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CWDLL7 16 18

This daily lesson plan aims to teach students about different forms of poetry including haiku, tanaga, and diona. [The plan outlines objectives, content, learning activities, and assessment criteria.] Key activities include analyzing examples of different poetry forms, writing their own poems in those forms after peer review, and discussing the significance of poetic forms as a means of expression. Students will be evaluated based on their demonstration of understanding poetry lines, imagery, subject matter, and mechanics.

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Marwin Tatoy
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288 views2 pages

CWDLL7 16 18

This daily lesson plan aims to teach students about different forms of poetry including haiku, tanaga, and diona. [The plan outlines objectives, content, learning activities, and assessment criteria.] Key activities include analyzing examples of different poetry forms, writing their own poems in those forms after peer review, and discussing the significance of poetic forms as a means of expression. Students will be evaluated based on their demonstration of understanding poetry lines, imagery, subject matter, and mechanics.

Uploaded by

Marwin Tatoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON PLAN

School/Division Caruhatan National High School Grade Level Grade 11


Teacher Marwin A. Tatoy Learning Area Creative Writing
Teaching Dates and Time 07/16/2018 Quarter/Lesson No. First

I. OBJECTIVES
The learners have an understanding of poetry as a genre and how to analyze its elements
A. Content Standards
and techniques

B. Performance Standards The learners shall be able to produce a short and well-crafted poem

The learners
C. Learning Competencies
HUMSS_CW/MP11/12c-f-7: determine specific forms and conventions of poetry
Specific Objectives

II. CONTENT Specific Forms and Conventions of Poetry:


Recognizing and Writing Haiku, Tanaga and Diona
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Ancheta, L. R. (2017). Creative Writing. Quezon City: Vibal Group.
B. Other Learning Resources Bernales, R. A. (2017). Creative Writing: A Journey for Senior High School Students
and Aspiring Creative Writers. Malabon City: Mutya Publishing House.
IV. PROCEDURES
A. Reviewing previous Let’s have fast talk:
lesson/presenting the new Identify the general classification of the specific elements of poetry. Each specific
lesson element will be flashed on the screen. You are only given 60 seconds to say your answer.
3 IN 1: Three Lines in One Stanza:
Watch a short video clip. Then, construct three related lines/ sentences to convey your
B. Establishing a purpose for impressions and reactions about the video. Follow the given format:
the lesson 1st line- what do you see in the picture?
2nd line- what do you feel about the one you see in the picture
3rd line- what do you realize about the one you see in the picture?
Watch another video that present the three conventional forms of poetry, namely haiku,
Tanaga and Diona. As you watch the videos, accomplish the matrix below.
C. Presenting HAIKU TANAGA DIONA
examples/Instances of the new
Number of Lines
lesson
Content
Language Used/
and Style
Highlight important aspects, like rhyme scheme, rhyming words and the kind of language to
be used, in writing haiku based on the given example:
D. Discussing new concepts An old silent pond...
and practicing new skills # 1 A frog jumps into the pond,
splash! Silence again
Highlight important aspects in writing tanka and diona based on the given example:
Sample Tanaga: Sample Diona:
SIPAG
Magsikhay ng mabuti isang mapulang apol
E. Discussing new concepts
Sa araw man o gabi sa’yo lagi kong ungol
and practicing new skills # 2
Hindi mamumulubi na ayaw kong pumatol
Magbubuhay na hari.

Write haiku, tanaga and diona


PEER EDITING:
 Exchange output with your classmate.
 Check if your classmate has followed the number of lines, rhyming words and
F. Developing Mastery imagery of his/her haiku, tanaga and diona.
(leads to Formative Assessment)
 Comment also on the choice of words. Are the words simple and easy to
understand?
 Return the outputs to your classmates.
 Apply the necessary revisions and suggestions.

G. Finding practical application


Cite the significance of haiku, tanaga and diona as a poetic form and as a channel of
of concepts and skills in daily
conveying thoughts and ideas.
living

H. Making generalizations and


Wrap up the day’s discussion
abstractions about the lesson
Scoring Rubric:
Poetry Form
Line Relationship
I. Evaluation Learning
Imagery
Subject
Neatness and Spelling
J. Additional activities for
Apply all the necessary corrections or revisions made in your haiku, diona and tanaga
application/remediation
V. REMARKS
Please see attached rubric for a comprehensive detail of each scoring criterion

VI. REFLECTION

Please refer to teacher's reflection notebook


Prepared by:

MARWIN A. TATOY

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