GRADE 12
MONICA HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
II. CONTENT
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
School STA.
Grade Level 12
Teacher AMIE S. TABI Learning Area CREATIVE NONFICTION
Teaching Dates and Time
December 2-6, 2019 (MW/TTh) Quarter THIRD
Session 1-2 (Monday and Wednesday) Session 3-4 (Wednesday and Thursday)
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 Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from
the curriculum guides.
The learner understands the literary conventions that govern the different The learner understands the delineation between creative and the nonfictional elements of
genres. (e.g., narrative convention of fiction, etc.) creative nonfictional text.
The learner clearly and coherently uses a chosen element conventionally The learner clearly and coherently uses multiple elements conventionally identified with a
identified with a genre for a written output genre for a written output
The learners: The learners:
>Write a draft of a short piece using any of the literary conventions of genre Do a close reading of creative nonfictional texts-HUMSS_CNF11/12-Ie-f-8
following these pointers: a. Choosing a topic b. Formulating a thesis Identify the fictional elements in the texts- HUMSS_CNF11/12-I-e-f-9
statement c. Organizing and developing ideas d. Using any literary Analyze and interpret factual/nonfictional aspects in the texts-HUMSS_CNF11/12-Ie-f-10
conventions of a genre e. Ensuring that theme and technique are effectively Evaluate the relationship of creative and nonfictional elements of the texts
developed-- HUMSS_CNF11/12-Ib-d-5 -HUMSS_CNF11/12-Ie-f-11
>Peer-edit each other’s draft based on a. clarity of idea b. appropriate choice
of literary element c. appropriate use of the element d. effective combination
of the idea and the chosen literary element--HUMSS_CNF11/12-Ib-d-6
>Revise the draft of a short piece using any of the literary conventions of a
genre (e.g. plot for narrative piece)-- HUMSS_CNF11/12-Ib-d-7
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.
Introduction to Literary Genres Principles, Elements, Techniques, and Devices of Creative Nonfiction
1. Understanding Conventions of Traditional Genres 1. Using Elements of Creative Nonfiction: a. Plot; b. Characters; c. Characterization; d. Point
a. Fiction of View; e. Angle; f. Setting and Atmosphere; g. Symbols and Symbolisms; h. Irony; i. Figures
b. Poetry of speech; j. Dialogue; k. Scene; l. Other elements and devices 2. Developing themes by
c. Drama combining multiple elements
d. Other forms
2. Identifying Elements of the different Genres
3. Using Elements as Techniques to develop Themes
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 3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
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 application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing Creative Nonfiction Course Guidebook by Tillar J. Mazzeo; Tell It a Writing and
Writing and Shaping Creative Nonfiction by Brenda Miller and Suzzane Shaping Creative Nonfiction by Brenda Miller and Suzzane Paola; A Masterclass in Narrative
Paola; Elements of Fiction and Nonfiction (youtube) Nonfiction with Ben Rawlence (youtube)
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 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.
Recalling the previous lesson/activity: Peer-review of the previously written Short review of previous lesson
nonfiction poem
Activity: Presentation of Homework (Drama)
Continuation of peer-review/edit using the following pointers: Activity: Presentation of Homework (Drama): a. Plot; b. Characters; c. Characterization; d.
Point of View; e. Angle; f. Setting and Atmosphere; g. Symbols and Symbolisms; h. Irony; i.
a. clarity of ideas Figures of speech; j. Dialogue; k. Scene; l. Other elements and devices
b. appropriate choice of literary elements
c. appropriate use of the elements
d. effective combination of the ideas
Continuation of peer-editing Watch: A Masterclass in Narrative Nonfiction with Ben Rawlence
Report on Prose Non-Fiction: Autobiography, Biography, Character Sketch, In-depth discussion of the elements of Nonfiction and figures of speech
Diary or Journal, Editorial, and Essay
-Literary Conventions: Rhyme Scheme etc.
Report on Drama: Tragedy (tragic comedy, melodrama), Comedy: Satirical
Comedy, The comedy of Manners, Romantic Comedy, Black Comedy, and
Farce); literary conventions
Continuation of Discussion Continuation of discussion
The learners will write a draft of a fiction short story for children Activity: The learners will bring out the sample of a nonfiction novel and will do a collaborative
Pointers to follow: reading and simple literary analysis with a partner.
a. Choosing a topic
b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using multiple literary conventions of a genre
e. Ensuring that theme and technique are effectively developed
What are the differing effects of reading different genres to different levels of Continuation of reading and simple literary analysis and criticism
audience/readers? How important is understanding the genre of a reading
material?
Ask: What can you deduce about your short learnings on fiction and/or Continuation of reading and simple literary analysis and criticism
drama?
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 I. Evaluating learning Continuation of writing activity Drafting of Literary analysis in terms of the following: a. Plot; b. Characters; c.
Characterization; d. Point of View; e. Angle; f. Setting and Atmosphere; g. Symbols and
Symbolisms; h. Irony; i. Figures of speech; j. Dialogue; k. Scene; and l. Other existing
elements and devices
J. Additional activities for application Homework 1: Have Time for Drama Activity Homework 1: Finalize Literary Analysis
or remediation Homework2: Start drafting Autobiography as final requirement for 3 rd Quarter
Directions: The class will be divided into three groups. The groups should re- Homework 3: Prepare for long quiz
enact the drama show they watched on TV. Each group is given 5-7 minutes
to perform. Present rubrics for the performance evaluation.
Homework 2: Advance reading of a nonfiction novel; bring a nonfiction novel
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 them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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
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:

AMIE S. TABI
Teacher
Checked by:

GLAIZA A. SERADOR
SHS Coordinator
Approved by:

JABEL ANTHONY L. NUŇALA

HT III-OIC
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