School Crecencia Drucila Lopez Senior High School Grade Level 12

Teacher Amabelle G. Labitag Learning Area Creative Writing

Teaching Dates and Time September 18-22 Quarter 1 WEEK 4

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
I. OBJECTIVES and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate
The learners understand… understanding of:
 poetry as a genre and how to analyze its elements and techniques  poetry as a genre
and how to
analyze its
A. Content Standards elements and
techniques
 use selected
elements of poetry
 in short exercises

The learner is able to:

The learners shall be able to…  produce a short,
 produce a short, well-crafted poem well-crafted poem
B. Performance Standards
explore innovative
techniques in
writing poetry
The learner: The learner:
 identify the various elements, techniques, and literary devices in specific forms of poetry  identify the various
(HUMSS_CW/MP11/12c-f6) elements,
 write a short poem applying the various elements and literary devices exploring innovative techniques techniques, and
(HUMSS_CW/MP11/12c-f10) literary devices in
specific forms of
C. Most Essential Learning poetry
Competencies/ Objectives (Write the LC  write a short poem
code for each) applying the
various elements
and literary
devices exploring
innovative
techniques

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 Monday Tuesday Wednesday Thursday Friday
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

POETRY WRITING PREFERENCES AND THE WRITING

PROCESS

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages none none
2.Learner’s Material pages pp. 17-24 pp. 25-32
3.Textbook pages none none
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
IV. PROCEDURES can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.

The teacher will have a short quiz Using a mind map,

which will cover the lesson from last present what have you
week. known about Creative
Writing and
Applied a range of teaching how will you use your
strategies to develop critical and knowledge in writing
A. Reviewing previous lesson or creative thinking, as well as other
presenting the new lesson outputs in Creative
higher-order thinking skills. Writing. Do this on your
- By answering the answer sheet
questions of the teacher
with regards to the
importance of sensory
imagery in creative writing.

B. Establishing a purpose for the Learning Task 1: Arrange to Know Learning Task 2: Fill Me in
lesson Arrange the jumbled letter to identify Directions: Using your
the words that are relevant to our answers from the previous
topic. Definitions will help you to learning task, accomplish
determine the hidden words. Write the writing process cycle.
your answers on your answer sheet. Also, write your initial
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 understandings that will be
enhanced after taking the
lesson. Do this on your
paper.
C. Presenting examples/instances Learning Task 2: Use me to create  The teacher will
of the new lesson Using the formed words from the explain the
previous learning task, create two objectives as
sentences that will present your idea well as the topic
about the topic. Also, write your to be discussed
questions that will be answered after on the next
taking the lesson. Do this on your days.
paper.
- The teacher will ask the  The teacher will
students about poetry that discuss the
they have encountered so importance of
D. Discussing new concepts and far.
practicing new skills #1 understanding
- Students will have to the writing
share the message of processes and
these poems. techniques.

The teacher will discuss about - The teacher will discuss

poetry and its structure. the writing preferences
- Theme and process.
- Tone
- STRUCTURE
E. Discussing new concepts and
 Form
practicing new skills #2
 Line
 Stanza
 Enjambment
 Sound
 Meter
 Rhyme
Learning Task 3: Feel and Tell! Learning Task 3: Complete
Read the literary pieces with the Table Directions: I.
understanding. Identify the Complete the table. Supply
Theme and Tone of the the correct answers to
F. Developing mastery complete the comparison of
(Leads to Formative Assessment 3) following excerpts. Use the
Creative Writing and
table below and write your Technical Writing. Write your
answers on your answer sheet. answers on your answer
sheet.
Learning Task 4: What Feet am Learning Task 3:

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 I? Read the statements Directions: Loop the words
carefully. Identify the type of that can be found in the word
foot in meter being defined in puzzle. After finding the
each sentence. Choose among words, on your paper, draw a
table with 2 columns (one for
the given options. Write your
imaginative writing and one
answers on your answer sheet. for technical writing). Place
the found words into its
proper column to determine
the examples of the two
types of writing

Learning Task 5: Count and Learning Task 5: React with

Measure: Read and understand the Literary Pieces
the following lines. Analyze the Directions: Go back with your
lines according to its meter foot by previous literary pieces that
putting the marks (x – unstressed you have searched for in the
and / - for stressed). Then, identify previous module. Choose 1
what kind of meter foot was used and react with the elements
in each sentence. Write your used by the author. DO this
answers on your answer sheet. on your notebook.
G. Finding practical applications of
Note: / – is used for division of
concepts and skills in daily living
pairs. Learning Task 6: Read and
Give Directions: Read the
Learning Task 6: Go Back with following lines of different
Three: Go back with the three literary pieces. Give the
literary pieces in Learning Task 3. appropriate title of the literary
Identify the following sound pieces considering the
elements used in each literary content, theme, and
piece. Use the table below and message of the poems. Do
write your answers on your answer this on your answer sheet.
sheet.

- The students will have  Learning Task 8:

H. Making generalizations and to complete the “TML” “T-M-L Phrase
abstractions about the lesson phrase. Complete the
o Topic following phrases.
o Matters
o Learnings
I. Evaluating learning POETRY WRITING Learning Task 7: Element Time Learning Task 9: Be Inspired
Go back with the three literary by Reading (to be done for
pieces in Learning Task 3. Identify two weeks) Directions: Read

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 the following sound elements used some of the existing poems
in each literary piece. Use the in various resources. It may
table below and write your be found in the internet,
answers on your answer sheet. existing literature books,
- newspapers and other
reading materials or even
your own created poems
before. Appreciate the
elements used by the poet
for you to use it in
accomplishing the next
learning task
Critiquing Time! Writing Time! Directions:
Using the template below, write Write two poems considering
your comments and observations the elements, literary devices
on the elements used in each and techniques presented in
literary piece presented in the the previous module and
previous page. Write your answers your understanding in writing
on your answer sheet. a poem. You have the
J. Additional activities for
freedom to choose and utilize
application or remediation
any of the elements, forms
and other essential topics
about poetry. Do this output
in a short bond paper. You
may be creative in presenting
your poems. You will be
guided by the rubrics in
grading your outputs.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
VI. REFLECTION help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 lesson 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?

Submitted to: Reviewed by: Checked by: Approved:

ROMEL S. LADISLAO MARCIAL C. VILLANUEVA SONNY A. CABAEL, EdD DENWARD R. PACIA,EdD

English Coordinator Subject Group Head - HUMSS Asst. Principal for Academics Principal IV

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