School: HINAPUNAN INTEGRATED SCHOOL Grade Level: 12

GRADES 1 to 12
Teacher: JULIE JANE M. GONZAGA Learning Area: CREATIVE WRITING
DAILY LESSON LOG
Teaching Dates and
Time: Week 1 (August 30-Sept. 2, 2022) 10:50-11:50 Quarter: FIRST (1)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are 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.

A. Content Standards: The learners understand imagery, diction, figures of speech, and variations on language.

B. Performance Standards: The learner shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences.

C. Learning The learners differentiate The learners differentiate The learners recall ideas The learners recall ideas
Competencies/Objectives: imaginative writing from imaginative writing from from experiences. from experiences.
Write the LC Code for each among other forms of among other forms of
writing. writing.

LC Code: LC Code: LC Code: LC Code:

HUMSS_CW/MP11/12-la- HUMSS_CW/MP11/12-la- HUMSS_CW/MP11/12-la- HUMSS_CW/MP11/12-la-
b1 b1 b2 b2
 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.

II. CONTENT Reading and Writing Drama Reading and Writing Drama Reading and Writing Drama Reading and Writing Drama
(one-act) (one-act) (one-act) (one-act)

Elements of genre Elements of genre Elements of genre Elements of genre

a. Character a. Character a. Character a. Character

b. Setting b. Setting b. Setting b. Setting
c. Plot c. Plot c. Plot c. Plot
d. Dialogue d. Dialogue d. Dialogue d. Dialogue

III. LEARNING Lists 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Module 1 Module 1 Module 1 Module 1

pp. pp. pp. pp.

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV.PROCEDURES 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 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.

A. Reviewing Previous Lesson or Review the previous lesson. Review the previous lesson. Review the previous lesson. Review the previous lesson.
Presenting the New Lesson

B. Establishing a Purpose for the The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
Lesson learners to put into writing learners to read each learners to make a list of the learners to get something
whatever they have sample of writing output and uses they have made of from the box and to
imagined. The learners will identify its type. writing outside school in the describe what, how, or why
be given time as well to last four weeks. they feel such towards it.
share their work in class.

C. Presenting Examples/Instances of The teacher will ask the The teacher will divide the The teacher will ask the The teacher will ask the
the Lesson learners to check what they learners into five groups learners to make a learners to write a
have written considering the and will let them have a second list of the uses paragraph describing an
grammar rules and draw lots on what specific they have made of writing imaginary or real event
structures of sentences and type of writing they are when they first touched
in school during the same
 rewrite it once more in clean going to create for the day. period given to them in water under a fall.
sheet of paper, This will be the first task. They may
the learners output A. include everything from
notes, lists, etc.

D. Discussing New Concepts and The teacher will instruct the The teacher will ask the The teacher will introduce The teacher will ask the
Practicing New Skills #1 learners to write a one- learners to identify the type the learners a technique that learners to do ‘Set Scene’
stanza poem with two lines of each other’s work and will will help them get words and The teacher will let the
about what they have be given a minute of ideas down on paper. learners talk about and
imagined. This will be their justifying/validating each share experiences on how
output B. other’s answer. The teacher they had wonderful or
will ask volunteers from the horrible meal recently. The
class to read their write ups learner’s will be asked to
and share whatever they use words related to taste.
have done. The teacher will The learners will be asked
also give and ask positive to recall something tasty
feedback from the class. that they had eaten. Then
they will be asked to
prepare a list of words
related to food they ate.

Page 2 of 5

IV.PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 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 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.

E. Discussing New Concepts and The teacher will lead the learners in The teacher will ask the The teacher will ask the The teacher will ask the
Practicing New Skills #2 distinguishing the type of write ups learners to think of one learners to write whatever learners to explain about a
they have produced during the person that they admire comes into their heads memorable eating
activity. The teacher will ask the most and let them do about the subject and they experience that they really
learners to explain the differences creative write up about would not have to worry enjoyed. It can be in a
of the two outputs (A and B) they him/her. about making mistakes in restaurant, a relative’s
have produced. spelling, punctuation or house or at a party. Then
grammar. they should answer the
questions posted on the
board.

F. Developing Mastery The teacher will ask the learners The teacher will ask the The teacher will ask the The teacher will ask the
(Leads to Formative Assessment 3) to read and analyze the two sets learners to think of the learners to write about learners to write a similar
of paragraphs. The learners same person that they white collar work and piece on one food item
should identify which paragraph is admire most and create blue-collar work. The that they really like.
under technical and which is technical write up about learners will write why
under creative writing. Then, the him/her. Students will go they like such kind of
learners will rewrite and transform to the following sites and work or why not.
the paragraph which is under find how Koreans respond
technical writing to creative one. to the challenges of
modernity.
G. Finding Practical Applications of The teacher will ask the learners The teacher will ask the The teacher will ask the The teacher will ask the
Concepts and Skills in Daily to carefully observe the posted learners to do academic learners to create learners to write
Living pictures on the board and create writing considering sensory riddles that something about their
a short story out of it. themselves as 21st describe a specific item in first year of experience in
century learners. their home. Senior High School.

Page 3 of 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES 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 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.

H. Making Generalizations and The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
Abstractions about the Lesson learners to differentiate learners the special learners to do ‘Sensory learners to use graphic
imaginative writing vs. the characteristics of Shadow Box’. The teacher organizer showing how
other forms of writing they imaginative writing vs. will ask each group to pick one can create ideas from
have learned. an item that represents the experiences.
technical/ academic/other five senses, and they
forms of writing. 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 on the given identified paragraphs
picture. excluding the one
identified under creative
writing and must construct
creative write up out of the
identified form of writing.

J. Additional Activities for The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
Application or Remediation learners to search for two learners to create short learners to look for learners to read the
different samples of writing write ups on creative, different herbs which can passage carefully and
outputs under imaginative technical, and academic be found in school and let make a list of words that
and another two for writing out the objects them classify the herbs in are related to different
technical writing. given to them. different ways according to senses.
scent, feel, taste, or look.
The learners will make a
list of what they have
found out.
VI.REMARKS

Page 4 of 5

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION
Identify what 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

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

work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?

Page 5 of 5