This document summarizes a Grade 11 daily lesson log for a Creative Writing class. Over the course of a week, students will cover topics including literary devices in poetry, elements of fiction, techniques in fiction writing, and literary devices in various modes of fiction. Each day focuses on different learning competencies and content standards around these topics. Lessons incorporate powerpoint presentations, video clips, and examples to explore concepts and have students practice applying the ideas through activities and writing assignments. Student understanding is evaluated through activity-based assessments.
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
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Designing Curriculum Instruction and AssessmentAssignment1. Ma.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
Make corrections: Add smart goals in this lesson.
What should students know and be able to do because of this lesson?
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln.
· Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
1. PLANNING
Learning Objectives (at least two)
a) Students will understan.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This is my lesson plan #1 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
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Designing Curriculum Instruction and AssessmentAssignment1. Ma.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Assignment
1. Make the corrections in the highlight area of your instructional plan.
2. Create assessment data from instructional plan. Highlight area.
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
Make corrections: Add smart goals in this lesson.
What should students know and be able to do because of this lesson?
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln.
· Using the poem students will be able to write a position paper using textual evidence to support their claim about Lincoln in the poem.
1. PLANNING
Learning Objectives (at least two)
a) Students will understan.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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1. GRADE 11
DAILY LESSON LOG
School: ZARAGOZA NATIONAL HIGH SCHOOL Grade Level: 11
Teacher:
KASSANDRA MAE S. QUILIT
Learning Area:
CREATIVE
WRITING
Teaching Dates and
Time:
September 26-30, 2022 (WEEK 6)
1:00-2:00 pm Quarter: 1ST QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards Literary Devices in
Specific Forms of Poetry
Fiction Elements of a Fiction Techniques Literary devices in Various
Modes of Fiction
B.Performance Standards The learners shall be able to
produce a short, well-crafted
poem.
The learners shall be able to
produce at least one striking
scene for a schort story.
The learners shall be able to
produce at least one striking scene
for a schort story.
The learners shall be able to
produce at least one striking
scene for a schort story.
The learners shall be able to
produce at least one striking
scene for a schort story.
C. Learning Competencies At the end of the session,
learners are expected to:
1. Enumerate the different
Literary devices in a poem.
2. Explain the difference of
its literary devices.
3. Used the different literary
devices in making a poem.
At the end of the session,
learners are expected to:
1. Identify what is Fiction
2. Differentiate fiction from
the other form of writing.
3. Used fiction to create a
meaningful story.
At the end of the session, learners
are expected to:
1. Define what are the elements of
a Fiction.
2. Explain how each element is
applied to fiction writing.
3. Demonstrate mastery of a short
story using the elements of a
Fiction
At the end of the session,
learners are expected to:
1. Identifying the different
techniques used in a fiction.
2. Learn the importance of
using the Techniques in
writing fiction.
3. Applying the techniques by
creating a fictional story.
At the end of the session,
learners are expected to:
1.Define and describe the
different literary devices.
2. Identify iterary devices in a
text sample.
3. Construct meaningful
sentence using different
literary devices.
Write the LC code for each Identify the various
elements, techniques, and
literary devices in specific
forms of poetry.
HUMMS_CW/MP11/12c-
f-6
Write a short poem applying
the various elements and
literary devices exploring
innovative techniques.
HUMMS_CW/MP11/12c-
f-10
Identify the various
elements, techniques, and
literary devices in a various
mode of fiction.
HUMMS_CW/MPlg-i-11
Write journal entries and
other short compositions
exploring key elements of
fiction.
HUMMS_CW/MPlg-i-13
Identify the various elements,
techniques, and literary devices in
a various mode of fiction.
HUMMS_CW/MPlg-i-11
Write journal entries and other
short compositions exploring key
elements of fiction.
HUMMS_CW/MPlg-i-13
Identify the various elements,
techniques, and literary
devices in a various mode of
fiction.
HUMMS_CW/MPlg-i-11
Write journal entries and
other short compositions
exploring key elements of
fiction.
HUMMS_CW/MPlg-i-13
Identify the various elements,
techniques, and literary
devices in a various mode of
fiction.
HUMMS_CW/MPlg-i-11
Write journal entries and
other short compositions
exploring key elements of
fiction.
HUMMS_CW/MPlg-i-13
II. CONTENT
(Subject Matter)
A. Learning Resources Powerpoint presentation and
learning module; video clip
presentation
Powerpoint presentation
and learning module; video
clip presentation
Powerpoint presentation and
learning module; video clip
presentation
Powerpoint presentation and
learning module; video clip
presentation
Powerpoint presentation and
learning module; video clip
presentation
References K-12 MELCS, Creative
Writing learning Module 2
K-12 MELCS, Creative
Writing learning Module 3
K-12 MELCS, Creative Writing
learning Module 3 Continuation
K-12 MELCS, Earth Science
learning module 3
Continutaion
K-12 MELCS, Earth Science
learning module 3
Continutaion
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
2. 4. Additional Materials from Learning Resources
(LR) Portal)
B.Other Learning Resources
IV.PROCEDURES
A. Daily Routine Prayer, Classroom
Management, Checking of
Attendance, Class rules,
safety protocols
Prayer, Classroom
Management, Checking of
Attendance, Class rules,
safety protocols
Prayer, Classroom Management,
Checking of Attendance, Class
rules, safety protocols
Prayer, Classroom
Management, Checking of
Attendance, Class rules,
safety protocols
Prayer, Classroom
Management, Checking of
Attendance, Class rules,
safety protocols
B. Review Previous Lessons (Elicit) The teacher will create an
activity and the students will
distinguish the different
techniques used in a poetry.
The teacher will ask the
students about what they
have learned in Poetry, its
elements, techniques, and
literary devices.
By making an activity the teacher
will ask the student what they
have remembered when we say
fiction.
By providing some examples
the teacher will ask some
student to explain the
different elements of a fiction
as part of the last topic.
Using a line on a story, the
student will identify the
different techniques used and
how it is differed from each
other.
C. Dev. of Lesson / Motivation (Engage) The teacher will show some
pictures about literary
devices then the students
will distinguied each one.
By showing a video clips,
the student will interpret
some of the scenarios and
explain the message of this.
The teacher will make a game,
that is called “I am Organize”,
Based on the meaning that the
teacher will write on the board the
student will organize rambled
words of the elements, until they
will make the right term of it.
Ask the learners to give an
example of techniques they
have been used in creating a
fiction.
The teacher will present a
picture of a famous books and
movies then let the students
observed and ask the
questions.
1. What have you
been observed by
the pictures? What
is their common
attribute?
D. Presenting examples /instances of the new
lessons (Explore)
By presenting different
passage the teacher will
determine what literary
devices is being used.
The teacher will present a
sample of characters in a
Fiction Story then from the
examples the student will
create their own characters.
Using a video clips the teacher
will show some of the elements
that is being used in a fiction, the
the student distinguished the
elements it portrayed.
The teacher will give sets of
techniques in writing a fiction
then the student will re-create
their own techniques to make
their story more interesting.
By presenting different
passage the teacher will
determine what literary
devices is being used.
E. Discussing new concepts and practicing new
skills #1.
The teacher will be
discussed some of the
literary devices that are
commonly used in a poem
together with its somple
passages. Then the student
will create their own
passage reflecting different
literary devices.
The teacher will read some
of a fiction stories, then the
student will answer the
following questions.
1. What did you
visualize as you
hear the story.
2. What is the
author’s purpose
on writing the
story.
3. What can you
figure out that the
author didn’t put
into words.
The teacher will discuss the
different elemenst of a fiction,
then use it on a passage of a story
after that the student will also
make their own, showing the
different elements.
Understanding the
Techniques of a Fiction.
The teacher will provide the
information table and will
give the general instructions
for the activity.
Guide questions:
1. What are the
different
Techniques used in
a Fiction.
2. How it differs from
each other and
provide an example.
Understanding the Literary
devices in Fiction
The teacher will provide the
information table and will
give the general instructions
for the activity.
1.How literary devices be
useful in understanding
literary text.
3. 3. What will you do to
make a fiction more
meaningful.
F. Post Activity
(Explain)
By making an activity given
by the teacher, the students
will read lines on a given
poem then they will explain
the line based on how it is
used.
The student will make a
character map and
complete a character
analysis.
The student will Turn an Excerpt
from the Story into a Reader’s
Theater Script.
The student will enhance the
script that they write, and the
teacher will check it.
The student will enact the
script that they write as part
of their performance task.
G. Application
(Elaborate)
The teacher will ask the
students on the importance
of having some knowledge
in analyzing the different
literary devices in a poem.
The teacher will ask about
the interesting things that
make them fiction more fun
to create.
The teacher will ask the students
on the importance of having some
knowledge in identifying the
different elements of a fiction.
The teacher will ask the
student on how the lesson will
apply on a real-life situation.
The teacher will ask the
student on how the lesson will
apply on a real-life situation.
H. Generalizing & Abstractions about the lessons The teacher will ask
students to summarize the
lesson.
The teacher will ask
students to summarize the
lesson.
The teacher will ask students to
summarize the lesson.
The teacher will ask students
to summarize the lesson.
The teacher will ask students
to summarize the lesson.
IV. EVALUATION
(Evaluate)
Activity-based assessment Activity-based assessment Activity-based assessment Activity-based assessment Activity-based assessment
V. ASSIGNMENT
(follow DepEd Memo No. 392 s. 2010) (Extend)
VI.REMARKS
VII. Reflection
A.No. of learners who earned 80% in the evaluation
B. No. of learners who requires additional acts.for
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?
Prepared by: Checked: Verified: Noted:
KASSANDRA MAE S. QUILIT JENNIFER F. BADUA GLENN C. COLOMA ANGELITA L. DELA FUENTE
Teacher II, SHS Master Teacher II Assistant School Principal II Secondary School Principal IV
