Region I

LA UNION SCHOOLS DIVISION OFFICE

San Fernando City
Burgos National High School

DAILY LESSON LOG in ORAL COMMUNICATION

Track & Strand: General Academic Grade Level: 11 Semester: First

Monday Tuesday Wednesday Friday

Nature and elements of communication

TOPIC: Communication and Communication and Models of
it’s elements it’s elements Communication
-The learner defines -The learner defines
-Differentiates the various
communication. communication. models of communication
(EN11/12OC-Ia-1) (EN11/12OC-Ia-1)
(EN11/12OC-Ia-3)
-The learner explains the -The learner explains the
LEARNING
COMPETENCY:
nature and process of nature and process of no classes
communication. communication.
- Distinguishes the
unique feature(s) of one
(EN11/12OC-Ia-2) (EN11/12OC-Ia-2) holiday communication process
from the other.
(EN11/12OC-Ia-3)
 -Bulan, Celia T., and de
Leon, Ianthe C.
Communication 3:
Practical Speech
Fundamentals,
Experimental Edition.
Department of Speech
Communication and
Theater Arts, UP Diliman.
May 2002.
-Gronbeck, Ehninger et
al. Principles and Types
of Speech
Communication. 12th
ed. New York: Harper
LEARNING
Collins Publishers, 1994.
RESOURCES:

-Garber, Peter R. 50
Communications
Activities, Icebreakers,
and Exercises
ACTIVITY ACTIVITY
Create a cluster map for
Comment on the
COMMUNICATION
following quote:
 “Children learn from
watching how adults talk
ANALYSIS
and imitating how they
talk. As adults,
we can learn to improve
the way we
communicate by
Why is communication
observing others who considered as a process?
communicate effectively,
learning new skills, and
practicing those skills.”

ANALYSIS ABSTRACTION
Class recitation: Discuss the following:

a. “What would our life a.       Levels of

and world be like without communicatio
LEARNING communication?” n
DELIVERY b.       Elements
b. “Why is it important
MODE: of effective
to make communication c.         Problems
communicatio
effective?” created
n by
different types
of
ABSTRACTION communicatio
n
Discuss the a.
following:
       Process APPLICATION:
of Task: I Know I Believe You
communicati
b.        Types of understand
on
communicati
on Ask the learners to give
any confusing quote then
c.        Barriers discuss its meaning as a
class.

APPLICATION: E.g.
“I know that you believe
Explain: (group work)
you
 1.         
Communicati
2. understand what you
on       
is also an
Communicati think I said,
art not just
on is the key but I am not sure you
science.
to achieving realize that
all of our what you heard is not
goals what I
meant!”

ASSESSMENT See rubrics on recitation See rubrics on recitation

REMARKS GAS1 GAS2 TVL GAS1 GAS2 TVL GAS1 GAS2 TVL GAS1 GAS2 TVL
N
X
M
% OF M
No. of Learners w/in
mastery level

No. of Learners
needing remediation

Other Activities

Prepared by: Noted:

JONALYN P. NGAPPOL ARLENE C. HILARIO
SHS Teacher School HeaD
 Region I
LA UNION SCHOOLS DIVISION OFFICE
San Fernando City
Burgos National High School

DAILY LESSON LOG in CREATIVE WRITING

Track & Strand: General Academic Semester: First

Tues (AUG 30) Wed (AUG 31) THU (SEP 1) FRI (SEP 2)

Reading and Writing Poetry

TOPIC:
Other experimental texts Other experimental texts Other experimental texts Other experimental texts

1. identify the various 1. identify the various

elements, techniques, and
literary devices in poetry
(HUMSS_CW/MP11/12c-f-6)
2. explore innovative
techniques in writing poetry
LEARNING
(HUMSS_CW/MP11/12c-f-9)
COMPETENCY:
elements, techniques, and
literary devices in poetry
(HUMSS_CW/MP11/12c-f-6)
2. explore innovative
techniques in writing poetry
(HUMSS_CW/MP11/12c-f-9)

LEARNING
RESOURCES:

ACTIVITY ACTIVITY ACTIVITY ACTIVITY

 The learners read a sample of The learners read a sample of
prose, and prose poetry typography poetry, and word
art optical illusion

ANALYSIS ANALYSIS ANALYSIS ANALYSIS

Points for discussion:
1. What are the
different elements that a
literary piece should posess
for it to be qualified as poetry?
2. Should the
LEARNING given examples be qualified as
DELIVERY MODE: ABSTRACTION poetry?
ABSTRACTION ABSTRACTION ABSTRACTION
dicuss the experimental text
style-typography.

APPLICATION: APPLICATION: APPLICATION: APPLICATION:

Points for discussion:
1. Which of the given
samples qualify as a
typography poetry?
2. identify the potic
elements of a sample
typography.

ASSESSMENT Socratic Method/recitation

REMARKS GAS1 GAS1 TVL GAS1 TVL GAS1 TVL

N
X
M
% OF M

No. of Learners
w/in mastery level
 No. of Learners
needing
remediation
1. Bring art materials next
Other Activities meeting. 2. Write your
own typography poetry .

Prepared by:
JONALYN P. NGAPPOL ARLENE C. HILARIO
SHS Teacher School HeaD
]
 Region I
LA UNION SCHOOLS DIVISION OFFICE
San Fernando City
Burgos National High School

DAILY LESSON LOG in CREATIVE WRITING

Track & Strand: General Academic Semester: First

Tues (AUG 30) Wed (AUG 31) THU (SEP 1) FRI (SEP 2)

Reading and Writing Poetry

TOPIC:
Other experimental texts Other experimental texts Other experimental texts Other experimental texts

identify the various elements, use selected elements of use selected elements of use selected elements of
techniques, and literary devices poetry in short exercises poetry in short exercises poetry in short exercises
in poetry (HUMSS_CW/MP11/12c-f-8) (HUMSS_CW/MP11/12c-f-8) (HUMSS_CW/MP11/12c-f-8)
(HUMSS_CW/MP11/12c-f-6)
explore innovative techniques identify the various identify the various elements, explore innovative techniques
in writing poetry elements, techniques, and techniques, and literary in writing poetry
LEARNING
(HUMSS_CW/MP11/12c-f-9) literary devices in poetry devices in poetry (HUMSS_CW/MP11/12c-f-9)
COMPETENCY:
(HUMSS_CW/MP11/12c-f-6) (HUMSS_CW/MP11/12c-f-6)
write a short poem applying
the various elements,
techniques, and literary
devices
(HUMSS_CW/MP11/12c-f-10)
http://www.webexhibits.org/po
Janeczcko, P.l B. Reading Janeczcko, P.l B. Reading
etry/explore_21_performance_
Poetry in Middle Grades. Poetry in Middle Grades.
examples.html
Heinemann. Portsmouth, NH. Heinemann. Portsmouth, NH.
Hermosa, E.E. E. Creative Hermosa, E.E. E. Creative
LEARNING Writing. Young Filipino Writing. Young Filipino Writers
RESOURCES:
Writers for Young Filipino. for Young Filipino.
LEARNING
RESOURCES:

http://www.webexhibits.org/p
oetry/explore_21_performanc
e_examples.html
ACTIVITY ACTIVITY ACTIVITY ACTIVITY
the learners watch a video Activity: Activity:
on poetry reading and poetry Reading Exercises on Reading Exercises on
slam. Developing Flexibility of the Developing Flexibility of the
Organs of Speech Organs of Speech

ANALYSIS ANALYSIS ANALYSIS ANALYSIS

what are the important what are the necessary points listen carefully to each group's
details to note when reading to remember in performing a performance
poetry? poetry?

LEARNING ABSTRACTION ABSTRACTION ABSTRACTION ABSTRACTION

DELIVERY MODE: Discuss the different aspects Discuss the different describe the elements of
of performance poetry elements of poetry. poetry of the performed
poetry

APPLICATION: APPLICATION: APPLICATION: APPLICATION:

Activity: Group Activity 1 group performance: perform a
Reading Exercises Read the 10-minute poetry slam
on given poetry using the correct
Developing Flexibility of the phrasing and pace.
Organs of Speech Group Activity 2
Read the given
poetry expressing the correct
emotion.
Oral Poetry Reading and Oral Poetry Reading and
ASSESSMENT creative output Oral Poetry Reading
Interpreting Interpreting

REMARKS GAS1 GAS1 TVL GAS1 TVL GAS1 TVL

N
X
M
% OF M
 No. of Learners
w/in mastery level

No. of Learners
needing
remediation
Read: “Friends in the Klan” & Read: “Ode to Family
Other Activities Read: types of poetry
“Junkyards” Photographs”

Prepared by:
JONALYN P. NGAPPOL ARLENE C. HILARIO
SHS Teacher School HeaD
]
 Region I
LA UNION SCHOOLS DIVISION OFFICE
San Fernando City
Burgos National High School

DAILY LESSON LOG in CREATIVE WRITING

Track & Strand: General Academic Semester: First

Tues (AUG 2) Wed (AUG 3) THU (AUG 4) FRI (AUG 5)

Ceative Writing Reading and Writing Poetry

TOPIC:
Summative Test Elements of Poetry Elements of Poetry Elements of Poetry
1. differentiate imaginative 1. identify the various 1. identify the various 1. identify the various
writing from among other elements, techniques, and elements, techniques, and elements, techniques, and
forms of writing literary devices in poetry literary devices in poetry literary devices in poetry
(HUMSS_CW/MP11/12-Ia-b-1) (HUMSS_CW/MP11/12c-f- (HUMSS_CW/MP11/12c-f-6) (HUMSS_CW/MP11/12c-f-6)
LEARNING 6)
COMPETENCY: 2. use imagery, diction,
figures of speech, and
specific experiences
(HUMSS_CW/MP11/12-Ia-b-4)

LEARNING
RESOURCES:
ACTIVITY ACTIVITY ACTIVITY ACTIVITY
Review one's notes for 5 Oral reading of a poem Oral reading of the poems: Oral reading of the poem:
minutes before the and a short story. “Friends in the Klan” & “Ode to Family
distribution of test papers. “Junkyards” Photographs”

TEST PROPER ANALYSIS ANALYSIS ANALYSIS

 Answering of test questions. What are the differences
(1-40) between the poem and the
short story that you read?
ACTIVITY ABSTRACTION
LEARNING Checking of answers and Discuss the different
DELIVERY elements of poetry.
recording of test results.
MODE:
APPLICATION:
“A Poison Tree”
• Tone organizer: reading
poem and answering
questions about
the feelings of narrator.
“Speak Up”
• Noticing Character: reading
poem and making inferences
about both speakers.
what do the poems mean?
what are the prevalent
themes of the poems? What
made you say so?
ABSTRACTION
Discuss the different
elements of poetry.
APPLICATION:
1.respond to the theme of
courage in terms of how
Carver responded to threats
by the Klan. 2.discuss the
notion of “progress” and
the poet’s attitude toward it.
students examine the family
photos as a
window into family life.
ABSTRACTION
describe how a narrator’s or
speaker’s
point of view influences how
events are
described.
APPLICATION:
group performance: the
students illustrate the
different moods of the family
photograph

class recitation & class recitation & class recitation &

ASSESSMENT paper and pencil test
discussion discussion discussion

REMARKS GAS1 GAS1 TVL GAS1 TVL GAS1 TVL

N
X
M
% OF M
No. of Learners w/in
mastery level

No. of Learners
needing remediation

Read: “Friends in the Klan” Read: “Ode to Family

Other Activities Read: types of poetry
& “Junkyards” Photographs”

Prepared by:
JONALYN P. NGAPPOL ARLENE C. HILARIO
SHS Teacher School HeaD
]