Dll Creative

GRAB DES 11 DAILY DAILY LESSON LE SSON LOG

I# OB%E OB%E&! &!I3 I3E E S

School: Pablo Lorenzo National High School

Grade Leel: 11 Learning Area: &reatie 'riting

!eacher: "ELANIO R# $LORINO %R !eaching Date( and !i)e: Noe)ber *1+*,- *.1/

"ONDAY

!4ESDAY

'EDNESDAY

0arter: 2

!H4RSDAY

A# &ontent &ontent Standard(:

The learners have an understanding of imagery, diction, figures of speech, and variations on language

B#Per5or)ance Standard(: &#Learning &o)6etencie (7Ob8ectie(: Write the LC Code for each

The learners shall be able toproduce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences HUMSS_CW/MP11/12-Ia-b-1

HUMSS_CW/MP11/12-Ia-b-2

HUMSS_CW/MP11/12-Ia-b-3

differentiate imaginative writing from among other forms of writing

cull creative ideas from experiences

utilize language to evoke emotional and intellectual responses from readers

$RIDAY

Critiquing an essay to expand learning on making a paragraph.

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# &ON!EN! &ON!EN! III# LEARNI NG RESO4R&E S A#Re5erence(

1# !eacher9( Gide Page( *# Learner9( "aterial( Page(

1. Creative Writing .. !maginative "riting vs. technical # academic # other forms of "riting$ .%. &ensory experience$ .'. (anguage) a. !magery b. *igures of speech c. +iction $.. &le "orks of "ell-kno"n local and foreign "riters Lists the materials to be used in dierent days. Varied sources of materials sustain childrens interest in the lesson and in learnin!. "nsure that there is a mi# of concrete and manipulati$e m aterials as well as paper%based paper%based materials. &ands%on learnin! promotes concept de$elopment.

.https)##"""."ritingfor"ard.com#cr eative-"riting#types-of-creative"riting %. https)##blog.udemy.com https)##blog.udemy.com#different#differenttypes-of-"riting#

https)##"""."ritingfor"ard.com# "riting-prompts#creative-"ritingprompts#%-creative-"ritingprompts

.http)##the"ritepractice.com# https)##"""."ritingfor"ard.com# evoke-emotions# "riting-prompts#creative-"riting%.http)##amigold.com#%/0#/ prompts#%-creative-"riting#"ant-to-evoke-emotions-inprompts readers-guest-marcykennedy# +ep1d has not issued any books for Creative Writing, thus all the resources. (earner2s materials, textbook materials and other materials for educational sites in the !nternet.

https)##"""."ritingfor"ard.com# "riting-prompts#creative-"ritingprompts#%-creative-"ritingprompts

learning are based from

+ep1d has not issued any books for Creative Writing, thus all the resources. (earner2s materials, textbook materials and other materials for learning are based from educational sites in the !nternet.



2# !etboo; Page(


<# Additional "aterial( 5ro) Learning Re(orce =LR> 6ortal B#Other Learning Re(orce(



GRADES 11 DAILY LESSON LOG

School: Pablo Lorenzo National High School !eacher: "ELANIO R# $LORINO %R !eaching Date( and !i)e: Noe)ber *1+*,- *.1/

"ONDAY I3#PRO&ED4RES

!4ESDAY

'EDNESDAY

Grade Leel: 11 Learning Area: &reatie 'riting 0arter: 2

!H4RSDAY

$RIDAY

'hese steps should be done across the week. (pread out the acti$ities appropriately so that students will learn well. )lways be !uided by demonstration of learnin! by the students which you can infer from formati$e assessment acti$ities. (ustain learnin! systematically by pro$idin! students with multiple ways to learn new thin!s, practice their learnin!, *uestion their learnin! processes, and draw conclusions about what they learned in relation to their life e#periences and pre$ious knowled!e. Indicate the time allotment for each step.

A#Reie?ing Preio( Le((on or Pre(enting the Ne? Le((on

3ame reading materials and references.

3ame reading materials and references

4evie" the types of creative "riting.

4evie" on ho" to expand a paragraph, ho" to add another paragraph.

4ecap on ho" to expand paragraphs.

B#E(tabli(hing a Pr6o(e 5or the Le((on

&haring observation of the types of reading materials and references.

&tate the relevance of studying creative "riting in real life.

&tate the possible obs for those "ho have talents#skills in "riting.

Tell the importance on adding and the importance of 53!T6 in creating a paragraph.

Tell the necessity of binding the paragraphs to make them agree "ith the title.

&#Pre(enting Ea)6le(7In(tance( o5 the Le((on

&ho" examples of the different forms of "riting

7resentation of the chosen assigned "riting activity.

&tate the steps in creating a paragraph.

8roup the students. 7resent an essay to the students. 5sing the steps given in the

5sing the % paragraph essay they had created choose .

%

previous, challenge the students to critic the paragraphs included in the essay.

D#Di(c((ing Ne? &once6t( and Practicing Ne? S;ill( @1

;ear samples of "riting in an audio format, and identify the types of "riting.

&ay something on the presentation 9Critiquing comes from the students:

&ho" ho" the steps in making a paragraph, &olicit "ords from the students.



"ONDAY I3#PRO&ED4RES E# Di(c((ing Ne? &once6t( and Practicing Ne? S;ill( @*

!4ESDAY

'EDNESDAY

(ist the students2 opinion# critic on the essay they are assigned. +iscussion.

Challenge them to critic the paragraph 9do not divulge "ho "rite essay.:

Talk more on ho" develop paragraph using) <) part of speech)

!H4RSDAY

$RIDAY


&ho"ing examples of creative "riting, and in recitation the student identifies the types of "riting. !dentification of a "riting material if it is from imagination or factual events.

(ist ideas on ho" authors#"riters made their "ay to creating a "riting form.

7ost the question guides in forming a paragraph. Challenge the students to supply the ans"er to question as guide in forming a paragraph.

;o" "as the paragraph developed in the assigned essay= 9
'

$# Deelo6ing "a(ter +Leads to ormati$e )ssessment -

!dentify the type of creative "riting.

;o" to develop a genre of "riting=

7ost a "ord 9Challenge the students to supply the remaining ans"er:

>pen forum. 1xchanging of ideas from each group.

G#$inding Practical A66lication( o5 &once6t( and S;ill( in Dail Liing


H#"a;ing Generalization( and Ab(traction( abot the Le((on

>bserving ho" the author develops the essay presented.


"ONDAY 3# PRO&ED4RES

?ap ideas on "hat "rite using concept map.

!4ESDAY

'EDNESDAY


!H4RSDAY

$RIDAY


&olicit the importance of the different types of "riting.

;o" "riting change the "orld "e live in.

+iscuss ho" mapping the ideas lead to better



I# Ealating Learning

%# Additional Actiitie( 5or A66lication or Re)ediation

3I#

Create 9a sample of a chosen type of "riting:

5sing the concept map, "rite a poem or any form of "riting.

&earch for specific example on ho" "ritings change one2s country

!n a @ sheet of paper, &upply the What#Who$ !s doing What$ Where$ When$ When$ and Why=
Write a %-paragraph essay on Why I chose to stay at Pablo Lorenzo NHS

Choose any type of "riting. Critic the chosen type of "riting follo"ing the given steps in expanding a paragraph.

RE"ARS


3II#

RE$LE&!ION


Grade Leel: 11 Learning Area: &reatie 'riting 0arter:

ReCect on or teaching and a((e(( or(el5 a( a teacher# !hin; abot or (tdent9( 6rogre(( thi( ?ee;# 'hat ?or;( 'hat el(e need( to be done to hel6 the (tdent( learn



Identi5 ?hat hel6 or in(trctional (6eri(or( can 6roide 5or o (o ?hen o )eet the)- o can a(; the) releant e(tion(#

A# /o. of learners who earned 012 in the e$aluation B# /o. of learners who re*uire additional acti$ities for remediation &# 3id the remedial lessons work4 /o. of learners who ha$e cau!ht up with the lesson

D# /o. of learners who continue to re*uire remediation E# Which of my teachin! strate!ies work well4 Why did these work4

$# What di5culties did I encounter which my principal or super$isor can help me sol$e4

G# What inno$ations or locali6ed materials did I used7disco$er which I wish to share with other teachers4

0

A

Dll Creative

Recommend Documents