DAILY LESSON PLAN
School/Division Caruhatan National High School
Teacher
Teaching Dates and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson/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
Grade Level Grade 11
Marwin A. Tatoy Learning Area Creative Writing
07/16/2018 Quarter/Lesson No. First
The learners have an understanding of poetry as a genre and how to analyze its elements
and techniques
The learners shall be able to produce a short and well-crafted poem
The learners
HUMSS_CW/MP11/12c-f-7: determine specific forms and conventions of poetry
Specific Forms and Conventions of Poetry:
Recognizing and Writing Haiku, Tanaga and Diona
Ancheta, L. R. (2017). Creative Writing. Quezon City: Vibal Group.
Bernales, R. A. (2017). Creative Writing: A Journey for Senior High School Students
and Aspiring Creative Writers. Malabon City: Mutya Publishing House.
Let’s have fast talk:
Identify the general classification of the specific elements of poetry. Each specific
element will be flashed on the screen. You are only given 60 seconds to say your answer.
3 IN 1: Three Lines in One Stanza:
Watch a short video clip. Then, construct three related lines/ sentences to convey your
impressions and reactions about the video. Follow the given format:
1st line- what do you see in the picture?
2nd line- what do you feel about the one you see in the picture
3rd line- what do you realize about the one you see in the picture?
Watch another video that present the three conventional forms of poetry, namely haiku,
Tanaga and Diona. As you watch the videos, accomplish the matrix below.
HAIKU TANAGA DIONA
Number of Lines
Content
Language Used/
and Style
Highlight important aspects, like rhyme scheme, rhyming words and the kind of language to
be used, in writing haiku based on the given example:
An old silent pond...
A frog jumps into the pond,
splash! Silence again
 Highlight important aspects in writing tanka and diona based on the given example:
Sample Tanaga: Sample Diona:
SIPAG
Magsikhay ng mabuti isang mapulang apol
E. Discussing new concepts
Sa araw man o gabi sa’yo lagi kong ungol
and practicing new skills # 2
Hindi mamumulubi na ayaw kong pumatol
Magbubuhay na hari.

Write haiku, tanaga and diona

PEER EDITING:
 Exchange output with your classmate.
 Check if your classmate has followed the number of lines, rhyming words and
F. Developing Mastery imagery of his/her haiku, tanaga and diona.
(leads to Formative Assessment)
 Comment also on the choice of words. Are the words simple and easy to
understand?
 Return the outputs to your classmates.
 Apply the necessary revisions and suggestions.

G. Finding practical application

Cite the significance of haiku, tanaga and diona as a poetic form and as a channel of
of concepts and skills in daily
conveying thoughts and ideas.
living

H. Making generalizations and

Wrap up the day’s discussion
abstractions about the lesson
Scoring Rubric:
Poetry Form
Line Relationship
I. Evaluation Learning
Imagery
Subject
Neatness and Spelling
J. Additional activities for
Apply all the necessary corrections or revisions made in your haiku, diona and tanaga
application/remediation
V. REMARKS
Please see attached rubric for a comprehensive detail of each scoring criterion

VI. REFLECTION

Please refer to teacher's reflection notebook

Prepared by:

MARWIN A. TATOY