CW Q1 W2 Daily Lesson Log in Creative Writing

Daily Lesson Log in Creative Writing

1. GRADES 1 TO 12
DAILY LESSON LOG
SCHOOL Mariano Q. Umipig National High SchoolGRADE LEVEL 12 - GAS
TEACHER Janrey L. Ramos LEARNING AREA Creative Writing
TEACHING DATES AND TIME June 23, 24, 27, 2025 QUARTER 1/Week 2
MONDAY TUESDAY FRIDAY
I.OBJECTIVES
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.
A.Content Standards The learners have an understanding of imagery, diction, figures of speech, and variations on language.
B.Performance Standards The learner shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences.
C.Learning
Competencies/Objectives
Write the LC Code for each
The learner utilizes language to evoke emotional and intellectual responses from readers. HUMSS_CW/MP11/12-Ia-b-3
The learners use imagery, diction, figures of speech, and specific experiences. HUMMS_CW/MP11/12-Ia-b-4
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.
1.3 Language
a. Imagery
1.3 Language
a. Figures of Speech
1.3 Language
a. Diction
III.LEARNING RESOURCES
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
and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References Modules in Creative Writing
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from

2. Learning Resources (LR) portal
B.Other Learning Resources mrstolin.wikispace.com mrstolin.wikispace.com http://www.educationwo
rld.com/a_lesson/lesson2
IV.PROCEDURES
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 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 lesson or
presenting the new lesson
The teacher will ask the learners to
review yesterday’s lesson.
The learners will recap the last
lesson they had taken last time.
The learners will have a short.
B.Establishing a purpose for the
lesson
The teacher asks the learners on
their thoughts about “creative
writing”, through a semantic web.
The teacher will ask the learners to
read each sample of writing output
and identify its type.
The teacher will ask the learners to make a list of the uses they have made
of writing outside school in the last four weeks.
C.Presenting examples/instances
of the new lesson
The teacher asks the learners on
their thoughts about “creative
writing”, through a semantic web.
The teacher will have the discussion
with the learners about the
definition and examples of imagery.
The teacher will have the discussion with students about the definition
and origin of idiomatic expression.
D.Discussing new concepts and
practicing new skills #1
The teacher will present a sample
descriptive paragraph which uses all
of the five sensory details.
The teacher will have the discussion
with the learners about the
definition and examples of imagery.
The teacher will show examples of idioms used in sentences.
E.Discussing new concepts and
practicing new skills #2
The learners will be asked to think
of a noun (person, place, thing, and
scene) to describe – it can be
anything recognizable. Write a
paragraph describing it using all five
of the sensory details. They are not
allowed to say what they are
describing!
The teacher will divide the class into
five groups and assign passages
which they have to read and
analyze. Each group will identify the
images presented in its respective
passage.
The teacher will divide the class into five groups which will collaborate in a
game to find out the meaning of the idioms used in sentences. The first
group to give the correct definition of the idiom will earn points. The
highest-point earner will win the game.
F.Developing mastery
(Leads to formative assessment)
The learners will be asked to create
powerful, image creating sentences
by taking the “Boring sentence” and
adding sensory details. Make up
additional details to construct the
new sentence. Label the sensory
With the same group mates,
learners will think of a noun
(person, place, thing, and scene) to
describe – it can be anything
recognizable. Each group will write a
paragraph describing it using all five
Working in group, the learners need to create a short role-play, including
at least seven Idiomatic expressions in their dialogue. It can be a series of
scenarios in one act. After writing their script and rehearsing their part,
each group will perform in front of the class.

3. details they added. of the sensory details. As the group
presents its output, the other
groups will guess the thing/idea
being referred to in the paragraph.
G.Finding practical/applications of
concepts and skills in daily living
Think of an issue that bothers you,
makes you angry, or scares you.
Write freely about this issue. In
your paper, offer solutions that you
think could make it better.
The teacher will evoke the learners
to give the importance of using
imagery in their daily
communication.
The teacher will ask the learners about the importance of knowing and
using idiomatic expressions in daily living.
H. Making generalizations and
abstractions about the lesson
Wrap-up the whole lesson through
the reiteration of the discussed
topic.
The teacher will make the learners
define imagery and distinguish
between sensory detail and
experience.
The teacher will ask the learners to define idiomatic expression and give
examples.
I.Evaluating Learning The learners will be asked to think
of an issue that bothers you, makes
you angry, or scares you. Write
freely about this issue.
The teacher will let the learners
create powerful sentences by
adding sensory details to “boring
sentences”. Learners will label the
sensory details they added.
The teacher will let the learners define the idiomatic expressions used in
the sentences.
J.Additional activities for
application or remediation
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 relevant questions.
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities to
remediation
C.Did the remedial lessons work?
No. of learners who have caught
up with the lesson

4. 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
material did I use/discover which I
wish to share with other
teachers?
Prepared by: Reviewed and Checked by: Noted by:
JANREY L. RAMOS NOEMI P. AMANTE ANA LUZ M. CASEM, EdD
Subject Teacher Head Teacher III Principal III