Grade

Maronquillo National High School 12 - HUMMS

School: Level:
Learning
Ms. Joan E. Mina Creative Non- Fiction
Teacher: Area:
GRADE 12 Teaching
DAILY LESSON PLAN September 17, 2024 -
Dates and Quarter: 1st Quarter
Tues: 1:00pm – 2:00pm
Time:

TUESDAY
I. OBJECTIVES
A. Content Standard The learner understands the literary conventions that govern the different genres. (e.g.,
narrative convention of fiction, etc.)
B. Performance Standard The learner clearly and coherently uses a chosen element conventionally identified with a
genre for a written output
C. Learning Competencies / The students will be able to:
Objectives MELCS: HUMSS_CNF11/12-Ib-d-6: Peer-edit drafts based on clarity, choice, and use of literary
elements;
HUMSS_CNF11/12-Ib-d-7: Revise drafts using literary conventions such as plot structure.
II. CONTENT Revising Fiction Drafts
Literary Conventions in Fiction (e.g., Plot Structure, Character Development)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
Creative Nonfiction Module 6 pp. 5-9
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning Resources
IV. PROCEDURES

Preliminaries
 Prayer (The teacher call someone to the class to (The student leads the prayer.)
lead the prayer.)

 Greetings Good afternoon, HUMMS – 12! Good afternoon, Ma’am!

How’s your day? (The answer of the students may vary.)

Good to hear that all you are fine today.

 Checking of
Attendance Is there anyone absent in the class group (The group leaders will report their
leaders? attendance.)
 Orderliness
Kindly arrange your chair before you seat.
Sit straight and eyes in the board. (The student follows the teacher instructions.)

 Review of the Can anyone share their takeaways from the

previous lesson previous lesson?
(The teacher will call someone to the class (The students summarize the previous lesson.)
to recite.)

Good job!

Do you have any clarifications regarding the

lesson we tackled last time? None Ma’am!

Are you sure? Yes Ma’am!

B. Establishing a purpose for Explain focus: peer-editing drafts for clarity (The students listen to the purpose of the
the lesson and use of literary elements. lesson and take notes.)
C. Presenting The teacher shows sample drafts with
(The students analyze sample drafts and
Examples/Instances of new strengths and weaknesses in clarity and
discuss observed strengths and weaknesses.)
lesson literary elements.
D. Discussing new concepts
and practicing new skills #1 The teacher will guide students in peer- (The students will peer-edit drafts, focusing on
editing drafts, focusing on clarity, literary the clarity of ideas, choice and use of literary
elements, and their effective use. elements.)
E. Discussing new concepts Review and provide feedback on revisions (The groups revise drafts based on peer
and practicing new skills #2 made based on peer feedback. feedback and teacher guidance.)
F. Developing mastery
Check and provide feedback on revised (The group review feedback and ensure
(Leads to Formative
drafts to ensure understanding of concepts. understanding of revisions made.)
Assessment)
G. Finding practical The teacher will discuss how storytelling and (The students reflect on how these skills can
applications of concepts and revision skills can enhance other forms of be applied to other writing tasks and
skills in daily living writing and communication. communication.)
H. Making generalizations and Summarize key takeaways and impact of Share insights on how revision and literary
abstractions about the lesson revision on narrative quality. conventions affect storytelling.
I. Evaluating Learning Quiz: (Take the quiz and apply knowledge of literary
1. What is the benefit of revising a draft to conventions and revision techniques.)
improve pacing?
A) It makes the text longer
B) It ensures the story flows smoothly
C) It adds more characters
D) It increases the word count
2. Which revision strategy can help clarify
theme development in a narrative piece?
A) Adding more adjectives and adverbs
B) Ensuring events build upon each other
logically
C) Changing all verbs to past tense
D) Including more characters
3. When considering the setting in a
narrative piece, which aspect is least
important?
A) Time period
B) Weather conditions
C) Cultural context
D) Font size used in the draft
4. What is the primary purpose of revising a
draft in terms of plot development?
A) To correct grammatical errors
B) To ensure consistency in character
behavior
C) To enhance the narrative structure
D) To add more descriptive language
5. Which element is not considered part of
literary conventions?
A) Characterization
B) Plot twists
C) Bibliography
D) Conflict resolution
6. When evaluating if imagery enhances the
text’s message, you are considering:
A) Clarity of idea
B) Appropriate choice of literary element
C) Appropriate use of the element
D) Effective combination of the idea and
chosen literary element
7. Which criterion focuses on whether
symbolism contributes to the overall theme?
A) Clarity of idea
B) Appropriate choice of literary element
C) Appropriate use of the element
D) Effective combination of the idea and
chosen literary element
8. Ensuring that the chosen literary element
aligns well with the overall message of the
draft pertains to:
A) Clarity of idea
B) Appropriate choice of literary element
C) Appropriate use of the element
D) Effective combination of the idea and
chosen literary element
9. If a draft’s main argument is not easily
understood, it lacks:
A) Complex vocabulary
 B) Clarity of idea
C) Literary elements
D) Length
10. When assessing if an analogy is used
effectively in a draft, you are primarily
looking at:
A) Clarity of idea
B) Appropriate choice of literary element
C) Appropriate use of the element
D) Effective combination of the idea and
chosen literary element
J. Additional activities for Assignment:
application and remediation Revise a short story draft, focusing on
clarity, choice, and use of literary elements. (The students will copy their assignment.)
Revise and submit a short story draft with a
reflection on changes made.
V. Remarks
VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
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 Collaboration.
strategies worked well? The students feel at ease and belong to the class.
Why did this work?
F. What difficulties did I
encountered 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: Checked by: Noted:

JOAN E. MINA MIRASOL G. GAMMAD ODETTE V. ESPIRIDION, PhD.

SHS TEACHER I SHS FOCAL PERSON PRINCIPAL II