CREATIVE WRITING
GRADE 11 School SANTIAGO NATIONAL HIGH SCHOOL Grade 11
DAILY LESSON Level
LOG Teacher Mr. CHRISTIAN EA, TII Learning
Creative Writing
Area
Teaching Dates January 27-31, 2025 Quarter
and Time FIRST
Day 1 Day 2 Day 3 Day 4 Day 5
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 Standard The learners shall be able to produce a short, well-crafted poem.
C. Learning
Competency/Objective Use selected elements of
The learners determine specific forms and conventions of poetry.
s poetry in short exercises
LC Code:
Write the LC code LC Code:
HUMSS_CW/MP11/12c-f-7
for each. HUMSS_CW/MP11/12c-f
Specific forms and Specific forms and Specific forms and
II. CONTENT conventions of poetry. conventions of poetry. conventions of poetry. Elements of Poetry
(Conventional Forms) (Rhyme and Meter) (Metaphor)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Creative Writing for Senior Creative Writing for Creative Writing for Senior
pages High School, Prof. Luijim S. Senior High School, Prof. Creative Writing for Senior High School , Prof. Luijim S.
Jose and Ronaldo R. Larioque, Luijim S. Jose and Ronaldo High School, Prof. Luijim S. Jose, Ronaldo R. Larioque,
Ph.D pp.77-94 R. Larioque, Ph.D pp.77- Jose and Ronaldo R. Ph. D. P. 95-
94 Larioque, Ph.D pp.77-94 103
2. Learner’s
Materials pages
3. Textbook pages
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4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning [Link]
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
lesson or presenting learners questions about the learners questions learners questions about learners to define poetry
the new lesson previous topic about about the previous topic the previous topic about and what are the specific
elements of poetry. about specific forms and specific forms and forms and conventions
conventions of poetry in conventions of poetry in of poetry.
conventional forms. rhyme and meter.
B. Establishing a purpose The teacher will ask the The teacher will show the The teacher will show the JUMBLE WORDS
for the lesson learners to write about class a poem that has class a poem entitled “I (5 mins)
their favorite poem then rhyme and meter by Laura know why the cage birds The teacher will ask the
and they will recite the E. Richards entitled sings” by Maya Angelou students to arrange the
poem. “Antonio” and a poem and let them read it aloud. words according to its
without rhyme and meter position and paste it on
entitled “I’m Nobody! the board.
Who are You?” By Emily 1. ESREVEERF-
Dickinson. 2. YRTEOP
3. ROHPATEM
4. STNEMBMAJNE
5. TENNO
S ANSWERS:
[Link]
2. POETRY
3. METAPHOR
4. ENJAMBMENTS
5. SONNET
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C. Presenting The teacher will choose The teacher will ask the The teacher will ask the The Teacher will present
examples/Instances of some of the poems and learners to compare each learners their observation an example poems
the new lesson connect it to the topic. poem and tell what they on the said poem. through power point
observe. presentation
Like:
1. Acrostic poem
2. Enjambment
D. Discussing new The teacher will show The teacher will provide The teacher will discuss The teacher will give the
concepts and different examples of another example entitled the definition and relation definition of each form
practicing new skills # conventions of poetry like Eletelephony by Laura E. of metaphor to the said and provide questions.
1 tagalog poem entitled Richards and identify the poem.
“Ikaw” sung by Sarah rhyme and meter.
Geronimo, tanaga entitled
“Sipag” by anonymous,,
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haiku from a Japanese
poet and “Sonnet 18” by
William Shakespeare.
E. Discussing new The teacher will present
concepts and another free form style
practicing new skills # entitled “An Acrostic” by
2 Edgar Allan Poe. The
learners will analyze its
form.
F. Developing mastery The teacher asks The teacher will ask the The teacher will ask the Group Activity:
(leads to Formative comprehensive questions learners comprehensive learners comprehensive (15 mins)
Assessment 3) about the examples of questions about rhyme questions about the poem Fact or Bluff
poems. and meter. “In the Garden” by Emily The teacher will grouped
Dickinson and identify the the Learners into three
metaphors in it. groups and do the
following tasks by
identifying its elements
and form.
The teacher will present
a power point of the
following:
1. A free verse form
2. An Enjambment form
G. Finding practical The teacher will divide the The teacher will provide The teacher will ask the Group Activity:
application of class into four and will another poem entitled learners to think of an (20 mins)
concepts and skills in write a tanaga for the first “The Peace of Wild object that best describes The teacher will
daily living group, tagalog poems for Things” by Wendell Berry them using a metaphor. grouped the learners
the second group and to the learners and they Let them share their and assigned the
sonnet for the last group. will tell or identify the answers orally. following tasks:
rhymes and meter used
RUBRICS: in the poem. Group 1- Make your
(Poem composition) own poem in a Free
CONTENT- 40% verse form and perform
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=
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MECHANICS-20% it in the class
ORGANIZATION- Group 2- Compose your
20% ORIGINALITY- own poem that
20% contains metaphor and
present it in the class
Group 3- Do your own
piece of Enjambment
form and recite it with
line breaks in the class.
The learners will be
assess through Rubrics.
Content - 15%
Language/ Style- 10%
Clarity of Speech-15%
Stage presence - 10%
H. Making The teacher will ask the The teacher will ask the The teacher will ask the The learners will states
generalizations and learners to summarize learners to summarize learners to summarize the definition of the
abstractions about today’s topic about today’s topic about today’s topic about following:
the lesson conventional forms. rhyme and meter. metaphor.
Free verse
Metaphor
Enjambment
I. Evaluating learning MAKE YOUR OWN! RHYME YOUR POEM! ME, MYSELF AND I! Paper Pencil Test
The teacher will ask the The teacher will ask the (10 mins.)
learners to write a Haiku learners to write a poem The teacher will ask the MATCH UP
that deals with the beauty describing the face of the learners to create their The teacher will ask the
of garden. person they really admire own 3 stanza poem with learners to answer the
using Octameter and metaphors. questions asked.
RUBRICS: rhyme.
(Poem composition) RUBRICS: RUBRICS: The learners will match
CONTENT- 40% (Poem composition) (Poem composition) the words in the box
MECHANICS-20% CONTENT- 40% CONTENT- 40% with the statements.
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ORGANIZATION- MECHANICS-20% MECHANICS-20%
20% ORIGINALITY- ORGANIZATION- ORGANIZATION-
20% 20% 20%
ORIGINALITY-20% ORIGINALITY-20%
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
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
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me solve?
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G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Prepared by: CHRISTIAN EA, TII
Checked by : CHATELINE S. DULAY, MTII
SHS Coordinator
Approved by: NATIVIDAD B. REYES, PhD
Principal IV
CREATIVE WRITING
