Name of School: NORTHEASTERN COLLEGE Grade Level: 12

DAILY LESSON
LOG Name of Teacher: LOUELLA JASMIN G. LAZARO Learning CREATIVE WRITING
Area:
Teaching Dates and MWF – 1-2 PM Quarter: 1st QUARTER -4TH WEEK
Time:
Session 9 Session 10 Session 11
I. OBJECTIVES
A. Content Standard The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
B. Performance Standards The learners shall be able to produce a short, well-crafted poem.
C. Objectives/ Learning The learners… The learners… The learners…
Competencies
 Identify the various  Identify the various  Identify the various
elements, techniques and elements, techniques and elements, techniques and
literary devices in poetry. literary devices in poetry. literary devices in poetry.
(HUMSS_CW/MP11/12c-f- (HUMSS_CW/MP11/12c-f- (HUMSS_CW/MP11/12c-f-
6) 6) 6)

 Use selected elements of  Use selected elements of

poetry in short exercises poetry in short exercises
(HUMSS_CW/MP11/12c-f- (HUMSS_CW/MP11/12c-f-
8) 8)
II. CONTENT Reading and Writing Poetry Reading and Writing Poetry Reading and Writing Poetry
 Elements of genre  Elements of genre  Elements of genre
 Theme  Theme  Theme
 Tone  Tone  Tone
III. LEARNING
RESOURCES
A. References
1. TG/pages
2. LM/pages
3. Textbooks/pages
4. Additional from
LRMDS portal
A. Other Learning
Resources
IV. PROCEDURES
A. Motivation/Reviewing “Chains of Words” Activity Review the previous lesson Review the previous lesson
previous lesson or
presenting the new Direction: arrange the words to
lesson make a line of the poem. The first
group to arrange the line, wins.

(Note: Use lines from the poem

“Africa by David Diop”)

The learners will answer the

following question:

1. Based on our activity what

did you observed?
2. If you combined each line
that you arrange what will it
become?

B. Establishing purpose of In a piece of paper, write what you
the lesson think of a word POETRY. The
students will write a single word or
phrase. The student will share it to
the class.
“Guess that Word” Activity
“CROSS the WORD ” activity
Direction: the students will read the
words aloud and correctly to Direction: the students will find the
perceive what the words really are. words in the table to identify the
elements of poetry.
“AIL LAY MENS OV POE WET
THREE”

“ELEMENTS OF POETRY”
C. Presenting Ask the question:
examples/instances of “CROSS the WORD ” activity The teacher presents different lines
the new lesson Have you ever tried to write a using the sound-effect devices
poetry? Direction: the students will find the
words in the table to identify the Ask questions:
elements of poetry. 1. What did you observe in the
following lines?
2. What sound effect devices is
being used in each lines?
D. Discussing new Discuss Poetry
concepts and practicing Discuss the elements of poetry Discuss the elements of poetry
new skills #1 Discuss the poem “The Passionate
 Shepherd to his love by Christopher  Theme
Marlowe” as a springboard in  Style  Sound-effect devices
discussing the topic.  Word choice a. Alliteration
 Tone b. Anaphora
Group Activity.  Symbolism c. Assonance
Directions: making the sample d. Onomatopoeia
poems as an examples, try to write e. Rhyme
a short poem. This is to gauge your Group activity
basic understanding of how poems Group activity
should be written. The teacher presents the poem The teacher will give a tongue
“The Road Not Taken by Robert twister, each group will present it in
Frost” front and the other group will
identify its sound devices.
Direction: identify the theme, style,
Word Choice, tone and symbolism
on the poem presented.

E. Discussing new Discuss the genres of poetry  Rhythm and Meter

concepts and practicing 1. Narrative poetry 1 Rhythm
new skills #2 2. Lyric poetry a. Iamb (iambic)
3. Dramatic poetry b. Trochee(trochaic)
c. Anapest
(anapestic)
Group activity d. Dactyl (dactylic)
e. Spondee
Direction: write the characteristics (spondaic)
of each genres on the table. 2 Meter
 Structure
Group 1: Narrative poetry- (epic, A. Stanza
metrical romance, metrical tale, and Couplet (2)
Ballad) Tercet (3)
Group 2: Lyric poetry – (ode, elegy, Quatrain (4)
sonnet, and song) Cinquain (5)
Group 3: Dramatic poetry – Sestet (6)
(comedy, tragedy, dramatic Septet (7)
monologue, soliloquy) Octave (8)
F. Developing Mastery “Lova Poem” activity
(Leads to Formative
Assessment) Direction: construct a poem about
“Love” that has one stanza with four
lines. After making a stanza, you’re
going to give you papers to the
 other groups and let them continue
the poem that you started.
G. Finding practical Ask a question: Ask a question:
applications of
concepts and skills in How poetry can help you to express How the elements of poetry can
daily living. your emotions towards people? help you strengthen your
skills/talents?

H. Making generalizations
and abstractions about Ask questions The learners enumerate and The learners enumerate and
the lesson. describe the elements of poetry. describe the elements of poetry
1. In your own opinion what is
poetry?
2. What are the genres of
poetry?
3. What have you learn?

I. Evaluation/Assessment Group activity The students will have a quiz. ½

Direction: write down three reasons
why you chose to write the poem in
Activity 1.
lengthwise
The learners will pick a genre of
poetry that they will going to make
from the box. Write in a 1 whole
sheet of paper.

Prepared by: Checked by: Noted by:

LOUELLA JASMIN G. LAZARO, LPT DIONIBELTON C. VILORIA, BSBA DONICIO D. VILLORIA, Ed.D.
INSTRUCTOR ABM COORDINATOR PRINCIPAL