School: ST. MARY’S COLLEGE OF BORONGAN, INC.

Grade Level: 12 - SHJ

Learning
Daily Lesson Log Teacher: MR. ZANDRO B. TEJONES CREATIVE WRITING
Area:
Teaching Dates and
FEBRUARY 3-7, 2025 Quarter: 3RD QUARTER
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Finds out the extent of one’s understanding of previous skills, knowledge, and competencies.
A. Content Standards: The learners have an understanding of the different orientations of creative writing.
B. Performance The learners shall be able to produce a craft essay on the personal creative process deploying a consciously
Standards: selected orientation of creative writing.
C. Learning At the end of the At the end of the At the end of the At the end of the At the end of the
Competencies/Objectives session/s the learners session/s the learners session/s the learners session/s the learners session/s the learners
: Write the LC Code for are expected to. are expected to. are expected to. are expected to. are expected to.
each 1. situate the creative 1. situate the creative 1. situate the creative 1. situate the creative 1. situate the creative
work in literary and /or work in literary and /or work in literary and /or work in literary and /or work in literary and /or
sociopolitical context sociopolitical context sociopolitical context sociopolitical context sociopolitical context
(HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f-
21) 21) 21) 21) 21)
2. demonstrate 2. demonstrate 2. demonstrate 2. demonstrate 2. demonstrate
awareness of and awareness of and awareness of and awareness of and awareness of and
sensitivity to the sensitivity to the sensitivity to the sensitivity to the sensitivity to the
different different different different different
orientations of creative orientations of creative orientations of creative orientations of orientations of creative
writing writing writing creative writing
(HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f- writing (HUMSS_CW/MPIIc-f-
22) 22) 22) (HUMSS_CW/MPIIc-f- 22)
3. write a craft essay 3. write a craft essay 3. write a craft essay 22) 3. write a craft essay
(HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f- (HUMSS_CW/MPIIc-f- 3. write a craft essay (HUMSS_CW/MPIIc-f-
23) 23) 23) (HUMSS_CW/MPIIc-f- 23)
23)
II. CONTENT
Writing A Craft Essay Writing A Craft Essay Writing A Craft Essay Writing A Craft Essay Writing A Craft Essay
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
RESOURCES
promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning Callery, D. (2001). A Callery, D. (2001). A Callery, D. (2001). A Callery, D. (2001). A Callery, D. (2001). A
Resources practical guide to write practical guide to write practical guide to write practical guide to write practical guide to write
an an an an an
essay. London: Nick essay. London: Nick essay. London: Nick essay. London: Nick essay. London: Nick
Hern. Dukore, B. Hern. Dukore, B. Hern. Dukore, B. Hern. Dukore, B. Hern. Dukore, B.
(1974). (1974). (1974). (1974). (1974).
Crafting an essay and Crafting an essay and Crafting an essay and Crafting an essay and Crafting an essay and
criticism. Kentucky: criticism. Kentucky: criticism. Kentucky: criticism. Kentucky: criticism. Kentucky:
Heinle & Heinle. Heinle & Heinle. Heinle & Heinle. Heinle & Heinle. Heinle & Heinle.
Anonymous (2017). Anonymous (2017). Anonymous (2017). Anonymous (2017). Anonymous (2017).
“How “How “How “How “How
to write an essay.” to write an essay.” to write an essay.” to write an essay.” to write an essay.”
Retrieved October 19, Retrieved October 19, Retrieved October 19, Retrieved October 19, Retrieved October 19,
2017, from 2017, from 2017, from 2017, from 2017, from
www.slideshare.net.ph www.slideshare.net.ph www.slideshare.net.ph www.slideshare.net.ph www.slideshare.net.ph
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES
A. Reviewing The teacher reviews The teacher reviews The teacher reviews The teacher reviews The teacher reviews
Previous Lesson the questions asked the questions asked the questions asked the questions asked the questions asked
or Presenting the and learners responses and learners responses and learners responses and learners responses and learners responses
New Lesson from previous from the session 1. from the session 2. from the session 3. from the session 4.
discussion
B. Establishing a The teacher will start The teacher will start The teacher will start The teacher will start The teacher will start
Purpose for the the class by a simple the class by a simple the class by a simple the class by a simple the class by a simple
Lesson presentation. The presentation. The presentation. The presentation. The presentation. The
instructor will recite an instructor will recite an instructor will recite an instructor will recite an instructor will recite an
example of an essay example of an essay example of an essay example of an essay example of an essay
written by a well-known written by a well-known written by a well-known written by a well-known written by a well-known
writer like Francis writer like Francis writer like Francis writer like Francis writer like Francis
Bacon. Bacon. Bacon. Bacon. Bacon.
C. Presenting The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
Examples/Instances of learners’ observation. learners’ observation. learners’ observation. learners’ observation. learners’ observation.
the Lesson The learners will be The learners will be The learners will be The learners will be The learners will be
asked on how the asked on how the asked on how the asked on how the asked on how the
 essay is delivered and essay is delivered and essay is delivered and essay is delivered and essay is delivered and
what word/s in the text what word/s in the text what word/s in the text what word/s in the text what word/s in the text
are given emphasis by are given emphasis by are given emphasis by are given emphasis by are given emphasis by
the speaker. the speaker. the speaker. the speaker. the speaker.
C. Discussing New The teacher will use The teacher will use The teacher will use The teacher will use The teacher will use
Concepts and the responses of the the responses of the the responses of the the responses of the the responses of the
Practicing New learners to unlock the learners to unlock the learners to unlock the learners to unlock the learners to unlock the
Skills #1 idea about an “essay. idea about an “essay. idea about an “essay. idea about an “essay. idea about an “essay.
E. Discussing New
Concepts and
Practicing New
Skills #2
F. Developing Mastery The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
(Leads to Formative schema of the students schema of the students schema of the students schema of the students schema of the students
Assessment 3) about an essay. With about an essay. With about an essay. With about an essay. With about an essay. With
this, the teacher will this, the teacher will this, the teacher will this, the teacher will this, the teacher will
introduce the idea introduce the idea introduce the idea introduce the idea introduce the idea
about a craft essay. He about a craft essay. He about a craft essay. He about a craft essay. He about a craft essay. He
or she will use the or she will use the or she will use the or she will use the or she will use the
previous knowledge previous knowledge previous knowledge previous knowledge previous knowledge
of the students to refine of the students to refine of the students to refine of the students to refine of the students to refine
their concept about an their concept about an their concept about an their concept about an their concept about an
essay, specifically a essay, specifically a essay, specifically a essay, specifically a essay, specifically a
craft essay. craft essay. craft essay. craft essay. craft essay.
Topic to discuss: Topic to discuss: Topic to discuss: Topic to discuss: Topic to discuss:
Essay short writing Essay short writing Essay short writing Essay short writing Essay short writing
piece of a particular piece of a particular piece of a particular piece of a particular piece of a particular
subject subject subject subject subject
or topic. or topic. or topic. or topic. or topic.
From the Latin From the Latin From the Latin From the Latin From the Latin
word “Exagium,” word “Exagium,” word “Exagium,” word “Exagium,” word “Exagium,”
which means an which means an which means an which means an which means an
act of weighing. act of weighing. act of weighing. act of weighing. act of weighing.
Structure of an Essay Structure of an Essay Structure of an Essay Structure of an Essay Structure of an Essay
1. Introduction = 1. Introduction = 1. Introduction = 1. Introduction = 1. Introduction =
interesting interesting interesting interesting interesting
2. Body = persuasive 2. Body = persuasive 2. Body = persuasive 2. Body = persuasive 2. Body = persuasive
3. Conclusion = 3. Conclusion = 3. Conclusion = 3. Conclusion = 3. Conclusion =
effective effective effective effective effective
 Introduction Introduction Introduction Introduction Introduction
1. get the attention and 1. get the attention and 1. get the attention and 1. get the attention and 1. get the attention and
interest of the reader. interest of the reader. interest of the reader. interest of the reader. interest of the reader.
2. Choose a topic of 2. Choose a topic of 2. Choose a topic of 2. Choose a topic of 2. Choose a topic of
your your your your your
interest. interest. interest. interest. interest.
3. Know your purpose 3. Know your purpose 3. Know your purpose 3. Know your purpose 3. Know your purpose
(to inform, persuade, or (to inform, persuade, or (to inform, persuade, or (to inform, persuade, or (to inform, persuade, or
argue). argue). argue). argue). argue).
Body Body Body Body Body
1. Write the point of 1. Write the point of 1. Write the point of 1. Write the point of 1. Write the point of
paragraph. paragraph. paragraph. paragraph. paragraph.
2. Explanation of point 2. Explanation of point 2. Explanation of point 2. Explanation of point 2. Explanation of point
(go into detail) (go into detail) (go into detail) (go into detail) (go into detail)
3. Example (facts to 3. Example (facts to 3. Example (facts to 3. Example (facts to 3. Example (facts to
back up idea) back up idea) back up idea) back up idea) back up idea)
4. Relevance (why?) 4. Relevance (why?) 4. Relevance (why?) 4. Relevance (why?) 4. Relevance (why?)
Mini conclusion. Mini conclusion. Mini conclusion. Mini conclusion. Mini conclusion.
5. Link to next 5. Link to next 5. Link to next 5. Link to next 5. Link to next
paragraph for flow/ paragraph for flow/ paragraph for flow/ paragraph for flow/ paragraph for flow/
easy reading easy reading easy reading easy reading easy reading
Conclusion Conclusion Conclusion Conclusion Conclusion
1. Summarize main 1. Summarize main 1. Summarize main 1. Summarize main 1. Summarize main
points (usually don’t points (usually don’t points (usually don’t points (usually don’t points (usually don’t
introduce new ideas) introduce new ideas) introduce new ideas) introduce new ideas) introduce new ideas)
2. Make sure the 2. Make sure the 2. Make sure the 2. Make sure the 2. Make sure the
audience understands audience understands audience understands audience understands audience understands
the main point of the the main point of the the main point of the the main point of the the main point of the
essay essay essay essay essay
3. Recommend, 3. Recommend, 3. Recommend, 3. Recommend, 3. Recommend,
answer, answer, answer, answer, answer,
reaffirm, reflect, echo, reaffirm, reflect, echo, reaffirm, reflect, echo, reaffirm, reflect, echo, reaffirm, reflect, echo,
clarify, emphasize, clarify, emphasize, clarify, emphasize, clarify, emphasize, clarify, emphasize,
effective and powerful. effective and powerful. effective and powerful. effective and powerful. effective and powerful.
4. A moral passed on 4. A moral passed on 4. A moral passed on 4. A moral passed on 4. A moral passed on
and a lesson learned and a lesson learned and a lesson learned and a lesson learned and a lesson learned
from your essay. from your essay. from your essay. from your essay. from your essay.
Writing Writing Writing Writing Writing
Process (Essay) Process (Essay) Process (Essay) Process (Essay) Process (Essay)
 Step 1: Sticking to the Step 1: Sticking to the Step 1: Sticking to the Step 1: Sticking to the Step 1: Sticking to the
topic topic topic topic topic
Step 2: Planning the Step 2: Planning the Step 2: Planning the Step 2: Planning the Step 2: Planning the
Essay Essay Essay Essay Essay
Step3: Reviewing the Step3: Reviewing the Step3: Reviewing the Step3: Reviewing the Step3: Reviewing the
Essay Essay Essay Essay Essay
G. Finding Practical
Applications of
Concepts and Skills in
Daily Living
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning The learners will be The learners will be The learners will be The learners will be The learners will be
challenge to make their challenge to make their challenge to make their challenge to make their challenge to make their
own essay and the will own essay and the will own essay and the will own essay and the will own essay and the will
be given certain topic be given certain topic be given certain topic be given certain topic be given certain topic
for their text. This task for their text. This task for their text. This task for their text. This task for their text. This task
will be guided by a will be guided by a will be guided by a will be guided by a will be guided by a
rubric. This rubric will rubric. This rubric will rubric. This rubric will rubric. This rubric will rubric. This rubric will
be given to each be given to each be given to each be given to each be given to each
learner and they will learner and they will learner and they will learner and they will learner and they will
staple this guide staple this guide staple this guide staple this guide staple this guide
together with their together with their together with their together with their together with their
piece upon submitting piece upon submitting piece upon submitting piece upon submitting piece upon submitting
it. it. it. it. it.
J. Additional Activities for Agreement: Agreement: Agreement: Agreement: Agreement:
Application or
Remediation Research and study Research and study Research and study Research and study Research and study
about a Craft Essay. about a Craft Essay. about a Craft Essay. about a Craft Essay. about a Craft Essay.
Print your research and Print your research and Print your research and Print your research and Print your research and
use this as your guide use this as your guide use this as your guide use this as your guide use this as your guide
in dealing with the next in dealing with the next in dealing with the next in dealing with the next in dealing with the next
lesson tomorrow. lesson tomorrow. lesson tomorrow. lesson tomorrow. lesson tomorrow.

IV. REMARKS

V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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 them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
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
strategies work well?
Why did these work?
F. What difficulties did I
encounter that my
principal or
supervisor can help
me solve?
G. What innovations or
localized materials
did I used/discover
that I wish to share
with other teachers?

Prepared by:

Mr. ZANDRO B. TEJONES

Subject Teacher

Noted:

Mr. ERNAND P. BAJADO

SHS Academic Coordinator
Submitted to:

S. MARYLOU R. DACILLO, RVM

School Principal