DAILY LESSON LOG School BAMBANG NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 Teacher SHIREEN D. LACUESTA Learning Area CREATIVE NON-FICTION

Teaching Dates and FEBRUARY 27-MARCH 3, 2023 Quarter 3RD
Time HUMSS C 7:30 – 8:30 M-Th
HUMSS A 10:00-11:00 M-Th
HUMSS B 1:00 – 2:00 M-Th

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Text Book 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 purpose for the
lesson
The learner understands the delineation between creative and nonfictional elements of a text.
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 students
will have been able to:
1. Do a close reading of creative
nonfictional texts
(HUMSS_CNF11/12-Ie-f-8);
2. Identify the fictional elements
in the texts
(HUMSS_CNF11/12-I-e-f-9)
3. Analyze and interpret
factual/nonfictional aspects in
the texts (HUMSS_CNF11/12-
Ie-f-10)
4. Evaluate the relationship of
creative and nonfictional
elements of the texts
(HUMSS_CNF11/12-Ie-f-11)
IDENTIFYING FICTIONAL AND
NONFICTIONAL ELEMENTS IN A
TEXT
 www.google.com
Start by asking the class, what is their
standard of beauty? What makes a
person beautiful? Is beauty the ultimate
standard in loving a person?
After letting them answer the questions
and discuss their responses, tell them
At the end of the session, the students
will have been able to:
1. Identify the fictional elements
in the texts
(HUMSS_CNF11/12-I-e-f-9)
2. Analyze and interpret
factual/nonfictional aspects in
the texts (HUMSS_CNF11/12-
Ie-f-10)
3. Evaluate the relationship of
creative and nonfictional
elements of the texts
(HUMSS_CNF11/12-Ie-f-11)
IDENTIFYING FICTIONAL AND
NONFICTIONAL ELEMENTS IN A
TEXT
 www.google.com
Recall the stories read yesterday.
Also review the elements of a short
story.
At the end of the session, the students
will have been able to:
1. Identify the fictional
elements in the texts
(HUMSS_CNF11/12-I-e-f-
9)
2. Analyze and interpret
factual/nonfictional aspects
in the texts
(HUMSS_CNF11/12-Ie-f-
10)
3. Evaluate the relationship of
creative and nonfictional
elements of the texts
(HUMSS_CNF11/12-Ie-f-
11)
IDENTIFYING FICTIONAL AND
NONFICTIONAL ELEMENTS IN
A TEXT
Have a recap of what transpired
yesterday.
Have the two remaining groups
present their outputs (story map of the
At the end of the session, the students
will have been able to:
1. Identify the fictional
elements in the texts
(HUMSS_CNF11/12-I-e-f-
9)
2. Analyze and interpret
factual/nonfictional aspects
in the texts
(HUMSS_CNF11/12-Ie-f-
10)
3. Evaluate the relationship of
creative and nonfictional
elements of the texts
(HUMSS_CNF11/12-Ie-f-
11)
IDENTIFYING FICTIONAL AND
NONFICTIONAL ELEMENTS IN
A TEXT

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
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
applications or remediation
that they will be reading two stories, story Touch Move)
Desire by Paz Latorena and Touch Move
by Peter Mayshle. Both of which has
something to do with how people
perceive beauty.
After reading the two stories, ask them
what they think about each of the stories.
Divide the class into four groups. For the
first two groups they will be working on
the story Desire. They are going to come
up with a story map and write it in a
Manila paper. The other two groups will
do the same except they will be working
on the story Touch Move.
Give them a template of a story map.
After they are done with their outputs,
ask two members of the group to present
their work. The two groups assigned
with the story Desire will go first.
After presenting their outputs, go over
their entries and check whether they
filled it out correctly. Compare and
contrast the work of the two groups.
Also discuss the elements of the story
and the meaning of the story itself.
After presenting their outputs, go over
their entries and check whether they
filled it out correctly. Compare and
contrast the work of the two groups.
Also discuss the elements of the story
and the meaning of the story itself.
Once the groups are done, emphasize
that it is important for them to be able
to identify the fictional elements in a
text. This will help them discern
whether a written text is fiction or
nonfiction, especially so that there are
also narrative texts that might be
mistaken as fiction.
Instruct them to reread the stories when Since the story desire is fiction, they
they go home. are going to come up with a nonfiction
version of it. Using their cameras, they
 must capture photos of real-life
situations that show ‘desire.’

Example: a student reviewing (desire

to get high grades)
A teacher earnestly explaining (desire
to impart knowledge)
A plant growing in odd place (desire to
survive)

Explain that they can be literal or

symbolic as long as they capture real-
life situations.

They must come up with 8 photos and

make a photo essay on ¼ illustration
board. They must come up with a title
and captions for the photos and be able
to tell a story out of their pictures.

Outputs will be submitted next week.

V. REMARKS The activity might run for more than 2
days.
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 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: Checked by: Recommending Approval: Approved:

SHIREEN D. LACUESTA JOVELYN G. MORALES ROMMEL S. DE GRACIA, PhD., CESE RODRIGO C. ROSETE
Teacher II Subject Group Head, Languages Dept. OIC-Assistant School Principal Secondary
School Principal IV