Grades 1 to 12 School Urdaneta City National High School Grade Level 12-GAS

DAILY LESSON Teacher MELCHORA D. BOLAMBAO Learning Area Creative Writing

LOG Teaching Dates and Time August 12-16, 2019 Quarter First
BLOOM-10:30-11:30 MTWF
FREUD-3:00-4:00 MTWTH
DEWEY-2:00-3:00 MTWTH
LOCKE-4:00-5:00 MTWTH

Monday Tuesday Wednesday Thursday Friday

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,
I. OBJECTIVES 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 learners have an The learners have an The learners have an The learners have an The learners have an
understanding of poetry as a understanding of poetry as a understanding of poetry as a understanding of poetry as a understanding of poetry as a
A. Content Standards genre and how to analyze its genre and how to analyze its genre and how to analyze its genre and how to analyze its genre and how to analyze its
elements and techniques elements and techniques elements and techniques elements and techniques elements and techniques

B. Performance The learners compose at least The learners compose at least The learners compose at least The learners compose at least The learners compose at least
Standards one scene for a one-act play one scene for a one-act play one scene for a one-act play one scene for a one-act play one scene for a one-act play
that can be staged that can be staged that can be staged that can be staged that can be staged
C. Learning The learners conceptualize a The learners conceptualize a The learners conceptualize a The learners conceptualize a
Competencies/ character/setting/plot for a character/setting/plot for a character/setting/plot for a character/setting/plot for a
Objectives oneact play oneact play oneact play oneact play
Write the LC code for HUMSS_CW/MPIj-IIc-17 HUMSS_CW/MPIj-IIc-17 HUMSS_CW/MPIj-IIc-17 HUMSS_CW/MPIj-IIc-17
each SCHOOL RELATED WORK
II. CONTENT 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.
HOLIDAY Literary text: Romeo and Juliet Techniques and Literary
Group Activity SCHOOL RELATED WORKS
; act two to five (One-act play) Devices (One Act Play)
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A. References N/A N/A N/A N/A N/A

1. Teacher’s Guide N/A Curriculum Guide for Creative Curriculum Guide for Creative Curriculum Guide for Creative N/A
 Monday Tuesday Wednesday Thursday Friday
pages Writing pp. 3 of 8 Writing pp. 3 of 8 Writing pp. 3 of 8
2. Learner’s Material
N/A N/A N/A N/A N/A
pages
3. Textbook pages N/A N/A N/A N/A
N/A
4. Additional https://www.slideshare.net/Vict https://www.slideshare.net/Vict https://www.slideshare.net/Vict
Materials from N/A ory30/one-act-play-ppt? ory30/one-act-play-ppt? ory30/one-act-play-ppt? N/A
Learning Resource from_action=save from_action=save from_action=save
(LR) portal
N/A Powerpoint presentation, Powerpoint presentation,
B. Other Learning
television, chalkboard television, chalkboard and N/A N/A
Resources
video clip
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
IV. PROCEDURES 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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment
for each step.
A. Reviewing previous What can you say about How can you achieve your Let the students divide into 5
lesson or N/A arranged marriage? Do you life? groups. N/A
presenting the new think this is fair?
lesson
B. Establishing a Interpret the message and Let the students present a First Group Topic
purpose for the information about literary text video clip about one act play
lesson Romeo and Juliet ; act two to  an older woman, hoping that
N/A
five pp.327-328 LM and pp.46- a film of her life story would N/A
52 English Time both make her rich and free
her from her dangerous past
C. Presenting Have the students unlock 1. Does a short story similar to Second Group Topic
examples/ some of the difficult words one act play? N/A
instances of the before the discussion of the Answer: Yes, Is similar to a  Pamela, a divorced career
new lesson story. short story in its limitations. girl from the suburbs, rides the
Previously, students are asked There is a complete drama commuter train back and forth
N/A
to read "Your text" pp.327-328 within one act. It is brief, to her glamour job in London.
condensed, and single in However, Pamela's latest
effect. romantic coupling threatens to
veer off the track

D. Discussing new Third Group Topic

 Monday Tuesday Wednesday Thursday Friday
concepts and N/A Answer the questions from the Show the students a video on the N/A
practicing new context of the story on LM p. discussion of a one act play.  Revenge is a dish best
skills #1 338 enjoyed cold, and Grace has
Provide additional inputs or been cooking up hers ever
explanations for further since her husband dumped
understanding and realization. her for Paulette, a younger
lighter Second Mrs. Marwick.

E. Discussing new N/A Fourth Group topic

concepts and N/A N/A
practicing new  Aspiring Playwright calls on
Ask yourself: What is the play
skills #2 Dionysus and Euripides for
about?
help in winning a drama
contest.

N/A Fifth Group Activity

Discuss the elements of one
F. Developing act play.  Group of unemployed people
mastery (Leads to Elements of One- Act Play in support group try to keep
N/A N/A
Formative Theme their spirits up while their
Assessment 3) Plot desperation level rises.
Character Drama
Dialogue
G. Finding practical Facing challenges in life is Activity Write a short one- act
applications of hard if you don’t set your play which involves two
concepts and skills N/A priorities in life. Also, set a characters following the N/A
in daily living time frame for every goal you guideline given below.
want to achieve. What are o First students imagine the
your goals in life? situation they want to write
about and write it down on a
blank sheet of paper
o Then they brainstorm the
situation to come up with ideas
involving:
o the details of the characters,
including their relationship and
the nature of the problem
 Monday Tuesday Wednesday Thursday Friday
being explored (two friends,
son and father, daughter and
father, husband and wife …),
o the topic they are talking
about
o the problem that arises in
their conversation
o the time and background of
the conversation, i. e. the
setting
o how the play starts and how
it ends

H. Making How can you achieve your

generalizations and goals in life? How does one act play be
abstractions about N/A played? N/A
the lesson

N/A Written assessment: Students may then: N/A

Answer the following questions  Work by themselves or with a
on a one whole sheet of paper partner
based on the context of the  Do the drafting at home
selection:  Do editing in the classroom
1-2. Who are Romeo and with the help
Juliet? of classmates or teacher
3. Who is Paris?  Read out the play to the
4.Who is helping Romeo and class
I. Evaluating learning Juliet settle their problems?
5.What advice did father
Lawrence give Romeo to
Juliet? Do you agree with
them?
6. Do you consider the
relationship of Romeo and
Juliet an act of rebellion
against their parents? Why?
7-8.Who are Capulet?
9. Who killed Mercutio?
 Monday Tuesday Wednesday Thursday Friday
J. Additional activities
for application or
remediation N/A N/A

V. REMARKS

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
VI. REFLECTION
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% 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?