read the
remediation different samples of write ups on creative, herbs which can be found in passage carefully and
writing outputs under technical, and academic school and let them classify make a list of words that
the herbs in different ways
imaginative and another writing out the objects are related to different
according to scent, feel,
two for technical writing. given to them. senses.
taste, or look. The learners
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will make a list of what they
have found out.

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
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
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I use/discover which I
wish to share with
other teachers?
GRADE 11 School 18-DAY SEMINAR Grade 11
DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an understanding of imagery, diction, figures of speech, and variations on language
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 The learner utilizes language to evoke emotional and The learners use imagery, diction, figures of speech,
intellectual responses from readers. and specific experiences.
Write the LC code
for each. LC Code: HUMSS_CW/MP11/12-Ia-b-3 LC Code: HUMMS_CW/MP11/12-Ia-b-4

1.3 Language 1.3.Language 1.3.Language

II. CONTENT
a. Imagery b. Figures of Speech c. Diction a. Imagery b. Figures of Speech
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional laptop, projector, laptop, projector,
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Materials from handouts, visual aids handouts, visual aids
Learning Resource
(LR)portal
B. Other Learning mrstolin.wikispace.com mrstolin.wikispace.com http://www.educationwo
Resource rld.com/a_lesson/lesson2
62.shtml
IV. PROCEDURES
A. Reviewing previous The teacher will ask the (10 mins) (10 mins)
lesson or presenting learners to review The teacher will make the The teacher will present a
the new lesson yesterday’s lesson. learners close their eyes short video clip about
for three minutes, think idiomatic expression.
of their fears and ways on After watching, the
how to overcome them, learners will answer
and imagine that they are questions regarding the
conquering them. clip.
Afterwards, the learners
will share what they have
imagined.
B. Establishing a purpose The teacher asks the The teacher will ask the The teacher will make the
for the lesson learners on their thoughts learners about the senses learners share and define
about “creative writing”, they used as they the idiomatic expressions
through a semantic web. imagined. they noticed in the video
clip.
C. Presenting The teacher will present a The teacher will have the The teacher will have the
examples/Instances of sample descriptive discussion with the discussion with students
the new lesson paragraph which uses all of learners about the about the definition and
the five sensory details. definition and examples origin of idiomatic
of imagery. expression.
D. Discussing new The learners will be asked The teacher will have the The teacher will show
concepts and to think of a noun (person, discussion with the examples of idioms used
practicing new skills # place, thing, and scene) to learners about the in sentences.
1 describe – it can be distinction between
anything recognizable. sensory details and
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Write a paragraph sensory experience.
describing it using all five
of the sensory details. They
are not allowed to say
what they are describing!
E. Discussing new The teacher will divide The teacher will divide
concepts and the class into five groups the class into five groups
practicing new skills # and assign passages which will collaborate in a
2 which they have to read game to find out the
and analyze. Each group meaning of the idioms
will identify the images used in sentences. The
presented in its first group to give the
respective passage. correct definition of the
idiom will earn points.
The highest-point earner
will win the game.
F. Developing mastery The learners will be asked With the same group Working in group, the
(leads to Formative to create powerful, image mates, learners will think learners need to create a
Assessment 3) creating sentences by of a noun (person, place, short role-play, including
taking the “Boring thing, and scene) to at least seven Idiomatic
sentence” and adding describe – it can be expressions in their
sensory details. Make up anything recognizable. dialogue. It can be a
additional details to Each group will write a series of scenarios in one
construct the new paragraph describing it act. After writing their
sentence. Label the using all five of the script and rehearsing
sensory details they sensory details. As the their part, each group will
added. group presents its output, perform in front of the
the other groups will class.
guess the thing/idea
being referred to in the
paragraph.
G. Finding practical Think of an issue that The teacher will evoke The teacher will ask the
application of bothers you, makes you the learners to give the learners about the

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concepts and skills in angry, or scares you. Write importance of using importance of knowing
daily living freely about this issue. In imagery in their daily and using idiomatic
your paper, offer solutions communication. expressions in daily living.
that you think could make
it better.
H. Making Wrap-up the whole lesson The teacher will make the The teacher will ask the
generalizations and through the reiteration of learners define imagery learners to define
abstractions about the the discussed topic. and distinguish between idiomatic expression and
lesson sensory detail and give examples.
experience.
I. Evaluating learning The learners will be asked The teacher will let the The teacher will let the
to think of an issue that learners create powerful learners define the
bothers you, makes you sentences by adding idiomatic expressions
angry, or scares you. Write sensory details to “boring used in the sentences.
freely about this issue. sentences”. Learners will
label the sensory details
they added.
J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation who
scored below 80%
J. Did the remedial
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lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked
well? Why did these
work?
M. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
N. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

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GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an understanding of imagery, diction, The learners have an understanding of poetry as a
figures of speech, and variations on language. genre and how to analyze its elements and techniques.
B. Performance Standard The learners shall be able to produce short paragraphs The learners shall be able to produce a short, well-
or vignettes using imagery, diction, figures of speech, crafted poem.
and specific experiences.
C. Learning The learners use imagery, The learners read closely
Competency/Objective The learners identify the various elements, techniques,
diction, figures of speech, as writers with a
s and literary devices in poetry.
and specific experiences. consciousness of craft.
Write the LC code LC Code:
LC Code: LC Code: HUMSS_CW/MP11/12c-f-6
for each. HUMMS_CW/MP11/12-Ia-b-4 HUMMS_CW/MP11/12-Ia-b5

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1.3. Language Sample works of well- Essential Elements of Essential elements of
II. CONTENT c. Diction known local and foreign Poetry Poetry
writers (Theme) (Tone)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Creative Writing for Senior
pages High School
2. Learner’s
Materials pages
3. Textbook pages pg. 73, pp. 247-255 Creative Writing for Creative Writing for
Senior High School, Prof. Senior High School, Prof.
Luijim S. Jose, Ronaldo R. Luijim S. Jose, Ronaldo R.
Larioque, Ph.D., p. 63-75 Larioque, Ph.D., p. 63-75
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning http://grammar.yourdictio https://literarydevices.net https://literarydevices.net
Resource nary.com/style-and- /theme/ /tone/
usage/Figurative-
Language.html https://www.s;ideshare.n http://www.educationwo
et/JackylineLagaa/types- rld.com/a_lesson/lesson2
and-elements-of-poetry 62.shtml
IV. PROCEDURES
A. Reviewing previous (10 mins) The teacher will elicit The teacher will elicit
lesson or presenting The teacher will show a (5 mins) information from the information from the
the new lesson line containing a figure of The teacher will review learner about the learner about the
speech; the learners will the learners about the previous topic. previous topic.
share insight about the discussed elements of
line. language. (Figurative Languages) (THEME)
B. Establishing a purpose The teacher will evoke the The teacher will present a The teacher will ask the WORD HUNT

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for the lesson learners about their idea video clip showing learners to listen and The teacher will ask the
on figure of speech. pictures of different analyze lines from the learners to look for the
Filipino and local writers song Secret Love Song the given words on the
and ask the learners about learners will share their puzzle:
what they know about ideas about orally.
these writers. admiration, affectionate,
friendship, bittersweet,
sad, suffering, crime,
mystery, benevolent, and
revenge.
C. Presenting The teacher will define The teacher will connect The teacher will ask the The teacher will ask the
examples/Instances of figures of speech and give the presented video on learners to read, analyze learners to read properly
the new lesson its types. the lesson for today. and answer questions and analyze the dialogue
about the poem entitled Father: “We are going on
“If there be Sorrow” by vacation.”
Mari Evans.
Son: “That’s great!!!”
Father: “We can’t go on
vacation this summer.’
Son: “Ok. Great! That’s
what I expected.
D. Discussing new The teacher will ask the Video Presentation : The teacher will discuss The teacher will ask the
concepts and learners to distinguish and provide examples of learners comprehensive
practicing new skills # between and among the The teacher will present a situations and ask the questions about the tone
1 various types of figures of video presentation of the learners to identify the used in the dialogue.
speech. different Filipino and theme of each.
Foreign writers with their
works. The teacher will
give additional
information about these
writers and their
importance in literature
and writing and with

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regards to the elements of
language discussed.
E. Discussing new The teacher will make the Share-a-ton The teacher will present a
concepts and learners think and share poem entitled
practicing new skills # sentences that contain The teacher will ask the “Passionate Shepherd to
2 figures of speech. learners to go to their his Love” by Christopher
group. Each group will Marlowe and ask the
choose one writer they learners to read and
learned from the analyze the poem
presentation and focusing on its tone.
discussed the new
learning they got from.
F. Developing mastery The teacher will divide the Read-like-a-writer The teacher will present The teacher will ask the
(leads to Formative class into five groups and trailers of the movies learners to provide other
Assessment 3) instruct them to The teacher will give a Pride and Prejudice, examples of poems/other
comprehend and identify group activity to the Godzilla, Harry Potter, and literary pieces that depict
the figures of speech learners with the same Sherlock Holmes and asks admiration, affectionate,
contained in the poem groupings. Each group will the learners to identify friendship, bittersweet,
titled “A Poem Must Be be given a copy of the the theme of each trailer. sad, suffering, crime,
Magical” by Jose Garcia poem, “Pag-ibig sa mystery, benevolent, and
Villa. Tinubuang Lupa” to be revenge.
read. The learners will
analyze the poem
according to the elements
of language discussed.
After the analysis of poem,
the group will read it in
class as the though they
are the writers of the
poem.
G. Finding practical The teacher will let the The teacher will ask this The teacher will ask the The teacher will ask the
application of learners explain why question to the learners: learners what are the learners what are the
concepts and skills in figures of speech should How do the elements of importance of identifying importance of identifying

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daily living not be taken literally. language help you in the theme of a specific the tone of a specific
understanding a writing or literary piece. literary piece.
a literary piece?
H. Making The teacher will enable the STUDY ON THE GO! The teacher will ask the The teacher will ask the
generalizations and learners to define figure of learners comprehensive learners comprehensive
abstractions about the speech and to enumerate The learners will be questions about topic questions about topic
lesson its types. divided into three groups. “THEME”. “TONE”.
They will be given
handouts of the passage
entitled “THE SHELL” by
Colin Thiele. Each group
will accomplish the task
assigned:
Group 1 - List down 15
figures of speech used in
the passage. Using context
clues, give the meaning of
each figurative language.
Group 2 - Identify at least
15 sensory images from
the text. Categorize the
chosen imageries as
visual, tactile, auditory,
gustatory or olfactory.
Group 3 - Choose 15
informal sentences used in
the passage. Considering
the types of diction,
convert them into more
formal academic diction
I. Evaluating learning The teacher will make the GROUP ACTIVITY GROUP ACTIVITY
learners write a poem The teacher will ask the The teacher will ask the
about themselves. The learners to group learners to group

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poem does not have to themselves into four (4). themselves into five (5)
rhyme, but it needs to Each group will be given a groups and will compose
paint a picture of them. It poem and they will their own reply to the
should be at least five-line analyze the theme of shepherd following the
long. The first line should each using a bubble tones given for each
be only the word me. The chart. group.
last line is the learner’s
name. The second, third, GROUP 1-“Swift Things GROUP 1- acceptance
and fourth should be lines are Beatiful” by Elizabeth GROUP 2- hatred
describing him/her. They Coatsworth. GROUP 3- sadness
have to make use of the GROUP 2- “Fire and Ice” GROUP 4- admiring
figures of speech. by Robert Frost. GROUP 5- apologetic
GROUP 3- “A Dream” by
Edgar Allan Poe. RUBRICS:
CONTENT- 40%
GROUP 4- “Pag-ibig sa MECHANICS-20%
Tinubuang Lupa” by ORGANIZATION-20%
Andres Bonifacio ORIGINALITY-20%

RUBRICS:
Layout-20% , Content-
50%
Quality -30%
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
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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?

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GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
B. Performance Standard The learners shall be able to produce a short, well-crafted poem.

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C. Learning
Competency/Objective Use selected elements of
The learners determine specific forms and conventions of poetry.
s poetry in short exercises
LC Code:
Write the LC code LC Code:
HUMSS_CW/MP11/12c-f-7
for each. HUMSS_CW/MP11/12c-f

Specific forms and Specific forms and Specific forms and

II. CONTENT conventions of poetry. conventions of poetry. conventions of poetry. Elements of Poetry
(Conventional Forms) (Rhyme and Meter) (Metaphor)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Creative Writing for Senior Creative Writing for Senior Creative Writing for
pages High School, Prof. Luijim S. High School, Prof. Luijim S. Creative Writing for Senior Senior High School , Prof.
Jose and Ronaldo R. Jose and Ronaldo R. High School, Prof. Luijim S. Luijim S. Jose, Ronaldo R.
Larioque, Ph.D pp.77-94 Larioque, Ph.D pp.77-94 Jose and Ronaldo R. Larioque, Ph. D. P. 95-
Larioque, Ph.D pp.77-94 103
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning www.dep.ed.gov.com.ph
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
lesson or presenting learners questions about learners questions about learners questions about learners to define poetry
the new lesson the previous topic about the previous topic about the previous topic about and what are the specific
elements of poetry. specific forms and specific forms and forms and conventions
conventions of poetry in conventions of poetry in of poetry.
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conventional forms. rhyme and meter.
B. Establishing a purpose The teacher will ask the The teacher will show the The teacher will show the JUMBLE WORDS
for the lesson learners to write about class a poem that has class a poem entitled “I (5 mins)
their favorite poem then rhyme and meter by Laura know why the cage birds The teacher will ask the
and they will recite the E. Richards entitled sings” by Maya Angelou students to arrange the
poem. “Antonio” and a poem and let them read it aloud. words according to its
without rhyme and meter position and paste it on
entitled “I’m Nobody! the board.
Who are You?” By Emily 1.ESREVEERF-
Dickinson. 2.YRTEOP
3. ROHPATEM
4.STNEMBMAJNE
5.TENNOS
ANSWERS:
1.FREEVERSE
2.POETRY
3.METAPHOR
4.ENJAMBMENTS
5.SONNET
C. Presenting The teacher will choose The teacher will ask the The teacher will ask the The Teacher will present
examples/Instances of some of the poems and learners to compare each learners their observation an example poems
the new lesson connect it to the topic. poem and tell what they on the said poem. through power point
observe. presentation
Like:
1.Acrostic poem
2. Enjambment
D. Discussing new The teacher will show The teacher will provide The teacher will discuss The teacher will give the
concepts and different examples of another example entitled the definition and relation definition of each form
practicing new skills # conventions of poetry like Eletelephony by Laura E. of metaphor to the said and provide questions.
1 tagalog poem entitled Richards and identify the poem.
“Ikaw” sung by Sarah rhyme and meter.
Geronimo, tanaga entitled
“Sipag” by anonymous,,

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haiku from a Japanese
poet and “Sonnet 18” by
William Shakespeare.
E. Discussing new The teacher will present
concepts and another free form style
practicing new skills # entitled “An Acrostic” by
2 Edgar Allan Poe. The
learners will analyze its
form.
F. Developing mastery The teacher asks The teacher will ask the The teacher will ask the Group Activity:
(leads to Formative comprehensive questions learners comprehensive learners comprehensive (15 mins)
Assessment 3) about the examples of questions about rhyme questions about the poem Fact or Bluff
poems. and meter. “In the Garden” by Emily The teacher will grouped
Dickinson and identify the the Learners into three
metaphors in it. groups and do the
following tasks by
identifying its elements
and form.
The teacher will present
a power point of the
following:
1. A free verse form
2. An Enjambment form
G. Finding practical The teacher will divide the The teacher will provide The teacher will ask the Group Activity:
application of class into four and will another poem entitled learners to think of an (20 mins)
concepts and skills in write a tanaga for the first “The Peace of Wild object that best describes The teacher will
daily living group, tagalog poems for Things” by Wendell Berry them using a metaphor. grouped the learners
the second group and to the learners and they Let them share their and assigned the
sonnet for the last group. will tell or identify the answers orally. following tasks:
rhymes and meter used in
RUBRICS: the poem. Group 1- Make your
(Poem composition) own poem in a Free
CONTENT- 40% verse form and perform

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MECHANICS-20% it in the class
ORGANIZATION-20% Group 2- Compose your
ORIGINALITY-20% own poem that contains
metaphor and present it
in the class
Group 3- Do your own
piece of Enjambment
form and recite it with
line breaks in the class.

The learners will be

assess through Rubrics.
Content - 15%
Language/ Style- 10%
Clarity of Speech-15%
Stage presence - 10%
H. Making The teacher will ask the The teacher will ask the The teacher will ask the The learners will states
generalizations and learners to summarize learners to summarize learners to summarize the definition of the
abstractions about the today’s topic about today’s topic about rhyme today’s topic about following:
lesson conventional forms. and meter. metaphor.
Free verse
Metaphor
Enjambment
I. Evaluating learning MAKE YOUR OWN! RHYME YOUR POEM! ME, MYSELF AND I! Paper Pencil Test
The teacher will ask the The teacher will ask the (10 mins.)
learners to write a Haiku learners to write a poem The teacher will ask the MATCH UP
that deals with the beauty describing the face of the learners to create their The teacher will ask the
of garden. person they really admire own 3 stanza poem with learners to answer the
using Octameter and metaphors. questions asked.
RUBRICS: rhyme.
(Poem composition) RUBRICS: RUBRICS: The learners will match
CONTENT- 40% (Poem composition) (Poem composition) the words in the box
MECHANICS-20% CONTENT- 40% CONTENT- 40% with the statements.

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ORGANIZATION-20% MECHANICS-20% MECHANICS-20%
ORIGINALITY-20% ORGANIZATION-20% ORGANIZATION-20%
ORIGINALITY-20% ORIGINALITY-20%
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
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

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me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning Creative Writing
Area

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Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
B. Performance Standard The learners shall be able to produce a short, well-crafted poem.
C. Learning Write a short poem
Competency/Objective Use selected elements of Explore innovative techniques in writing poetry applying the various
s poetry in short exercises elements, techniques,
LC Code: and literary devices.
Write the LC code LC Code: HUMSS_CW/MP11/12c-f-9
for each. HUMSS_CW/MP11/12c-f-8 LC Code:
HUMSS_CW/MP11/12c-f-10
Reading and Writing
Poetry
2.3 Techniques and
II. CONTENT Elements of Poetry Innovative Techniques literary devices
(modelling from well-
known LOCAL and
foreign poets)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Creative Writing for Senior
pages High School , Prof. Luijim S.
Jose, Ronaldo R. Larioque,
Ph. D. P. 95-103
2. Learner’s
Materials pages
3. Textbook pages Creative Writing by: Any Creative Writing or
Rizelyn Marantan p.18-21 Philippine Literature
books
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4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning http://www.educationworl
Resource d.com/a_lesson/lesson262
.shtml
IV. PROCEDURES
A. Reviewing previous The teacher will asks the Review of the previous The teacher will have a
lesson or presenting learners about the lesson short review of the
The teacher will recall the
the new lesson previous lesson. different elements of
elements of poetry.
What is Free verse? (Text Twist) poetry. (Text Twist)
What is Enjambment
B. Establishing a purpose The teacher will present The teacher will ask the The teacher will explain
for the lesson (5 mins) learners to do an acrostic the objective of today`s The teacher will tell the
Poems. poem. activities which is for the learners that they are
The learners will sketch in Example: `Parents': learners to write a poem going to write their own
the box the image that is Parents are always using different literary poem focusing on
being described and Active and caring, devices.
Language: Imagery,
illustrated in the poem. Running after you
Every day of your life Figures of Speech,
Poem 1.- by; Lee Emmet Needing to take care of Diction
Poem 2.- Ikaw by: Sarah you Tender when
Geronimo you're sick
Shouting when you're
naughty.
C. Presenting The teacher will discuss The teacher will ask the ff.
examples/Instances of the different kinds of questions which may lead The teacher will show an
the new lesson poetic lines and the uses of to the lesson for today: example of a short
line breaks in poetry. poem.
1. A line Break -Have you ever
2. Punctuation and line experienced to do an MODEL: WELL-KNOWN
Breaks experimental dish?
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3. Line Breaks -What did discover while
End- Stopped lines experimenting? LOCAL POET
-How did you feel after the
experiment?
D. Discussing new The teacher will provide The teacher will discuss Group Activity: The
concepts and another example lines of the topics: learners will compose a
practicing new skills # poem from the opening short poem. (It could be
1 lines of Milton’s ‘’Paradise 1.Other experimental texts in Filipino provided there
Lost’’‘’ Of man’s first – Typography and Genre- is a translation)
disobedience , and the Crossing Texts (e.g. prose
fruit of that forbidden poem, performance Group 1- Free verse
tree. poetry) Group 2- Diona
The teacher will elicit 2. Techniques and literary Group 3- Tanaga
answers from the learners devices. Group 4- Dalit
and give the right Group 5- Haiku
explanation.
E. Discussing new The teacher will show an Identify literary device Group Presentation.
concepts and example lines of poem used in the following:
practicing new skills # entitled:
2 ‘’She Dwelt Among the 1. Peter Piper picked a
untrodden Ways’’ by; peck of pickled pepper.
William Wordsworth 2. Will she read these
The learners will identify cheap leaflets?
the meaning of each line. 3. Mammals named Sam
are Clammy.
4. The crashing thunder
woke me from my sleep.
5. Silly Suzie
F. Developing mastery Individual Activity: The teacher will ask the The teacher will ask the
(leads to Formative (15 mins.) learners to give examples learners to identify
Assessment 3) The teacher will present a of experimental texts that literary devices used by
poem from Shakespeare they have already read. each group.
Sonnet number 11.

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The learners will identify
the uses of enjambment.
G. Finding practical Group activity: The teacher will give 3 Which among the
application of (20 mins.) short poems to be read by literary devices can you
concepts and skills in The teacher will grouped the learners entitled relate your own
daily living the learners and do the experience in life? Why?
“Grief” , “Just” and
following tasks:
“The poem must be Fist
Poem: God’s Grandeur by Magical”. They will analyze
Gerald Manley Hopkins its genre and if it is an
example of a ‘genre-
Group 1-Read the poem crossing’ text or not.
and underline the lines
that is end Stopped line.

Group 2- Read the poem

and underline the lines
that is Caesura

Group 3- Read the poem

and identify the lines that
is enjambment.
H. Making The Teacher Will ask the The teacher will ask What are the literary
generalizations and learners to give the questions on experimental devices?
abstractions about the definition of the following texts and techniques and
lesson forms: other devices.

Line Breaks
End Stopped lines
Enjambment
I. Evaluating learning Group Activity Write a poem having 4 Collaborative Work:
(10 mins.) stanzas with 4 lines each. The learners will
The teacher will grouped Make sure to include the compose a poem

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the learners into two different literary devices applying Imagery,
groups and do the which were discussed in Figures of speech,
following Tasks: today’s lesson. (20pts.) Diction with the assigned
theme.
Group 1-3 Make your own Rubric: Group 1- Free verse
poem that has metaphor. Content-5 pts. (friendship)
Group 2- 4 Make your own Coherence-5 pts. Group 2- Diona (love)
poem and identify its lines Organization-5 pts. Group 3- Tanaga
and give the meaning on it. Grammar-5 pts. (success)
Group 4- Dalit (family)
Group 5- Haiku
J. Additional activities Make a compilation of
for application or the different literary
remediation pieces (Diona, Tanaga,
Dalit, Haiku) written by
local poets.
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
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who

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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?

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CREATIVE WRITING

GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an The learner have an understanding of fiction as a genre and are able to analyze its
understanding of poetry as elements and technique
a genre and how to
analyze its elements and
techniques.
B. Performance Standard The learners shall be able The learner shall be able to produce at least one striking scene for a short story.
to produce a short, well-
crafted poem.
C. Learning Write a short poem
Competency/Objective applying the various Identify the various elements, technique, and literary devices in fiction
s elements, techniques, and
literary devices. LC Code:
Write the LC code HUMSS_CW/MPIg-i-11
for each. LC Code:
HUMSS_CW/MP11/12c-f-10
II. CONTENT Reading and Writing 3.1. Elements of the Genre
Poetry a. Character
2.3 Techniques and literary b. Point of View
devices (modelling from b.1. 1st person POV (major, minor, bystander)
well-known LOCAL and b.2. 2nd person POV
foreign poets) b.3. 3rd person POV (objective, limited, omniscient, omniscient)

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c. Plot
c.1. Linear
c.2. modular/episodic
c.3. traditional parts: exposition, rising action, climax, falling action,
resolution/denouement
d. Setting and atmosphere
d.1. time and place
d.2. cultural sociological, political, religious, etc. milieu
d.3. sensibilities that lead to specific modes
e. Conflict
f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme
g.1. moral/lesson
g.2. dramatic premise
g.3. insight
3.2. techniques and literary devices
a. mood/tone
b. foreshadowing
c. Symbolism and motif
3.3. Modelling from well-known local and foreign short story writers in a range of
modes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Any Creative Writing or Creative Writing Creative Writing Creative Writing
pages Philippine Literature books Curriculum Guide p.2 of 8 Curriculum Guide p.2 of 8 Curriculum Guide p.2 of 8
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
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Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will have a The teacher will have a Review of the past lesson
The teacher will have a
lesson or presenting short review of the review of the past lesson about the techniques in
review of the past lesson
the new lesson different elements of about elements of the fiction
about elements in poetry.
poetry. (Text Twist) fiction
B. Establishing a purpose The teacher will show The teacher will ask the The teacher will tell the
for the lesson The teacher will tell the images; then, ask the learner to write anything learners that the lesson
learners that they are learner about their insight. of their choice. for today will be a
going to write their own continuation of what had
poem focusing on been discussed yesterday.
Techniques and Literary
Devices (Alliteration,
Assonance, Consonance,
Onomatopoeia)
C. Presenting The teacher will show an The teacher will present The teacher will ask at The teacher will discuss
examples/Instances of example of a short poem. the story, ‘The Gift of the least two-three learners to the literary devices that
the new lesson MODEL: WELL-KNOWN Magi’. read their work. they may encounter in
LOCAL POET The teacher will ask the fiction.
learners how they come
up with their work.
D. Discussing new Group Activity: The teacher will present The teacher will present The teacher will discuss
concepts and The learners will compose and discuss the lesson. and elaborate the lesson the following:
practicing new skills # a short poem. (It could be The teacher will also give and give examples in each
1 in Filipino provided there is example/s of each of the technique. 1. Alliteration
a translation) element 2. Personification
Group 1- Free verse 3. Foreshadowing
Group 2- Diona 4. Simile
Group 3- Tanaga 5. Hyperbole
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Group 4- Dalit
Group 5- Haiku
E. Discussing new Group Presentation. The teacher will present
concepts and examples of the following
practicing new skills # devices.
2
F. Developing mastery The teacher will ask the The teacher will group the The teacher will ask the The teacher will present a
(leads to Formative learners to identify literary class into five; then, each learners to revise their short story entitled “The
Assessment 3) devices used by each group will be assigned into work by choosing and Wind and the Sun” by
group. the different elements of applying one of the Aesop.
Which among the literary the fiction using the same techniques in fiction
devices can you relate your the story. The students The learners will identify
own experience in life? will identify the elements the literary devices used
Why? assigned to them. Then in the said story.
after some time, each
group will present their
answers.
G. Finding practical Which among the literary The teacher will ask the The teacher will ask the The learners will present
application of devices can you relate your learners these questions, learners this question, their answers after
concepts and skills in own experience in life? “What situation/s we can minutes of analyzing and
daily living Why? 1. If you are going to observe the techniques? answering through a
choose among the poem.
character, who would you
be? Why?
2. Do you also encounter
the same problem present
in the story? What are you
going to do?
H. Making Collaborative Work: The teacher will ask the The teacher will ask the The teacher will ask the
generalizations and The learners will compose learners about what they learners about what they learners to share in front
abstractions about the a poem applying Imagery, have learned for today’s have learned for today’s of the class what they
lesson Figures of speech, Diction lesson. lesson. have learned.
with the assigned theme.

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Group 1- Free verse
(friendship)
Group 2- Shape poem
Group 3- Acrostic
Group 4- Genre-crossing
Group 5- Jambments

Attached rubric
I. Evaluating learning Make a compilation of the The teacher will have a The teacher will group the The teacher will group
different literary pieces game “pass the ball”; class then each group will the class. Each group will
written by foreign poets then, the learner who is be given an activity sheet choose one of the literary
and identify literary holding the ball will devices discussed, and
techniques/devices used answer the question of the learners will construct
by the writer. the teacher. their own 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
lessons work? No. of
learners who have
caught up with the
lesson

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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?

36
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GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an The learner have an understanding of fiction as a genre and are able to analyze its
understanding of poetry as elements and technique
a genre and how to
analyze its elements and
techniques.
B. Performance Standard The learners shall be able The learner shall be able to produce at least one striking scene for a short story.
to produce a short, well-
crafted poem.
C. Learning Write a short poem
Competency/Objective applying the various Identify the various elements, technique, and literary devices in fiction
s elements, techniques, and
literary devices. LC Code:
Write the LC code HUMSS_CW/MPIg-i-12
for each. LC Code:
HUMSS_CW/MP11/12c-f-10
II. CONTENT Reading and Writing 3.1. Elements of the Genre
Poetry a. Character
2.3 Techniques and literary b. Point of View
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devices (modelling from b.1. 1st person POV (major, minor, bystander)
well-known LOCAL and b.2. 2nd person POV
foreign poets) b.3. 3rd person POV (objective, limited, omniscient, omniscient)
c. Plot
c.1. Linear
c.2. modular/episodic
c.3. traditional parts: exposition, rising action, climax, falling action,
resolution/denouement
d. Setting and atmosphere
d.1. time and place
d.2. cultural sociological, political, religious, etc. milieu
d.3. sensibilities that lead to specific modes
e. Conflict
f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme
g.1. moral/lesson
g.2. dramatic premise
g.3. insight
3.2. techniques and literary devices
a. mood/tone
b. foreshadowing
c. Symbolism and motif
3.3. Modelling from well-known local and foreign short story writers in a range of
modes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Any Creative Writing or Creative Writing Creative Writing Creative Writing
pages Philippine Literature books Curriculum Guide p.2 of 8 Curriculum Guide p.2 of 8 Curriculum Guide p.2 of 8
2. Learner’s

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Materials pages
3. Textbook pages
4. Additional https://literarydevices.ne> https://www.enotes.com> www.airs.com/blog/archi
Materials from didacticism.com homework-help.com ves/329
Learning Resource
(LR)portal https://en.m.wikipedia.org https://en.m.wikipedia.or> www.wordnik.com
>wiki>didacticism.comMet wiki>impressionism.com
acards
B. Other Learning Metacards Coloring Materials Metacards, picture,
Resource laptop, projector,
PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous Review of the past lesson The teacher will ask the The teacher will ask the The teacher will ask the
lesson or presenting about the literary devices. learners to define the learners to give learners to define the
the new lesson following terms: information about didactic impressionist mode of
foreshadowing, mode of fiction.
fiction.
onomatopoeia,
symbolism, hyperbole and
alliteration.
B. Establishing a purpose The teacher will ask the The teacher will show the The teacher will facilitate
for the lesson The teacher will tell the learners to reflect on this learners a painting made Act-It- Out.
learners that for this day, statement: by Fernando Amorsolo.
they will make their own The class will be grouped
Ask them to give their
paragraphs by group. “Here is a poor burdened into four.
interpretation on that
sinner. I come from the The task is to imitate the
City of Destruction, but painting. character in the card.
I’m going to Mount Zion, A representative from
that I may be delivered each group will pick a
from the Wrath to come; I card with the name of the
would therefore, Sir, since character to be imitated.
I am informed that by this They have 1 minute to
Gate is the Way thither, guess the character.
know if you are willing to Talking is prohibited.
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let me in? Each group will take
turns. Whoever gets 3
-The Pilgrim’s Progress by points will be the winner.
John Bunyan
C. Presenting The teacher will present The teacher will introduce The teacher will ask the
examples/Instances of his/her own made short and discuss the first mode students to categorize the
the new lesson story to inspire the of fiction which is the characters. (Heroes -
learners. didactic mode. ordinary people)
The teacher will identify
the heroes as high
mimetic mode of fiction
and the ordinary people
as low mimetic mode of
fiction.
D. Discussing new The teacher will ask The teacher will ask the The teacher will introduce
concepts and questions about what have learners the following and discuss the high
practicing new skills # been discussed in the past guided questions: mimetic and low mimetic
1 days to make sure that the
modes of fiction.
learners will not forget the 1. What did you
elements and techniques understand about didactic
in writing fiction. mode of fiction?
2. Why might an author
decide to use didacticism
examples in their works of
literature?
3. How can we surmise
that John Bunyan’s The
Pilgrim’s Progress is a
didactic text?
E. Discussing new The teacher will group the The teacher and the
concepts and learners into 4. Then, the learners will play Fast Talk
practicing new skills # teacher will distribute – pictures/name of
2 metacards containing
characters from high and
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different examples of low mimetic modes- They
didacticism in literature. must identify in 5 seconds
The teacher will ask the if the characters are from
learners to brainstorm to
high or low mimesis.
get the moral of the given
examples.
F. Developing mastery The teacher will monitor Each group will present The teacher will ask the
(leads to Formative the learners while doing their output in the class. group to choose a
Assessment 3) their own short story. The teacher and the number from one to six.
audience (other groups) Each number represents a
will give their feedbacks character from a story
afterwards. with high and low
mimesis. The task is to act
out a scene from the
story. The learners will
perform the scene on the
next session. The teacher
will present and discuss
the rubrics for role
playing activity.
G. Finding practical CULMINATING ACTIVITY: The teacher will ask the The teacher will ask the
application of The learners will write learner to recall a moral learners, if they are going
concepts and skills in their own paragraphs using lesson that they get from a to choose between being
daily living the elements, techniques literary piece wherein it a hero with super powers
and literary devices that made a big impact in their to save and an ordinary
have been discussed. life. Then let them explain people who will be saved,
it. which will they choose
and why?
H. Making The teacher will ask some The teacher will randomly
generalizations and of the learners to share ask the students to sum
abstractions about the the insights they gained up today’s lesson.
lesson about didactic mode of
fiction.

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I. Evaluating learning The learners will share in The teacher will present Using a graphic organizer,
front of the class what they the poem “Do not stand at the leaners
have made. my grave and wee” by will differentiate high
Mary Elizabeth Frye and
mimetic from low
ask the learners to get its
mimetic.
moral. Tell them to write
their reflection on a short
bond paper and show
their creativity in
designing it.
J. Additional activities The teacher will instruct
for application or the learners to ring a short
remediation bond paper and coloring
materials.
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
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation

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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?

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GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learner have an understanding of fiction as a genre and are able to analyze its elements and technique.
B. Performance Standard The learner shall be able to produce at least one striking scene for a short story.
C. Learning Identify the various Write journal entries and Write a short scene
Competency/Objective elements, technique, and other short exercises applying the various
s literary devices in fiction exploring key elements of elements, techniques, and
fiction. literary devices
Write the LC code LC Code: LC Code: LC Code:
for each. HUMSS_CW/MPIg-i-12 HUMSSS_CW/MPIg-i-13 HUMSS_CW/MPIg-I-14
II. CONTENT 3.1. Elements of the Genre 3. Reading and Writing 3. Reading and Writing
a. Character Fiction Fiction
b. Point of View
b.1. 1st person POV
(major, minor, bystander)
b.2. 2nd person POV
b.3. 3rd person POV
(objective, limited,
omniscient, omniscient)
c. Plot
c.1. Linear
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c.2. modular/episodic
c.3. traditional parts:
exposition, rising action,
climax, falling action,
resolution/denouement
d. Setting and
atmosphere
d.1. time and place
d.2. cultural
sociological, political,
religious, etc. milieu
d.3. sensibilities that
lead to specific modes
e. Conflict
f. Irony
f.1. verbal
f.2. situational
f.3. dramatic
g. Theme
g.1. moral/lesson
g.2. dramatic premise
g.3. insight
3.2. techniques and
literary devices
a. mood/tone
b. foreshadowing
c. Symbolism and motif
3.3. Modelling from well-
known local and foreign
short story writers in a
range of modes
III. LEARNING
RESOURCES

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A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional www.airs.com/blog/archiv http://www.redesignu.org http://www.redesignu.org http://www.redesignu.or
Materials from es/329 /design-lab/skills/writing- /design-lab/skills/writing- g/designlab/skills/writing-
Learning Resource fiction-elements fiction-elements fiction-elements
(LR)portal www.wordnik.com
https://fmovies.se/film/ti
tanic.xx5q
B. Other Learning metacards, picture, laptop,
Resource projector, powerpoint
presentation
IV. PROCEDURES
A. Reviewing previous The teacher will ask the The teacher will ask the The teacher will give a The teacher will ask the
lesson or presenting learners to enumerate and learners generalization short interactive quiz students about their
the new lesson explain the four modes of about various modes of about the key elements of experience in writing
fiction. fiction. fiction. journal entries.
B. Establishing a purpose 1. The teacher will tell the 1 The teacher will tell the The teacher will show a
for the lesson The teacher will explain lesson objective. The lesson objective. trailer of a movie and
the rubrics for role playing. teacher will motivate the 2. The teacher will answer the process
The grade of each group class through the questions.
motivate the class through
will come from the teacher following:
– 70% and 30% from the the following:
group. The learners will read an Write Your Thoughts
excerpt from the Diary of 1. The learners will ponder
Group 1 will rate the Anne Frank. about the most
performance of group 2, The teacher will ask the meaningful/happiest thing
group 2 will rate group 3, learners two process that happened to them
group 3 will rate group 4 questions about the
today/yesterday.
and group 4 will rate group excerpt.
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2. Write Your Thoughts in
1. one statement on the
board.
C. Presenting The learners will present The teacher will use a 1. The teacher will post 1. The teacher will show a
examples/Instances of their output. video clip to present the different pictures on the video clip of a particular
the new lesson key elements of fiction. board. scene in the movie
2. The teacher will ask the “Titanic”.
learners to give their 2. The teacher will ask the
insights in each picture various elements,
representing the following: techniques, and literary
family, friendship, devices present in the
relationship, movie.
community, environment,
etc.,
D. Discussing new The teacher and the The teacher will distribute Group Activity Group Activity
concepts and learners will give their a copy of sample journal
practicing new skills # feedback/s to the entries with elements of 1. The teacher will ask 1. The teacher will ask
1 performance of each fiction. each group to choose their each group to think of
group. most favorite picture their favorite story.
READ ME ALOUD among all the given 2. Each group will be
1. 1st, the teacher will pictures. given an assigned task to
read the journal entries. 2. The learners will share discuss.
2. Then, learners will also their personal insights/or
read the journal entries. experiences related about Group 1- Elements
3. The learners will answer the pictures. Group 2- Techniques
the process questions. Group 3- Literary devices

E. Discussing new The teacher will give the Group Activity Group Activity Ask, “If you will be given a
concepts and learners a chance to think The teacher will ask the chance to write your own
practicing new skills # what super powers they learners to group 1. The teacher will ask story, what techniques
2 want and why? Where are themselves into four. each group to share their and literary devices are
they going to use it? insights then they will try you going to apply in your
1. Each group will identify to create a group journal story?”

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the elements of fiction in entry.
the given journal entries.

2. A representative from
each group will present
their answers.
F. Developing mastery The learners will give the Group Activity 2 Group Activity 3 The learners will answer
(leads to Formative most significant The teacher will ask each 1. The teacher will tell an interactive quiz about
Assessment 3) characteristics of each group will create their each group to read the the topic.
mode of fiction. own journal entry with journal entry they wrote in
elements of fiction. front of the class.
(see rubric attached for 2. Other groups can ask at
journal) least two questions to
group presenter.
3. The questions will be
answered by group
presenter.
G. Finding practical The role playing task is the The teacher will ask the The teacher will ask the The teacher will ask the
application of evaluation for this learning learners to make a list of learners the process learners to tell the
concepts and skills in competency. the importance of using question, “Have you ever significance the day’s
daily living journal in our everyday written a journal? Why?” lesson to their lives as
life. learners.
H. Making The teacher will ask each The learners will give a The learners will
generalizations and group to create an brief assessment about summarize the day’s
abstractions about the ACROSTICS about the other group’s journal lesson.
lesson day’s learning. entry.
I. Evaluating learning JOURNAL OF THE DAY INDIVIDUAL ACTIVITY THE STORY OF US
1. The teacher will ask The teacher will instruct Each group will create of
each group to prepare a the learners to write their a short story applying the
creative presentation of own journal entry about various elements,
their journal entry with any topic of their choice techniques and literary
the key elements of following or considering devices in fiction.
fiction. the discussed elements in

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writing a journal. (See attached rubric)
2. The learners i.e. the
group will present a five- (See attached rubric)
minute creative
presentation to the class.
(See attached rubric)
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
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

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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?

GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learner have an The learners have an understanding of drama as a genre and are able to analyze its
understanding of fiction as elements and techniques
a genre and are able to
analyze its elements and
technique.
B. Performance Standard The learner shall be able to The learners compose at least one scene for a one-act play that can be staged.
produce at least one
striking scene for a short
story.

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C. Learning Write a short scene Identify the various Conceptualize a
Competency/Objective applying the various elements, techniques, and Understand
intertextuality as a character/setting/plot for
s elements, techniques, and literary devices in drama.
technique of drama a one – act play
literary devices
Write the LC code LC Code:
LC code LC code
for each. LC Code: HUMSSS_CW/MPIj-IIc-15 HUMSS_CW/MP11/12-IIC-16
HUMSS_CW/MPIg-I-14 HUMSS_CW/MP11/12-IIC-17
3. Reading and Writing 3. Reading and Writing Elements of the Genre Elements of the Genre
Fiction Drama a. Character a. Character
II. CONTENT b. Setting b. Setting
c. Plot c. Plot
d. Dialogue d. Dialogue
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CURRICULUM GUIDE Department of Education Department of Education
pages Creative Writing page 3 of 8 (2016). Creative Writing/ (2016). Creative Writing/
Malikhaing Pagsulat Malikhaing Pagsulat
Curriculum Guide. Page 3 Curriculum Guide. Page 3
of 8 of 8
2. Learner’s
Materials pages
3. Textbook pages Creative Writing (for Senior
High School)
Prof. Luijim S. Jose, Ronaldo
R. Larioque, Ph.D.
Pages 221-224
4. Additional http://www.redesignu.org https://quizlet.com/685121 Retrieved on April 21, Retrieved on April 21,
Materials from /designlab/skills/writing- 9/the-8-basic-elements-of- 2017 from www.st- 2017 from www.st-
Learning Resource fiction-elements drama-flash-cards/ rochs.sec.glasgow.sch.uk rochs.sec.glasgow.sch.uk
(LR)portal
Laptop, projector Laptop, projector
https://youtu.be/e3NI_TC

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QXuw

https://youtu.be/9ItBvH5J
6ss
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask the TURN UP YOUR (5 mins) The teacher will ask the
lesson or presenting learners to share their KNOWLEDGE: The teacher will review learners to define
the new lesson most meaningful learning 4 PICS 1 WORD lessons from past session intertextuality.
yesterday. 1. The teacher will ask the about the literacy devices
learners to guess the word- in drama.
meaning of the pictures
being shown
2. The teacher will ask the
learners generalization
about literary devices
B. Establishing a purpose 1. The teacher will tell the The teacher will ask the MOVIE MANIA
for the lesson The teacher will ask the lesson objective. learners as to how they The teacher will divide
learners about the latest understood the last the class into 4 groups
movie that they watched AN AMAZING PUZZLE and distribute pictures of
lesson.
and ask their most favorite 2. The teacher will motivate famous movies. Learners
scene/s in it. the class through a word will enumerate the
puzzle. characters and identify
the setting of the given
movie.
C. Presenting The teacher will play video The teacher will use a SHOW IT AGAIN
examples/Instances of clips showing examples of Power Point presentation The learners will think
the new lesson scenes taken from different to present the elements of about the different
stories/movies. drama. movies in Hollywood that
had the same version
here in the Philippines.
D. Discussing new Recitation: READING THE TEXT The teacher will now ask The teacher will play a
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concepts and The learners will answer questions about the video about different
practicing new skills # the process questions. 1. The teacher will ask the activity. types of characters and
1 learners to group settings.
themselves into four.
(graded recitation)
2. The teacher will give a
copy of the text to the
learners then they will
answer the process
questions.
E. Discussing new Group Activity Group Activity1: Using the question and The teacher will give tips
concepts and The learners will identify IDENTIFY ME answer portion, the on how to conceptualize
practicing new skills # the elements, techniques IDENTIFYing eleMEnts students will be able to characters and settings.
2 and literary device present
1. The teacher will tell the understand the parts of
in the different scenes.
group to identify the the story clearly.
elements of drama in the The teacher will explain
given text. the meaning of
Intertextuality as
technique in drama
2. The teacher will ask to
through giving examples.
present their group answer
through a representative.
F. Developing mastery Group Activity 2 Seatwork : Follow up activity not
(leads to Formative 1. The learners will write a The teacher will ask the needed.
Assessment 3) short scene applying the learners to identify the
various elements, elements used in each
techniques, and literary sentences.
devices.
2. The learners will do a
creative presentation of
the short scene.
(See attached rubric)
G. Finding practical The teacher will ask the The learners will share their I ADMIRE The teacher will ask the
application of learners which among the learning about the given The learners will choose learners why characters
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concepts and skills in scenes they watched was text that can be used in one person that they are important in a story.
daily living most related in their life. everyday life. admire and then list at
least 5 similarities that
they have.
H. Making Give Key Points Summary The learners will give a The learners will define The teacher will ask the
generalizations and about today’s discussion. summary of the day’s the meaning of learners why is a story’s
abstractions about the learning. Intertextuality as setting important?
lesson technique in drama by
giving some examples.
I. Evaluating learning INDIVIDUAL ACTIVITY Group Activity Evaluating learning may The teacher will ask each
1. Write your own short The teacher will ask each vary. group to conceptualize
scene about any topic of group to write a short characters and settings
your choice. scene for a one-act-play
using clustering.
2. Follow the given with the elements of
guidelines in writing a drama.
short story.
(See attached rubric) (See rubric attached)
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
lessons work? No. of

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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?

55
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GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners have an understanding of drama as a genre and are able to analyze its elements and techniques
B. Performance Standard The learners compose at least one scene for a one-act play that can be staged.
C. Learning Conceptualize a Explore different staging
Competency/Objective character/setting/plot for modalities vis-à-vis Write short exercises involving character,
s a one – act play envisioning the script dialogue, plot, and other elements of drama

Write the LC code LC code: LC code: HUMSS_CW/MP11/12-IIC-19

LC Code:
for each. HUMSS_CW/MP11/12-IIC-17 HUMSS_CW/MP11/12-IIC-18

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Technique and Literary Technique and Literary
Modelling from well – known local and foreign
II. CONTENT Devices Devices
playwrights
a. Intertextuality b. Conceptualization
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Department of Education Department of Education
pages Department of Education (2016). Creative Writing/ Department of Education (2016). Creative Writing/
(2016). Creative Writing/ Malikhaing Pagsulat (2016). Creative Writing/ Malikhaing Pagsulat
Malikhaing Pagsulat Curriculum Guide. Page 3 of Malikhaing Pagsulat Curriculum Guide. Page 3
Curriculum Guide. Page 3 8 Curriculum Guide. Page 3 of 8
of 8 of 8
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning Retrieved on April 21, Retrieved on April 21, 2017 Retrieved on April 20, Retrieved on April 20,
Resource 2017 from www.st- from www.st- 2017 from 2017 from
rochs.sec.glasgow.sch.uk rochs.sec.glasgow.sch.uk www.quipper.com.ph www.quipper.com.ph
Laptop, projector Laptop, projector
IV. PROCEDURES
A. Reviewing previous The teacher will ask the The teacher will review the Review of yesterday’s The teacher will ask the
lesson or presenting class about the activity learners about the different lesson and activities. learners to recall what
the new lesson they had yesterday elements of drama. they did yesterday.
regarding conceptualizing
character and setting for a
one-act play. Processing of
answers will be done
subsequently.

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B. Establishing a purpose The teacher will ask the Exploratory Activity: Presentation of the
for the lesson The teacher will tell the learners about the Learners’ Work
class that they will difference between drama LET’S LISTEN AND The teacher will ask each
continue the activity, this and other literary genres JOURNEY
group to prepare for the
time, by thinking and like novel, soap operas and The teacher will ask the
conceptualizing the plot. presentation of their one-
others in terms of plot. learners to close their
eyes and listen to the act scene.
music that he or she will
play. The teacher will ask the
students to dramatize the
scene that they wrote.
C. Presenting The teacher will ask Writing Activity The teacher will ask the
examples/Instances of questions to the class After the learners’ learners to read and
the new lesson regarding their imagination was widened, discuss their written work
understanding of a plot. the teacher will group the and will identify the
learners into 5 and will different elements,
show a picture to each literary devices, and
group and ask them to techniques of a drama
write a scene about it. that are present in their
The scene should include story. Following the
the different elements, rubrics, the learners will
literary devices, and observe the following
techniques in a drama criteria:

The scene they will write Creativity 35%

should include a script. Mechanics 35%
Language 30%
D. Discussing new The teacher will show the The teacher will present a
concepts and structure of a plot by using PowerPoint presentation
practicing new skills # the plot mountain, i.e., on the definition of staging,
1 Setting, Rising Action, areas of the stage and the
Climax, Falling Action, and different staging
Denouement. The modalities.

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discussion of the structure
will follow.
E. Discussing new
concepts and
practicing new skills #
2
F. Developing mastery The teacher will ask FIND ME
(leads to Formative essential questions to the The teacher will ask the
Assessment 3) students regarding the learners to find out the
topic discussed to gauge section of the stage where
their level of the objects are positioned.
understanding.
G. Finding practical The learners will cite a
application of personal story or any story
concepts and skills in he/she is familiar with.
daily living Then, the learners will
identify the plot of the
story.
H. Making The teacher will ask the
generalizations and following questions:
abstractions about the 1. What are the parts of
lesson the plot of a one-act play?
2. Why is there a need to
study the plot of a play?
I. Evaluating learning The learners will The teacher will ask this The teacher will check on
conceptualize their plot for question to the learners, the progress and
a one-act play. They will be “In drama, how important completion of their work.
given time to brainstorm stage is?”
about the structure of
their story until they will
finish it.
J. Additional activities
for application or
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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
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?
60
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GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time
Day 1 Day 2 Day 3 Day 4 Day 5
I. OBJECTIVES
A. Content Standard The learners have an understanding of drama as a genre The learner identifies the different orientations of
and are able to analyze its elements and techniques creative writing.
B. Performance Standard The learners compose at least one scene for a one-act The learner produces a craft essay on the personal
play that can be staged. creative process deploying a consciously selected
orientation of creative writing.
C. Learning The learners demonstrate
The learners situate the
Competency/Objective Write at least one scene for one-act play applying the awareness of and
creative work in literary
s various elements, techniques, and literary devices sensitivity to the different
and/or sociopolitical
orientations of creative
context.
Write the LC code LC code: HUMSS_CW/MP11/12-IIC-20 writing.
LC Code:
for each. LC Code:
HUMSS_CW/MPIIc-f-21
HUMSS_CW/MPIIc-f-22
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Modelling from well – known local and foreign The creative work in Different Orientations of
II. CONTENT playwrights literary and/or Creative Writing
sociopolitical context.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Department of Education Department of Education Creative Writing for
pages (2016). Creative Writing/ (2016). Creative Writing/ Senior High School
Malikhaing Pagsulat Malikhaing Pagsulat (Author: Luijim S. Jose
Curriculum Guide. Page 3 Curriculum Guide. Page 3 of and Ronaldo R. Larioque,
of 8 8 Ph.D.)
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning Retrieved on April 20, Retrieved on April 20, 2017 Internet: deped.gov.ph ;
Resource 2017 from Quipper.com from Quipper.com slideshare.com ;
google.com; youtube.com
IV. PROCEDURES
A. Reviewing previous The teacher will review the The teacher will ask (10 mins) Review the previous
lesson or presenting elements of the genre: essential questions lessons:
the new lesson character, setting, plot and regarding the previous The teacher will have a The various elements,
dialogue. activity. recap of the past lesson. techniques, and literary
devices; and, the creative
work in literary and/or
socio-political context.
B. Establishing a purpose PLAY A GAME “WORD The teacher will play a Ask the learners:
for the lesson HUNT” song that depicts issues
of the society. 1. How to demonstrate
awareness of and

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sensitivity to the different
The teacher will divide the orientations of creative
class into 4 groups and will writing?
be asked to find words that
is listed below the word
search board. The first to
find all the words wins the
game.

C. Presenting The teacher will present Present to the class the

examples/Instances of examples of blogs/feature different orientations of
the new lesson writings in newspapers creative writing.
that really focus on
political views such as:
Minsan May Isang Puta/
Marcos not a Hero.
D. Discussing new The teacher will play a The teacher will ask the Activity
concepts and short video clip about the learners what is their The teacher asks the
practicing new skills # afternoon show in ABS- stand about these issues. learners to write helpful
1 CBN channel 2, “Greatest tips on how to
Love” demonstrate awareness
of and sensitive to the
different orientations of
creative writing?
E. Discussing new The teacher will group Activity
concepts and the learners and will ask The teacher asks the
practicing new skills # them to summarize their students to read the story
2 ideas. “The Tortoise and the
Hare” and describe the
story in 5 words, and
explain their answers.
F. Developing mastery The teacher will ask the The teacher will show The learners present and
(leads to Formative learners to tell something lines, words, and phrases critic their outputs.
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Assessment 3) about the characters and from famous people that
what can they say about they used to influence
the story “Greatest Love” their society.
G. Finding practical The teacher will show
application of how Jose Rizal changed
concepts and skills in the thinking of Filipinos
daily living during Spaniard time
through creative writing.
H. Making The teacher will show
generalizations and Noli Me Tangere book
abstractions about the and will ask learners how
lesson creative writing can be
used in recent time.
I. Evaluating learning The teacher will ask With the same group, the The learners will write Paper and Pen Test
learners to write a script or teacher will ask the their personal stand a. Identifying
an excerpt from a drama learners to perform a one- about the recent issues in b. Modifying
they have watched act play using the script the country such as c. Explaining
recently and to be they made. It should be extrajudicial killings
performed in the next video recorded. caused by the war n
class. Rubric: drugs.
Presentation of character
Rubric: and portrayal 30%
Content 30% Imagination and creativity
Organization 25% 30%
Style 25% Use of non-verbal cues
Writing conventions 20% (voice/dialogue, gestures,
eye contact, props) 20%
Overall presentation 20%
J. Additional activities The learners will upload the Assignment
for application or video in social media and
remediation generates likes. 1. What is essay?
2. What are the different
elements of essay?
3. What are the
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techniques in writing
essay?
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
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

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with other teachers?

GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learner identifies the different orientations of
creative writing.
B. Performance Standard The learner produces a craft essay on the personal The learners may choose from any of the following:
creative process deploying a consciously selected 1) Design a group blog for poetry and fiction
orientation of creative writing. 2) Produce a suite of poems, a full/completed short
story, or a script for a one act play, with the option of
staging
3) Create a hypertext literature.

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C. Learning Create a group blog for
Competency/Objective The learners write craft Explore various modes of publishing media for
poetry/fiction applying ICT
s essay. manuscripts.
skills/any appropriate
multimedia forms
Write the LC code LC Code: LC Code:
LC Code:
for each. HUMSS_CW/MPIIc-f-23 HUMSS_CW/MPIIg-j-25
HUMSS_CW/MPIIg-j-24

II. CONTENT Craft Essay Final Output Final Output

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Creative Writing for Senior
pages High School
(Author: Luijim S. Jose and
Ronaldo R. Larioque,
Ph.D.)
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 Review the previous Show the class some Show the class some
lesson or presenting lessons: screen shots of a blog. samples of a suite of
the new lesson The different orientations Allow the students to poems, a completed short
of creative writing explore the screen shots story and a one act play.
and this will be done by
group.

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B. Establishing a purpose Provide the students with Ask the students some Elicit reactions from the
for the lesson Ask the learners: copies of a blog screen focus questions related to learners about what they
shots? Ask each group to the sample blog screen think about these means
1. What is essay? formulate questions about shots. of publishing
the screen shots of a blog. manuscripts.
2. What are the different
elements of essay?

3. What are the techniques

in writing essay?
C. Presenting Present to the class what is Allow the students to raise Ask the students some Elicit reactions from the
examples/Instances of Essay, its elements, and their questions and allow focus questions related to learners about what they
the new lesson techniques in writing it. members of the class to the sample blog screen think about these means
share what they know shots. of publishing
about blogs. manuscripts.
D. Discussing new Activity: Walkthrough the class in Using Power Point Group the class into 3:
concepts and The teacher asks the the world of blogging, what presentation, discuss allow the learners to
practicing new skills # students to write a craft this blog really is and what what a blog is and how brainstorm on how they
1 essay. is this blogging for. this can be a perfect are going to present and
means of publishing our publish manuscripts
outputs especially made in a creative writing
poetries and fiction. class.
E. Discussing new Activity: THEORY and PRACTICE Walkthrough the class on Direct the learners to
concepts and The teacher asks the Guide the students in how to come up with a present their plans on
practicing new skills # students to read “Killing creating a simple blog. blog. Explain this step by how they are going to do
2 Myself by Kate Chopin,” Show them the step by step step and if possible, have the suite of poems,
then the learners will write process. the students a hands-on present short stories and
a craft essay related with experience. one-act plays in public.
the piece.
F. Developing mastery The learners present and RESEARCH AND POST Entertain some good
(leads to Formative critic their outputs. In a collaborative work, ask points and bad points in
Assessment 3) the groups to research for compiling poetries and
their favorite poetries or fiction using a blog.
fiction in the internet.
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G. Finding practical GROUP BLOG
application of Ask the members of the
concepts and skills in group to post literary texts,
daily living videos, pictures and
comments on the blog.
After doing all these, share
the output with the
members of the class.
H. Making Present to the class the
generalizations and importance of a craft
abstractions about the essay.
lesson
I. Evaluating learning Paper and Pen Test PERFORMANCE TASK
a. Write e craft essay G: The goal is to present
to the public your works
in creative writing
R: The role is that the
learners will be part of a
team who will present
their outputs in creative
writing.
A: The audience will be
those learners who will
act as the viewing public.
S: The situation is that
there will be a NATIONAL
LITERARY EXPOSITION
who will present literary
works in public.
P: The product is a
compilation of literary
works, blogs and
hypertexts.
S: The publishing media
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must be well-organized,
meaningful and creatively
done. (see attached
rubric scoring)
J. Additional activities Assignment:
for application or The students will create a
remediation blog for poetry and/or
fiction applying ICT
skills/any appropriate
multimedia forms.
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
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

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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?

GRADE 11 School 18-DAY SEMINAR Grade 11

DAILY LESSON Level
LOG Teacher Learning
Creative Writing
Area
Teaching Dates Quarter
FIRST
and Time

Day 1 Day 2 Day 3 Day 4 Day 5

I. OBJECTIVES
A. Content Standard The learners shall be able to understand intertextuality forms.
B. Performance Standard The learners may choose from any of the following:

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1. Design a group blog for poetry and fiction
2. Produce a suite of poems, a full/completed short story, or a script for a one-act play, with the option of staging
3. Create a hypertext literature
C. Learning Understand the The learner writes a suite of
Competency/Objective possibilities of poems, a full/completed
s intertextuality forms short story or a script for a
one-act play
Write the LC code LC Code: LC Code:
for each. HUMMS_CW/MPIIg-j-26 HUMMS_CW/MPIIg-j-27
Critiquing of the learner's
own words and his/her
peers', leading toward Final Output: Script for a
II. CONTENT
revision, is necessary in one-act play
preparation for the inal
output.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Video clip, PowerPoint
Materials from presentation and Laptop
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will conduct a The teacher will ask the
lesson or presenting review about the various learners to prepare for the
the new lesson modes of publishing media activity.
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for manuscript.
B. Establishing a purpose Video Presentation
for the lesson The purpose of this lesson The teacher will present a
is to analyze how the topic video clip that shows and
is being related with the highlight the life of Gat Jose
other topics in English. P. Rizal.
C. Presenting The teacher will present The teacher will explain the
examples/Instances of sample of different types connection of the video
the new lesson of textual forms and presented towards the task.
identify how this textual
form is interrelated with
another lesson like figures
of speech.
D. Discussing new Construct their own
concepts and textual form and identify
practicing new skills # the different topic that is
1 connected/interrelated
with the other genre of
English.
E. Discussing new
concepts and
practicing new skills #
2
F. Developing mastery The teacher will ask the
(leads to Formative class to read various texts
Assessment 3) and will get various lines to
be analyzed and critiqued.
G. Finding practical
application of
concepts and skills in
daily living
H. Making The teacher will inform the
generalizations and class that intertextuality

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abstractions about the forms are significant since
lesson this involved different texts
from various discipline.
I. Evaluating learning The teacher will ask the Script Writing
class to write their own The teacher will divide the
intertextuality piece. class into four groups. Each
(Rubrics is attached).
group will craft a script of
one-act play using the life
of pre-determined
prominent heroes from
their province.

Rubric

 Content 40% (Relevance

to the topic)

 Style 30%(Applying of
elements, techniques
and literary devices)

 Creativity 20%
(Uniqueness)

 Teamwork 10%

J. Additional activities Write a suite poems, a full/

for application or completed short story or
remediation script for one -act play.
V. REMARKS

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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
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?

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