School RIZAL NATIONAL HIGH SCHOOL Grade Level 12

Teacher MARK VINCENT L. FERNANDEZ Learning Area Creative Nonfiction

DAILY LESSON LOG
Teaching Dates and Time December 02-06, 2019 Quarter THIRD
10:40-11:40 HUMSS 12

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner understands the literary
conventions that govern the different
genres.
(e.g., narrative convention of fiction,
etc.)
B. Performance Standards The learner clearly and coherently uses
a chosen element conventionally
identified with a genre for a written
output
C. Learning Competencies/ At the end of the session, the learners
Objectives are expected to:
Write the LC code for each 4. Create samples of the different
literary elements based on one’s
experience (e.g. metaphor to describe
an emotion) HUMSS_CNF11/12-Ib-d-4
5. Write a draft of a short piece using
any of the literary conventions of genre
following these pointers:
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using any literary conventions of a
genre
e. Ensuring that theme and technique
are effectively developed
HUMSS_CNF11/12-Ib-d-5
The learner understands the literary
conventions that govern the different
genres.
(e.g., narrative convention of fiction,
etc.)
The learner clearly and coherently uses
a chosen element conventionally
identified with a genre for a written
output
At the end of the session, the learners
are expected to:
4. Create samples of the different
literary elements based on one’s
experience (e.g. metaphor to describe
an emotion) HUMSS_CNF11/12-Ib-d-4
5. Write a draft of a short piece using
any of the literary conventions of genre
following these pointers:
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using any literary conventions of a
genre
e. Ensuring that theme and technique
are effectively developed
HUMSS_CNF11/12-Ib-d-5
The learner understands the literary
conventions that govern the different
genres.
(e.g., narrative convention of fiction,
etc.)
The learner clearly and coherently uses
a chosen element conventionally
identified with a genre for a written
output
At the end of the session, the learners
are expected to:
4. Create samples of the different
literary elements based on one’s
experience (e.g. metaphor to describe
an emotion) HUMSS_CNF11/12-Ib-d-4
5. Write a draft of a short piece using
any of the literary conventions of genre
following these pointers:
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using any literary conventions of a
genre
e. Ensuring that theme and technique
are effectively developed
HUMSS_CNF11/12-Ib-d-5
The learner understands the
literary conventions that govern
the different genres.
(e.g., narrative convention of
fiction, etc.)
The learner clearly and coherently
uses a chosen element
conventionally identified with a
genre for a written output
At the end of the session, the
learners are expected to:
4. Create samples of the different
literary elements based on one’s
experience (e.g. metaphor to
describe an emotion)
HUMSS_CNF11/12-Ib-d-4
5. Write a draft of a short piece
using any of the literary
conventions of genre following
these pointers:
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing
ideas
d. Using any literary conventions of
a genre
e. Ensuring that theme and
technique are effectively
developed
HUMSS_CNF11/12-Ib-d-5
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
A. INTRODUCTION TO LITERARY GENRES
1. Understanding Conventions of Traditional Genres
a. Fiction, b. Poetry, c. Drama, d. Other forms
2. Identifying Elements of the different Genres
3. Using Elements as Techniques to develop Themes
Moratilla, N. & Teodoro, J. (2016). Claiming Spaces: Understanding, reading, and Writing Creative Nonfiction. Phoenix Building, 927
Quezon Ave., Quezon City: Phoenix Publishing House Inc.
Teacher reviews activities and topics Teacher reviews activities and topics Teacher reviews activities and topics Teacher reviews and recalls the
from the last session through the from the last session through the from the last session through the activity and topics from the past
activity called FLOATING VESSEL activity called CAROUSEL RIDE activity called STUMP YOUR sessions.
PARTNER
FLOATING VESSEL CAROUSEL RIDE STUMP YOUR PARTNER SESSION’S PURPOSE:
This is a collaborative activity which This is a collaborative activity which This is a collaborative activity which The students will have an
entails to recall the general topic from entails to recall the general topic from entails to recall the general topic from individual activity for the day. The
the past session. This is a way to the past session. This is a way to the past session. This is a way to students will prepare a one (1)
stablish collaborative skills while stablish collaborative skills while stablish collaborative skills while whole sheet of paper for the
eliciting the past topic. eliciting the past topic. eliciting the past topic. activity.

Direction: Direction: Direction: This is an application of the ten

One student will be called to join the
vessel, he/she will discuss the past
topic after which he/she will call next
students to join the vessel. Activity
continues.
The teacher will ask random number of
students from the class to form a
carousel-type formation. Students will
then provide insights about the past
lesson.
Students take a minute to create a (10) concepts being given from the
challenging question based on the past sessions. They need to write
lecture content. Students pose the examples of the given concepts
question to the person sitting next to using their own words.
them. To take this activity a step further,
ask students to write down their
questions and hand them in.
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
SESSION’S PURPOSE:
The students will create samples of the
different literary elements based on
one’s experience (e.g. metaphor to
describe an emotion)
The teacher will take the discussion first
for the two (2) consecutive sessions.
The students will elicit the following
concepts through collaborative
learning.
1. Alliteration: The repetition of an
initial consonant sound. Example: She
sells seashells by the seashore.
2. Anaphora: The repetition of the
same word or phrase at the beginning
of successive clauses or
verses. Example: Unfortunately, I was
in the wrong place at the wrong time on
the wrong day.
3. Antithesis: The juxtaposition of
contrasting ideas in balanced
phrases. Example: As Abraham
Lincoln said, "Folks who have no vices
have very few virtues."
4. Apostrophe: Directly addressing a
nonexistent person or an inanimate
object as though it were a living
being. Example: "Oh, you stupid car,
you never work when I need you to,"
Bert sighed.
5. Assonance: Identity or similarity in
sound between internal vowels in
neighboring words. Example: How
now, brown cow?
SESSION’S PURPOSE:
The students will create samples of the
different literary elements based on
one’s experience (e.g. metaphor to
describe an emotion)
The teacher will continue the discussion
for the remaining concepts.
The students will elicit the following
concepts through collaborative
learning.
6. Chiasmus: A verbal pattern in
which the second half of an expression
is balanced against the first but with the
parts reversed. Example: The famous
chef said people should live to eat, not
eat to live.
7. Euphemism: The substitution of an
inoffensive term for one considered
offensively explicit. Example: "We're
teaching our toddler how to go potty,"
Bob said.
8. Hyperbole: An extravagant
statement; the use of exaggerated
terms for the purpose of emphasis or
heightened effect. Example: I have a
ton of things to do when I get home.
9. Irony: The use of words to convey
the opposite of their literal meaning.
Also, a statement or situation where the
meaning is contradicted by the
appearance or presentation of the
idea. Example: "Oh, I love spending
big bucks," said my dad, a notorious
penny pincher.
10. Litotes: A figure of speech
consisting of an understatement in
which an affirmative is expressed by
negating its opposite. Example: A
million dollars is no small chunk of
change.
SESSION’S PURPOSE: The students will be given enough
The class will play an interactive and time to do the task. They need to
collaborative game called, WORD finish the activity before the
BADMINTON RELAY allotted time given.
WORD BADMINTON RELAY APLICATION ACTIVITY
The students will play word badminton Students should write words and
relay. The whole class will be divided phrases as application of the
into two (2) opposing teams. The concepts below.
students will be given ten (10) minutes
to brainstorm with each other. 1. Alliteration
2. Anaphora
Direction and Mechanics:
The teacher will identify the first player 3. Antithesis
of the game by asking a certain
4. Apostrophe
question relative to the topic. Then, the
first team will start to play the word 5. Assonance
badminton. They need to give a word
6. Chiasmus
relative to the past topics from the two
(2) sessions then the other group will 7. Euphemism
give an application from the answer of
8. Hyperbole
the other group and vice versa.
9. Irony
Five (5) seconds will be given before
10. Litotes
the group should give their answer.
Failure to give an answer or incorrect
answer will make the point be added to
the other group.
The students will be reminded on the
importance of following allotted time as
to the first group to present will get an
insentive as they are applying the
essence of being time conscious at all
times.
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
The students will create samples of the
different literary elements based on
one’s experience (e.g. metaphor to
describe an emotion)
The class will be divided into four (4)
different groups. The students will be
given ten (10) minutes to do the tasks.
The students will be reminded on the
importance of following allotted time as
to the first group to present will get an
insentive as they are applying the
essence of being time conscious at all
times.
Activity #1
TWELVE WORDS POETRY
The students will write a poem depicting
their inner feelings while applying the
session’s topic. The students will use
the application of the discussion from
above.
This is a collaborative activity to ensure
the teamwork and camaraderie in the
class.
The students will share their perception
regarding the practical applications of
concepts and skills learned during the
session in their daily life as students.
The students sum up the topic being
discussed for the session. The learners
give their personal overviews towards
the discussion.
Activity #2
THREE WORDS POETRY
The students will write a short poem
using three (3) words only. By this time
students should focus on the theme
Activity #1
#HASHTAG
The students will write a short but
catchy hashtag about the lesson. They
should consider their personal
reflections, reactions, and learning. And
they need to explain their hashtags.
This is a collaborative activity to ensure
the teamwork and camaraderie in the
class.
BALLOON SHARING
The teacher starts the sharing
regarding the real life application of the
topic being discussed then the teacher
should pass the balloon to the first
student then will do the sharing. The
process continues.
The students will continue the balloon
sahring by giving generalization about
the topic being discussed.
MASTERY DEVELOPMENT
The students will discuss the
importance of the activity in establishing
the comprehension of the learners in
the concepts being thought.
The teacher will be asking every
students to share the concepts from
their learnings.
Students will share the practical
applications of concepts and skills
learned during the session in their daily
life as students.
The students sum up the topic being
discussed for the session. The learners
give their personal overviews towards
the discussion.
Activity #1
THINK-PAIR-SHARE
The students will be in pair. Task: They
will compare all the concepts being
MASTERY DEVELOPMENT
The students will discuss the
importance of the activity in
establishing the comprehension of
the learners in the concepts being
thought.
The teacher will be asking every
students to share the concepts
from their learnings.
BUILDING RELATIONSHIPS
In a group of five members,
imagine yourselves as masons
building a “house of friendship.”
Identify the values essential in
 about, “How an individual should give thought about the comparison and building a relationship. Explain
importance on the concept of being similarities of the concepts below. your answers to the class using
ready at all time in any calamity.” facts, descriptions, and details
1. Alliteration applying the nature of a creative
CRITERIA for activity #1 and #2: 2. Anaphora nonfiction.
3. Antithesis
Creativity 40% Use similar diagram below:
4. Apostrophe
Relevance to the theme 30%
5. Assonance
Unity as a group 20%
6. Chiasmus
Over all performance 10%
7. Euphemism
TOTAL 100%
8. Hyperbole
9. Irony
10. Litotes

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

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 lesson
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 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
teachers?

Prepared by: Checked by:

MARK VINCENT L. FERNANDEZ JESPER D. BAYAUA, RN, RM, LPT, MAN, MSPH
Subject Teacher – Senior High School Department Coordinator – Senior High School Department