GRADE 11 School Salapungan National High School Grade Level 12

DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area Creative Non Fiction
Teaching Dates and Time Quarter First

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the literary conventions that govern the different The learner understands the delineation between creative and the nonfictional
genres. (e.g., narrative convention of fiction, etc.) elements of creative nonfictional text.
B. Performance Standards The learner clearly and coherently uses a chosen element conventionally The learner clearly and coherently uses multiple elements conventionally
identified with a genre for a written output identified with a genre for a written output
The learner… The learner… The learner…
C. Learning Competencies / Objectives
1. Identify dominant literary conventions of a particular genre 1. Do a cloze reading of creative 1. Analyze and interpret
Write the LC code for each HUMSS_CNF11/12-Ia-1 nonfictional texts factual/nonfictional aspects in the
2. Compare and contrast how the elements are used in the different HUMSS_CNF11/12-Ie-f-8 texts HUMSS_CNF11/12-Ie-f-10
genres HUMSS_CNF11/12-Ia-2 2. Identify the fictional elements 2. Evaluate the relationship of
in the texts HUMSS_CNF11/12- creative and nonfictional elements
I-e-f-9 1. of the texts HUMSS_CNF11/12-Ie-
f-11

Creative Nonfiction Creative Nonfiction

Creative Nonfiction
A. Introduction to Literary Genres B. Principles, Elements, Techniques, and Devices of Creative Nonfiction
A. Introduction to Literary Genres
II. CONTENT 1. Understanding Conventions of 1. Using Elements of Creative Nonfiction
1. Understanding Conventions of
Traditional Genres a. Plot
Traditional Genres
a. Fiction
c. Poetry
b. Drama
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
B. Other Learning Resources  Telling the Truth- The Art of  Telling the Truth- The Art of  Telling the Truth- The Art of  Telling the Truth- The Art of
Creative Nonfiction for Senior Creative Nonfiction for Senior Creative Nonfiction for Senior High Creative Nonfiction for Senior High
High School by Aguila, et.el., pp 4- High School by Aguila, et.el., pp School by Aguila, et.el., pp 18-25 School by Aguila, et.el., pp 26-33
7 10-14
IV. PROCEDURES
 (2 minutes)
1. Recall the difference between
drama and fiction.
A. Reviewing previous lesson or presenting
the new lesson
(5 minutes)
Introductory Activity: Patch a Story
1. Recall the story of Tungkung
B. Establishing a purpose for the lesson
Langit and Alunsina.by calling
one student to tell the first
event, then another student to
tell the second event, and so
on.
(3 minutes)
1. Present a paragraph from the
myth, the part where
1. Presenting Examples / instances of the Alunsina and Tungkung
new Lesson Langit had a quarrel.
(.20 minutes)
1. Make groups with 5
members each.
2. Rewrite the excerpt by using
dialogue. Do this for fifteen
minutes.
3. Peer edit each other’s draft
2. Discussing new concepts and
practicing new skills #1 based on the following:
a. Clarity of dialogue
b. Appropriateness of
dialogue
c. Dramatic content of
dialogue
d. Realistic content of
dialogue
(5 minutes) (Music)
1. Introductory Activity: Just Sing
it!
- What is your favorite song?
- Sing a few lines of it
- Why do you love that song?
(2 minutes)
1. Relate the activity to poetry.
(3 minutes)
1. Present a lyrics of a song.
2. How is this similar to poetry?
3. Can you consider this song a
poem?
4. Why or why not?
(10 minutes) (Literacy)
1. Discuss the characteristics of
poetry.
2. Recall the types, elements and
conventions of poetry.
3. Read the sample poetry and
discuss the questions that follow
(p.13).
(5 minutes)
1. Introductory Activity: An Epic
Throwback
a. List down three of the most
memorable events in your life.
b. Provide the important details by
filling in the table on page 18.
2. Relate the activity to the next lesson.
(3 minutes)
1. Recall what PLOT is.
(7 minutes)
1. Differentiate the plot of a
creative nonfiction piece to a
plot of a fiction. Use a diagram
to organize your answer.
(15 minutes)
1. Discuss the different ways on how a
to begin a CNF article. Illustrate the
ways by presenting the examples.
2. Discuss the ways on how to end a
CNF article.
( 5 minutes)
1. Review of the previous lesson.
2. Pass the Ball. Pass around a ball to
the students while playing happy
song. When the music stops, the
student who has the ball will be
asked a question about plot.
Tell the students that they will be doing
a deeper processing of the CNF text.
(5 minutes)
Give the copy of the anecdote read
previously. Recall the contents by
asking the students about the details of
the anecdote.
(10 minutes)
Process the article by asking:
a. How did the article begin? What
technique did the writer used in
his beginning?
b. How did he end his article?
c. What can you say about the
title?
d. What can you say about the flow
of the narrative? The sequencing
of events?
e. Does the essay read like fiction?
Explain your answer.

3. Discussing new concepts and
practicing new skills #2
4. Developing Mastery
(Leads to formative assessment # 3)
5. Finding practical applications of
concepts and skills in daily living
(10 minutes)
Revise the draft of the dialogue based
on the observation and comments
made by your partner group.
(15 minutes) (Literacy)
1. Select among the class pairs
of students who would
present a dramatic reading
of their dialogue.
(20 minutes)
I am
3. Write a 4-line stanza poem using
the title, I Am. In this short poem,
write about your thoughts on
yourself- your characters, fears,
virtues, dreams and aspirations.
4. After writing your poem, have it
edited by any of your
peers/classmates based on the
clear use of imagery and figurative
language, creative presentation of
idea, use of persona, sound,
spelling and grammar.
5. Revise your draft based on the
observation of your partner.
(2 minutes)
What have you realized about
yourself after reading the poem?
(10 minutes) (LITERACY/READING)
1. Present an example of anecdote.
Have the students read it quietly.
2. Process the article by asking:
a. What is the anecdote all about?
b. What first come into your mind
when you read the title?
c. How did the writer begin his
text? How did he end it?
(5 MINUTES)
If you will be writing a story of your
life, how will you organize the plot
based on what you have learned
today?
f. What are the factual details
presented in the article?
g. What are the fictional elements
in the article?
h. How did the writer use the
interplay of these fictional
elements and nonfictional
details?
i. What was its impact on the
article? To you as a reader?
(15 minutes) (literacy/reading)
1. Distribute another copy of an
anecdote.
2. Give the students five minutes
to read the piece.
3. THINKPAIRSHARE
Using the questions in the
discussion as a guide, discuss
the anecdote with your
seatmate.
(5 MINUTES)
Recall a significant experience you
had lately. Jot down its details on a
piece of paper. What significant
learning did you gain from that
experience?
 6. Making generalizations and What element/s clearly define drama (3 minutes) (2 minutes) (3 minutes)
abstractions about the lesson
compared with other genres? What is the importance of an Sum up the lesson by highlighting the
How is poetry similar or different organized plot? important points.
from drama and fiction?
7. Evaluating learning Evaluation: The revised version will The poem will serve as the students’ (10 minutes) Writing an Anecdote
be submitted and will serve as output. Evaluation: Ask them to do the writing a. Using the details you have
output. exercise on page 32. written in the preliminary
activity (An Epic Throwback)
and the learning that you gained
from the discussion and analysis
on plot, write your own anecdote
(200-300 words only).
b. Be sure to employ creative
writing techniques as you
present factual information in
your article.
c. Employ any of the ways on how
to begin and end a CNF article.
d. Give it an interesting title.
8.Additional activities for application or
remediation
V. REMARKS

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

A. No. of learners who earned 80% on the formative

assessment
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 innovation or localized materials did I use /

discover which I wish to share with other teacher?

Prepared by: Noted by:

MA. AIZA SP. SANTOS TERESITA L. GATBONTON

SHS Teacher III Principal