DAILY
LESSON
LOG
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
I.
School
Teacher
Teaching Dates and
Time
Anao National High School
Julie Ann L. Bagamaspad
Sept 13 – 16, 2022
7:30 – 8:30 (T-F)
Grade Level
Learning Area
Quarter
12
Creative Writing/Malikhaing Pagsulat
1st
Day 1
Day 2
Day 3
Day 4
The learners have an understanding of imagery, diction, figures of speech, and variations on language.
The learners shall be able to produce short paragraphs or vignettes using imagery, diction, figures of speech, and specific experiences.
Answer the regional diagnostic test
The learners use imagery, diction,
The learners use imagery, diction,
The learners read closely as writers
accordingly.
figures of speech, and specific
figures of speech, and specific
with a consciousness of craft.
experiences.
experiences.
(HUMMS_CW/MP11/12-Ia-b5)
(HUMMS_CW/MP11/12-Ia-b-4)
(HUMMS_CW/MP11/12-Ia-b-4)
CONTENT
1.3. Language
a. Imagery
2. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
3. PROCEDURES
1.3. Language
b. Figures of Speech
1.3. Language
Diction
pg. 73, pp. 247-255
mrstolin.wikispace.com
http://www.educationworld.com/a_le http://grammar.yourdictionary.com/
sson/lesson262.shtml
style-and-usage/FigurativeLanguage.html
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
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
(leads to Formative
Assessment 3)
(10 mins)
The teacher will make the learners
close their eyes for three minutes,
think of their fears and ways on
how to overcome them, and
imagine that they are conquering
them. Afterwards, the learners will
share what they have imagined.
The teacher will ask the learners
about the senses they used as they
imagined.
The teacher will have the
discussion with the learners about
the definition and examples of
imagery.
The teacher will have the
discussion with the learners about
the distinction between sensory
details and sensory experience.
The teacher will divide the class
into five groups and assign
passages which they have to read
and analyze. Each group will
identify the imageries presented in
its respective passage.
(10 mins)
The teacher will present a short
video clip about idiomatic
expression. After watching, the
learners will answer questions
regarding the clip.
(10 mins)
The teacher will show a line
containing a figure of speech; the
learners will share insight about the
line.
The teacher will make the learners
share and define the idiomatic
expressions they noticed in the video
clip.
The teacher will have the discussion
with students about the definition
and origin of idiomatic expression.
The teacher will evoke the learners
about their idea on figure of speech.
The teacher will show examples of
idioms used in sentences.
The teacher will ask the learners to
distinguish between and among the
various types of figures of speech.
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.
With the same group mates,
Working in group, the learners need
learners will think of a noun
to create a short role-play, including
(person, place, thing, and scene) to at least seven Idiomatic expressions
describe – it can be anything
in their dialogue. It can be a series of
recognizable. Each group will
scenarios in one act. After writing
write a paragraph describing it
their script and rehearsing their part,
using all five of the sensory
each group will perform in front of
details. As the group presents its
the class.
output, the other groups will guess
The teacher will define figures of
speech and give its types.
The teacher will make the learners
think and share sentences that
contain figures of speech.
The teacher will divide the class
into five groups and instruct them
to comprehend and identify the
figures of speech contained in the
poem titled “A Poem Must Be
Magical” by Jose Garcia Villa.
the thing/idea being referred to in
the paragraph.
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I.
Evaluating learning
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
Choose the letter of the best answer.
Write your answers on a separate
sheet of paper.
The teacher will evoke the
learners to give the importance of
using imagery in their daily
communication.
The teacher will make the learners
define imagery and distinguish
between sensory detail and
experience.
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 ask the learners
about the importance of knowing
and using idiomatic expressions in
daily living.
The teacher will ask the learners to
define idiomatic expression and give
examples.
The teacher will let the learners
explain why figures of speech
should not be taken literally.
The teacher will let the learners
define the idiomatic expressions
used in the sentences.
The teacher will make the learners
write a poem about themselves. The
poem does not have to rhyme, but it
needs to paint a picture of them. It
should be at least five-line long.
The first line should be only the
word me. The last line is the
learner’s name. The second, third,
and fourth should be lines
describing him/her. They have to
make use of the figures of speech.
The teacher will enable the learners
to define figure of speech and to
enumerate its types.
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:
JULIE ANN L. BAGAMASPAD
Teacher II
Checked by:
Noted:
MONETTE B. GARINGO
MT-I/OIC/SHS Focal Person
RAQUEL G. BAUTISTA, PhD
Sec. Schools Principal I