School Aleosan National High School Grade Level 12

DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 3, 2019
and Time 12:30-1:30 PM
Quarter 1st

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 and remedial
activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES 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 have an understanding of imagery, diction, figures of speech, and
variations on language.
The learners shall be able to produce short paragraphs or vignettes using imagery,
B. Performance Standards
diction, figures of speech, and specific experiences.
The learners…
C. Learning Competencies/
Objectives (Write the LC code
for each) differentiate imaginative writing from among other forms of writing.
(HUMSS_CW/MP/12-Ia-b-1)
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 1. Creative Writing
1.1. Imaginative writing vs. technical / academic / other forms of writing
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
III. LEARNING RESOURCES lesson and in learning. Ensure that there is a mix of concrete and manipulative 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
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Review the previous lesson.
A. Reviewing Previous lesson or
presenting the new lesson.

B. Establishing a purpose for the

lesson.

C. Presenting examples/ instances

of the new lesson.

D. Discussing new concepts and

practicing new skills #1.
Discuss academic writing.

E. Discussing new concepts and Discuss journalistic writing.

practicing new skills #2.

Task 2. Complete Me
F. Developing mastery (Leads to
Direction: Complete the table using the features of each form of writing.
formative Assessment 3) For language column, write literal or figurative; for form, write prosaic or poetic;
and for purpose write to inform, to entertain or to instruct.

Task 3. Decode
Direction: Identify the form of writing used in each material. Write IW for
 imaginative writing; TW for technical writing; AW for academic writing; and JW for
journalistic writing.

1. Little Red Riding Hood

2. House Speaker calls for Bato resignation by Kristine AngeliSabillo
3. The Facebook Effect: The Inside Story of the Company That Is Connecting
the World by David Kirkpatrick
4. Tom Sawyer by Mark Twain
5. The Effects of Tardiness on Students’ Academic Performance

Ask:
G. Finding practical applications of
concepts and skills in daily living.
How the different types of writing can help you to express yourself?

The learners differentiate the four types of writing.

H. Making generalizations and
abstractions about the lesson.
Task 4. Classify
I. Evaluating learning.
Direction: The following are taken from different reading materials. Identify the
form of writing used. Put your answers in the space provided.

1. Makati City’s chief legal officer and spokesperson for Mayor Abigail Binay
made this assertion following reports that a recent Court of Appeals (CA) ruling had
upheld Taguig’s jurisdiction over Bonifacio Global City (BGC), a revenue-rich area
also claimed by Makati.

Lawyer Michael Arthur Camiña on Friday said there was no basis for Taguig officials
to say that the March 8 CA ruling “effectively hands over BGC to Taguig.” He was
referring to a statement made on Thursday by Taguig Mayor LaniCayetano.

2. I think that I shall never see

A poem lovely as a tree.

3. A homonym is a word that is pronounced the same as another word with a

different meaning.

When the words have the same spelling, they are known as homographs. When
they have different spellings, they are called homophones.

4. Several types of microchips are made today. Microprocessors are logic

chips that perform the computations inside most commercial computers. Memory
chips store information. Digital signal processors convert between analog and
digital signals (QuickLink: a2270). Application-specific integrated circuits are special-
purpose chips used in things such as cars and appliances.

The Process
Chips are made in multibillion-dollar fabrication plants called fabs. Fabs melt and
refine sand to produce 99.9999% pure single-crystal silicon ingots. Saws slice the
ingots into wafers about as thick as a dime and several inches in diameter. The
wafers are cleaned and polished, and each one is used to build multiple chips.
These and subsequent steps are done in a "clean room" environment, where
extensive precautions are taken to prevent contamination by dust and other foreign
substances.

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.

C. Did the remedial lessons work? No.

of learners who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked and Observed by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academic
 School Aleosan National High School Grade Level 12- HUMSS
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 11, 2019
and Time 12:30-1:30 PM
Quarter 1st

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 and remedial
activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES 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 have an understanding of imagery, diction, figures of speech, and
variations on language.
The learners shall be able to produce short paragraphs or vignettes using imagery,
B. Performance Standards
diction, figures of speech, and specific experiences.
The learners…
C. Learning Competencies/
Objectives (Write the LC code
for each) Use imagery, diction, figures of speech, and specific experiences.
(HUMSS_CW/MP/12-Ia-b-4)
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.
1. Creative Writing
II. CONTENT 1.3. Language
a. Imagery
b. Figures of speech
c. Diction
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
III. LEARNING RESOURCES lesson and in learning. Ensure that there is a mix of concrete and manipulative 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
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Reviewing the previous lesson about the topic on Figures of speech.
A. Reviewing Previous lesson or
presenting the new lesson. Show slides some text and the learners will identify what kind of figure of
speech.

B. Establishing a purpose for the What are the other language of Creative writing aside from the figure of speech?
lesson.
 What is a Diction?
C. Presenting examples/ instances
of the new lesson.

Task 1 Group Activity

D. Discussing new concepts and
practicing new skills #1.
Differentiation of Learning
Group 1 - Simple Role play using diction.
Group 2 and 3 – Draw or Illustrate a story using a diction.
Group 4 – Make a short Poem using diction.

Rubric
Usage of Diction 10
Creativity 10
Presentation 10
TOTAL 30 points
(Processing 10 minutes)

E. Discussing new concepts and Presentation of Group output

practicing new skills #2.
( 10 minutes)
After each presentation learners will give feedback about their output.
Definition of Diction
F. Developing mastery (Leads to
As a literary device, diction refers to the choice of words and style of expression
formative Assessment 3) that an author makes and uses in a work of literature. Diction can have a great
effect on the tone of a piece of literature, and how readers perceive the characters.

Example of Diction
“Could you be so kind as to pass me the milk?” Vs. “Give me that!”
“I regret to inform you that that is not the case.” Vs. “You’re wrong!”
“It is a pleasure to see you again! How are you today?” Vs. “Hey, what’s up?”
“I’m a bit upset,” Vs. “I’m so pissed off.”
“I would be delighted!” Vs. “Sure, why not?”
“I’ll do it right away, sir,” Vs. “Yeah, just a sec.”

How can this diction be of use in your daily life?

G. Finding practical applications of
concepts and skills in daily living.
 H. Making generalizations and Significance of Diction in Literature
abstractions about the lesson.

Authors make conscious and unconscious word choices all the time when
writing literature, just as we do when speaking to one another. The diction in
a piece establishes many different aspects of how we read the work of
literature, from its formality to its tone even to the type of story we are
reading. For example, there could be two practically identical spy novels, but
in one we are privileged to the main character’s innermost thoughts about
the situation while in the other we only see what the main character does.
The author has chosen verbs either of introspection or action, and this type
of diction thus determines what kind of story the book presents. This is the
difference between spy novels by, for example, John le Carré (Tinker, Tailor,
Solider, Spy; A Most Wanted Man) and Dan Brown (The Da Vinci Code;
Inferno).

Oral Recitation:
I. Evaluating learning.
Each learner must use diction.

5 points for correct usage.

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.

C. Did the remedial lessons work? No.

of learners who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked and Observed by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academic
 School Aleosan National High School Grade Level 12- HUMSS
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 13, 2019
and Time 12:30-1:30 PM
Quarter 1st

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 and remedial
activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES 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 have an understanding of imagery, diction, figures of speech, and
variations on language.
The learners shall be able to produce short paragraphs or vignettes using imagery,
B. Performance Standards
diction, figures of speech, and specific experiences.
The learners…
C. Learning Competencies/
Objectives (Write the LC code
for each) Use imagery, diction, figures of speech, and specific experiences.
(HUMSS_CW/MP/12-Ia-b-4)
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.
1. Creative Writing
II. CONTENT 1.3. Language
a. Imagery
b. Figures of speech
c. Diction
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
III. LEARNING RESOURCES lesson and in learning. Ensure that there is a mix of concrete and manipulative 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
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Reviewing the previous lesson about the topic on Diction.
A. Reviewing Previous lesson or
presenting the new lesson.

B. Establishing a purpose for the

lesson.
What is imagery?

C. Presenting examples/ instances

of the new lesson. What does imagery mean?
Imagery is descriptive language used to appeal to a reader’s senses: touch,
taste, smell, sound, and sight. By adding these details, it makes our writing
more interesting.
Here is an example of how adding imagery enhances your writing.
Original sentence: She drank water on a hot day.
Added imagery: The cool, refreshing water quenched her thirst as the
scorching sun radiated on her.

Pair and Share

D. Discussing new concepts and
practicing new skills #1.
Face your partner and describe her in a sentence using imagery.
¼ sheet of paper.
5 minutes (processing)
 E. Discussing new concepts and Presentation of output by Pair
practicing new skills #2.
5 minutes
Why do we need to use imagery in writing?
F. Developing mastery (Leads to
How important imagery in writing?
formative Assessment 3) What are the five types of imagery?

G. Finding practical applications of

concepts and skills in daily living.

How will you use imagery in your daily life?

The Importance and Function of imagery
H. Making generalizations and
abstractions about the lesson.

Imagery is important for writers to use in order for their language to appeal to the
reader. Without imagery, readers may not imagine the world or situation in the
intended manner the author had in mind.
Oral Recitation
I. Evaluating learning.
Give an example of imagery
5 points

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.

C. Did the remedial lessons work? No.

of learners who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level 12- HUMSS
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 14, 2019
and Time 12:30-1:30 PM
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of imagery, diction, figures of speech,
and variations on language.
The learners shall be able to produce short paragraphs or vignettes using
B. Performance Standards
imagery, diction, figures of speech, and specific experiences.
The learners…
C. Learning Competencies/ Objectives
(Write the LC code for each) Read closely as writers with a consciousness of craft.
(HUMSS_CW/MP/12-Ia-b-5)
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.
1. Creative Writing
II. CONTENT 1.3. Language
a. Imagery
b. Figures of speech
c. Diction
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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 presenting

the new lesson. Reviewing the previous lesson about the topic on Imagery.

B. Establishing a purpose for the lesson. What are the 5 types of Imagery ?

Literary Imagery Examples

C. Presenting examples/ instances of the new
lesson.
 Visual: appeals to our sense of sight
o The crimson apple glistened in her hand.
 Auditory: appeals to our sense of sound
o The roaring thunder frightened the little boy.
 Olfactory: appeals to our sense of smell
o The athlete’s sweaty gym clothes left a musty odor in the
laundry room.
 Gustatory: appeals to our sense of taste
o The warm, salty broth soothed her sore throat as she ate
the soup.
  Tactile: appeals to our sense of touch
o Prickly cactus posed as an obstacle to the men as hiked.

D. Discussing new concepts and practicing

new skills #1.
Group Activity (Differentiated Learning)
Group 1 – Write a Poem using the five types of Imagery.
Group 2 – Write a short story using five types of imagery.
Group 4 and 5 – Role Play using the five types of imagery.

10 minutes processing
Rubric
Creativity 15
Art of Presentation 20
Teamwork 15
Total 50 points
E. Discussing new concepts and practicing Presentation
new skills #2.
20 minutes
Identify what kind of Imagery by indicating the word use as imagery in the
F. Developing mastery (Leads to formative
example.
Assessment 3) Example #8: My November Guest (By Robert Frost)
“My Sorrow, when she’s here with me,
Thinks these dark days of autumn rain
Are beautiful as days can be;
She loves the bare, the withered tree;
She walked the sodden pasture lane.”

G. Finding practical applications of concepts

and skills in daily living.
How does imagery helps you as a student in terms of writing?
Visual imagery is the most common form of imagery in literature. At its core,
H. Making generalizations and abstractions every story has five elements: introduction, rising action, climax, falling action,
about the lesson.
and resolution.
Olfactory Imagery-Science has proven our sense of smell is our strongest link to
the past. A single whiff of our mother's favorite flower can take us back in time.
To no surprise, authors want to tap into some of that.
Gustatory imagery has to do with our taste buds. After you stop sniffing those
scones, you're going to want to sink your teeth into one. It's all about your sense
of taste.
Tactile imagery reaches out to our sense of touch. Perhaps a shop clerk in Ireland
will envelop his customer in a handmade cashmere wrap while the silky wool
breezes against her arm in a whisper of softness.
Auditory imagery appeals to our sense of hearing. Perhaps a happy couple will
scoop their newborn puppy up in the middle of the night because his yipping was
tearing at their eardrums - and their hearts.
Graded Group Presentation
I. Evaluating learning.
Rubric
Creativity 15
Art of Presentation 20
Teamwork 15
Total 50 points

J. Additional activities for application or Assignment write a short poem make your own title 4 stanza only.
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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level 12- HUMSS
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 17, 2019
and Time 12:30-1:30 PM
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of poetry as a genre and how to
analyze its elements and techniques.
B. Performance Standards The learners shall be able to produce short, well crafted poem
The learners…
C. Learning Competencies/ Objectives Identify the various elements, techniques, and literary devices of
(Write the LC code for each) poetry
(HUMSS_CW/MP/12-c-f-6)
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 6. Reading and Writing Poetry

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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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 presenting

the new lesson. Reviewing the previous lesson about the topic on the five types of
Imagery.

B. Establishing a purpose for the lesson. What is poetry?

C. Presenting examples/ instances of the new

lesson.

D. Discussing new concepts and practicing

new skills #1.
Group Activity
Identify the different elements of poetry and define each element.
Write in a 1 whole sheet of paper.
20 minutes processing
E. Discussing new concepts and practicing Presentation of Output
new skills #2.
10 minutes
Where did you get your answers?
F. Developing mastery (Leads to formative
Assessment 3)
How many elements are there in poetry?

G. Finding practical applications of concepts

and skills in daily living.
Relate your life as a student in writing a poem.
 H. Making generalizations and abstractions
about the lesson.

Identification: Write your answer in a ¼ sheet of paper.

1. Humpty Dumpty sat on a wall.
I. Evaluating learning. Humpty Dumpty had a great fall.
2. Ode to the Grecian Urn
3. Romeo and Juliet
4. A literary device which demonstrates the long and short patterns of stressed
and unstressed syllables particularly in verse form.
5. Defined as a style of speaking or writing determined by the choice of words by a
speaker or a writer.
Research what is Theme and Tone?
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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 20, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards

B. Performance Standards

C. Learning Competencies/ Objectives

(Write the LC code for each)

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

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
2. Learner’s Materials pages
3. Textbook pages
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 can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES 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 presenting

the new lesson.

B. Establishing a purpose for the lesson.

C. Presenting examples/ instances of the new

lesson.

D. Discussing new concepts and practicing

new skills #1.

E. Discussing new concepts and practicing

new skills #2.
F. Developing mastery (Leads to formative
Assessment 3)

G. Finding practical applications of concepts

and skills in daily living.

H. Making generalizations and abstractions

about the lesson.

I. Evaluating learning.

J. Additional activities for application or

remediation.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% 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 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level 12- HUMSS
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 24, 2019
and Time 12:30-1:30 PM
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of poetry as a genre and how to
analyze its elements and techniques.
B. Performance Standards The learners shall be able to produce short, well crafted poem
The learners…
C. Learning Competencies/ Objectives Identify the various elements, techniques, and literary devices of
(Write the LC code for each) poetry
(HUMSS_CW/MP/12-c-f-6)
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.
1. Reading and Writing Poetry
II. CONTENT 6.1. Elements of the Genre
a. Essential Elements
a.1. Theme
a.2. Tone
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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 presenting

the new lesson. Reviewing the previous lesson about poetry.

B. Establishing a purpose for the lesson.

What are the elements of the Genre?

C. Presenting examples/ instances of the new

lesson.
 D. Discussing new concepts and practicing
new skills #1.
Group Activity
Write a Poem using the mood and the tone.
1 whole sheet of paper
4 stanza Poem
Rubric:
Creativity 5
Tone/Mood 20
Clarity of the message 5
Total 30 points

E. Discussing new concepts and practicing

new skills #2.
What is the difference between mood and tone?
F. Developing mastery (Leads to formative
Assessment 3)

G. Finding practical applications of concepts

and skills in daily living.
What is the importance of mood and tone in writing a poem or poetry?

H. Making generalizations and abstractions

about the lesson.

Graded Group Presentation of Output

I. Evaluating learning.
Rubric:
Creativity 5
Tone/Mood 20
Clarity of the message 5
Total 30 points

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates June 27, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of…

poetry as a genre and how to analyze its elements and techniques

B. Performance Standards The learners shall be able to…

produce a short, well-crafted poem

C. Learning Competencies/ Objectives The learners…

(Write the LC code for each) use selected elements of poetry in short exercises.
(HUMSS_CW/MP11/12c-f-8)
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.
. Other experimental texts
II. CONTENT c.1. typography
c.2. genre-crossing texts (e.g.
prose poem, performance poetry,
etc.)
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Review the previous lesson about the genre of elements.
A. Reviewing Previous lesson or presenting
the new lesson.

B. Establishing a purpose for the lesson.

If I Were a Shape Activity

Directions: Answer the questions: “If I were a shape, what would I be?” by
using cutting colored paper considering the shape you chose. Before
posting on the board, write in the colored paper the reason why you
choose the shape.

C. Presenting examples/ instances of the new

lesson.
 D. Discussing new concepts and practicing
new skills #1.
Discuss about typography especially the concrete poetry/ shape poetry.

E. Discussing new concepts and practicing Show more examples of concrete poetry.
new skills #2.

Describe Me Activity
F. Developing mastery (Leads to formative
Assessment 3)
Direction: Describe concrete poetry in three adjectives.
G. Finding practical applications of concepts
and skills in daily living.

H. Making generalizations and abstractions

about the lesson. The learners generalize things about concrete poetry.

I. Evaluating learning.
The learners will create a concrete poetry using the shape of house. (Set
guidelines)

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates July 2, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of…

poetry as a genre and how to analyze its elements and techniques

B. Performance Standards The learners shall be able to…

produce a short, well-crafted poem

C. Learning Competencies/ Objectives The learners…

(Write the LC code for each) Explore innovative techniques in writing poetry.
(HUMSS_CW/MP11/12c-f-9)
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 . 2.3. Techniques and literary devices (modelling from well-known local
and foreign poets)
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Review the previous lesson.
A. Reviewing Previous lesson or presenting
the new lesson.

Snowy Dream Activity

B. Establishing a purpose for the lesson.

Directions: Imagine that you are going to fly to America this winter
season. Draw the image of your first snowy night.

C. Presenting examples/ instances of the new

lesson.
Introduce Robert Frost.

D. Discussing new concepts and practicing

new skills #1.
Study the poem “Stopping by Woods on a Snowy Evening” by Robert
Frost.

E. Discussing new concepts and practicing Study the poem, “The Gift Outright” by Robert Frost.
new skills #2.

The learners do the following tasks:

F. Developing mastery (Leads to formative
Assessment 3)
a. Determine the elements/ forms and conventions present in the
poems.
Answer questions about the poems.
 Ask:
G. Finding practical applications of concepts
and skills in daily living.
How the poems of Robert Frost can help you to making life decisions?

H. Making generalizations and abstractions

about the lesson. The learners generalize the concepts being discussed.

Oral Recitation
I. Evaluating learning.
What is the message of the poem? (5 points)

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates July 4, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of…

poetry as a genre and how to analyze its elements and techniques

B. Performance Standards The learners shall be able to…

produce a short, well-crafted poem

C. Learning Competencies/ Objectives The learners…

(Write the LC code for each) Explore innovative techniques in writing poetry.
(HUMSS_CW/MP11/12c-f-9)
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 . 2.3. Techniques and literary devices (modelling from well-known local
and foreign poets)
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Review the previous lesson.
A. Reviewing Previous lesson or presenting
the new lesson.

Leaves of Messages Activity

B. Establishing a purpose for the lesson.

Directions: Using a green construction paper, cut a shape of a leaf and

write messages about falling in love with a wrong person. Post your
output on the board.

C. Presenting examples/ instances of the new

lesson.
Introduce Rafael Zulueta de Costa.

D. Discussing new concepts and practicing

new skills #1.
Study the poem “Like the Molave”.

E. Discussing new concepts and practicing

new skills #2.

The learners do the following tasks:

F. Developing mastery (Leads to formative
Assessment 3)
a. Determine the elements/ forms and conventions present in the poem.
b. Answer questions about the poem.
 Ask:
G. Finding practical applications of concepts
and skills in daily living.
How the poem of Rafael Zulueta de Costa can help you embrace your
identity as a Filipino?
The learners generalize the concepts being discussed.
H. Making generalizations and abstractions
about the lesson.
Oral Recitation
I. Evaluating learning.
What is the message of the poem? (5 points)

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates July 9, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of…

poetry as a genre and how to analyze its elements and techniques

B. Performance Standards The learners shall be able to…

produce a short, well-crafted poem

C. Learning Competencies/ Objectives The learners…

(Write the LC code for each) Explore innovative techniques in writing poetry.
(HUMSS_CW/MP11/12c-f-9)
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 . 2.3. Techniques and literary devices (modelling from well-known local
and foreign poets)
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Review the previous lesson.
A. Reviewing Previous lesson or presenting
the new lesson.

Mountain of Love Activity

B. Establishing a purpose for the lesson.

Directions: Using a construction paper write your message of love in a

shape of a mountain and cut it.

C. Presenting examples/ instances of the new

lesson.
Introduce Antonio Tinio.

D. Discussing new concepts and practicing

new skills #1.
Study the poem, “Valediction sa Hillcrest”.

E. Discussing new concepts and practicing

new skills #2.

The learners do the following tasks:

F. Developing mastery (Leads to formative
Assessment 3)
a. Determine the elements/ forms and conventions present in the poem.
b. Answer questions about the poem.
 Ask:
G. Finding practical applications of concepts
and skills in daily living.
How the poem of Antonio Tinio can help you to making life decisions?

The learners generalize the concepts being discussed.

H. Making generalizations and abstractions
about the lesson.
Oral Recitation
I. Evaluating learning.
What is the message of the poem? (5 points)

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates July 11, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of…

poetry as a genre and how to analyze its elements and techniques

B. Performance Standards The learners shall be able to…

produce a short, well-crafted poem

C. Learning Competencies/ Objectives The learners…

(Write the LC code for each) write a short poem applying the various elements, techniques, and
literary devices (HUMSS_CW/MP11/12c-f-10)
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 2.3. Techniques and literary devices (modelling from well-known local and
foreign poets)
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Review the previous lesson.
A. Reviewing Previous lesson or presenting
the new lesson.

B. Establishing a purpose for the lesson.

The Phoenix and the Turtle

C. Presenting examples/ instances of the new

lesson.
Introduce William Shakespeare

D. Discussing new concepts and practicing

new skills #1.
Group Activity
Read the poem The Phoenix and the Turtle poem.
Express your thoughts about the poem through a Role Play.
E. Discussing new concepts and practicing Presentation
new skills #2.

The learners do the following tasks:

F. Developing mastery (Leads to formative
Assessment 3)
a. Determine the elements/ forms and conventions present in the poem.
 Ask:
G. Finding practical applications of concepts
and skills in daily living.
How the poem of William Shakespeare can help you to making life
decisions?

The learners generalize the concepts being discussed.

H. Making generalizations and abstractions
about the lesson.
Graded performance (Role Play)
I. Evaluating learning.
Rubric
Creativity 15
Delivery 15
Content 20
Total 50 points

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates July 16, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of…

fiction as a genre and are able to analyze its elements and techniques.

B. Performance Standards The learners shall be able to…

produce at least one striking scene for a short story

C. Learning Competencies/ Objectives The learners…

(Write the LC code for each) 1. identify the various elements and techniques, and literary devices
in fiction. (HUMSS_CW/MP11/12g-i-11)
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.
3.Reading and Writing Fiction
3.1 Elements of the genre
II. CONTENT a. Character
b. Point of View
b.1. 1st-person POV (major, minor or bystander)
b.2. 2nd-person POV
b.3. 3rd-person POV ( objective, limited omniscient, omniscient)
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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.
Review the previous lesson.
A. Reviewing Previous lesson or presenting
the new lesson.

B. Establishing a purpose for the lesson.

What is fiction?
What are the various techniques, and literary devices in fiction?

C. Presenting examples/ instances of the new

lesson.
Give examples of fiction.
Alice in Wonderland

D. Discussing new concepts and practicing

new skills #1.
Group Activity – Harry Potter
What is the story about Harry Potter?
Who is the author of the book?
Give a brief summary of the series that you have watched or read about
Harry Potter.
E. Discussing new concepts and practicing Presentation
new skills #2.
 The learners do the following tasks:
F. Developing mastery (Leads to formative
Assessment 3)
a. Determine the elements, techniques, and literary devices used in that
fiction

If you will become Harry potter where are you going to used your magic
G. Finding practical applications of concepts
and skills in daily living.
or spell?

The learners generalize the concepts being discussed.

H. Making generalizations and abstractions
about the lesson.
Identify the Various elements of Fiction.
I. Evaluating learning.

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics
 School Aleosan National High School Grade Level HUMSS - 12
DAILY
LESSON Riechell G. Senarillos Learning
Teacher
Area
Creative Writing
LOG
Teaching Dates July 25, 2019
and Time 2:30-4:30 pm
Quarter 1st

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 and remedial activities may be done for developing content knowledge and
I. OBJECTIVES 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.

A. Content Standards The learners have an understanding of…

fiction as a genre and are able to analyze its elements and techniques.

B. Performance Standards The learners shall be able to…

produce at least one striking scene for a short story

C. Learning Competencies/ Objectives The learners…

(Write the LC code for each) 2. determine various modes of fiction.
(HUMSS_CW/MP11/12g-i-12)
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.
3.Reading and Writing Fiction
3.1 Elements of the genre
II. CONTENT c. plot
c.1. linear
c.2. modular/episodic
c. 3. Traditional parts: exposition, rising action, climax, falling
action, resolution/denouement.
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
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
Creative Writing
B. Other Learning Resources K-12 compliant Work text for the Senior High School
AJF G. Buhisan and A H. Sayseng
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
IV. PROCEDURES 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 presenting

the new lesson. Review the previous lesson.

B. Establishing a purpose for the lesson.

What is Plot?

C. Presenting examples/ instances of the new

lesson.
Ask the student to give examples about some fiction movies or novels and
then let them identify the plot.

D. Discussing new concepts and practicing

new skills #1.
Group Activity – Harry Potter (different chapter)
What is the story about Harry Potter? (Depending on the chapter/series)
Give a brief summary of the series that you have watched or read about
Harry Potter.
E. Discussing new concepts and practicing Presentation
new skills #2.
 What is the story all about?
F. Developing mastery (Leads to formative
Assessment 3)
What is the lesson you have learned from the story?
G. Finding practical applications of concepts
and skills in daily living.

H. Making generalizations and abstractions

about the lesson. Interactive lecture- class discussion about the plot of the story

I. Evaluating learning.
Identify the modes of fiction from the story of Harry Potter.

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.

C. Did the remedial lessons work? No. of learners

who have caught up 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?

Prepared by:

RIECHELL G. SENARILLOS,MBA
Subject Teacher
Checked by:

NANCY O. NITAFAN,Ed.d., SP-I

SHS Assistant Principal for Academics