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GRADE 11 School Grade Level Grade 11

LESSON LOG Teacher Eman A. Lachica Learning Area 21st Century Literature from the
Philippines and the World
Teaching Dates and Time Quarter First
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
a. Content Standards The learner will be able to understand and The learner will be able to understand and appreciate literary
appreciate literary texts in various genres across texts in various genres across national literature and cultures.
national literature and cultures.
.

b. Performance Standards The learner will be able to demonstrate understanding The learner will be able to demonstrate understanding and
and appreciation of 21st century literature of the world appreciation of 21st century literature of the world through:
through:

1. critical paper that analyzes literary texts in


relation to the context of the reader and the
writer or a critical paper that interprets literary
texts using any of the critical approaches; and
2. an adaptation of a text into other creative
forms using multimedia.

c. Learning Competencies/ At the end of the lesson, the students should be able to: At the end of the lesson, the students should be able to:
Objectives  compare and contrast the various 21st century
Write the LC code for each  explain the texts in terms of literary elements, literary genres and their elements, structures, and
genres, and traditions traditions from across the globe
 situate the texts in the context of the region,  distinguish the literary uses of language from the
nation, and the world non-literary and understand their use as well as the
 appreciate the cultural and aesthetic diversity
formal features and conventions of literature
of literature of the world
 identify the figures of speech and other literary
techniques and devices in the text
EN12Lit-IIb-32
EN12Lit-IIc-29
EN12Lit-IIc-33 EN12Lit-IId-25
EN12Lit-IIe-34
EN12Lit-IIe-27
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled
in a week or two.
Japanese Culture and Literature Japanese Culture and Literature
III. LEARNING Use the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
RESOURCES that there is a mix of concrete and manipulative materials as well as paper based materials. Hands-on learning promotes concept
development.
a. References
1. Teacher’s Guide Studio Ghibli Films Studio Ghibli Films
pages Ponyo Ponyo
The Secret World of Arriety The Secret World of Arriety
2. Learner’s Material Studio Ghibli Films and Japanese Culture and Studio Ghibli Films and Japanese Culture and
pages Literature Literature
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided
by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
a. Reviewing previous
lesson or presenting Review on Japanese Culture and Literature Review on Japanese Culture and Literature
the new lesson
b. Establishing a Give the students the guide questions: Give the students the guide questions:
purpose for the Analyse using formalistic approach analysis. Analyse using formalistic approach analysis.
lesson 1. Who is the antagonist in the story? 1. Who is the antagonist in the story?
2. What is the theme of the story? 2. What is the theme of the story?
3. How does the symbols and the colors in 3. How does the symbols and the colors in the
the animation contribute to your animation contribute to your understanding of
understanding of Japanese Culture Japanese Culture
4. Quote a line from the film and explain in 4. Quote a line from the film and explain in two
two paragraphs. paragraphs.
5. Enumerate 5 cultural values gained from Enumerate 5 cultural values gained from the film.
the film.
c. Presenting examples/ Pause the film once and a while to discuss and Pause the film once and a while to discuss and explain
instances of the new explain the important parts of the film. the important parts of the film.
lesson
d. Discussing the new The teacher will ask the question: The teacher will ask the question:
concepts and
practicing new skills What effect does the musical scoring give to the 1. What effect does the musical scoring give to
#1 viewers? Does it give you more meaning? the viewers? Does it give you more meaning?
e. Discussing the new
concepts and
practicing new skills FILM VIEWING FILM VIEWING
#2
f. Developing mastery Give the students the time to answer the questions Give the students the time to answer the questions
(Leads to Formative raised earlier. raised earlier.
Assessment 3)
g. Finding practical
applications of Let them discuss unto what they have felt and Let them discuss unto what they have felt and have
concepts and skills in have learned from the film. learned from the film.
daily living
h. Making Students will be contrasting the theories with the The students will give their insights on what they
generalizations and judgments that they had during the activity. have understood from the topic. (5 minutes)
abstractions about
the lesson
i. Evaluating learning The students will justify the figures of the The students will justify the figures of the characters
characters as their own sense of touch as how they as their own sense of touch as how they understood
understood Japanese Literature and Culture. Japanese Literature and Culture.
j. Additional activities The students will read about Studio Ghibli, and The students will read about Studio Ghibli,
for application or Japanese Literature and Culture. and Japanese Literature and Culture.
remediation
V. REMARKS 21st Century Literature from the Philippines and the World is taken only for four (4) times a week with one (1) hour per meeting.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 when you meet them, you can ask
them relevant questions.
a. No. of learners who earned Evaluating the output and performance of the students, 90% of them passed on the evaluation since I used varied teaching strategy.
80 % in the evaluation
b. No. of learners who
require additional activities
for remediation
c. Did the remedial lesson
work? No. of learners who
have caught up in the lesson
d. No. of learners who
continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did these work?
f. What difficulties I
encounter 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?

Submitted by:

Eman A. Lachica

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