GRADE 11 School Salapungan National High School Grade Level 11

DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area 21st Century Literature from the Philippines and the World
Teaching Dates and Time Quarter First

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st Century Philippine literature from the regions.

B. Performance Standards The learner will be able to understand and appreciate the elements and contexts of 21st Century Philippine literature from the regions through:
1. A written cloze analysis and critical interpretation of a literary text in terms of form and theme, with description of its context derived from research
2. An adaptation of a text into other creative forms using multimedia.

The learner… The learner… The learner… The learner…

1. Identify geographic, linguistic and 1. Identify geographic, linguistic and 1. Identify geographic, linguistic and ethnic 1. Identify geographic, linguistic and ethnic
C. Learning Competencies / Objectives ethnic dimensions of Philippine ethnic dimensions of Philippine Literary dimensions of Philippine Literary History dimensions of Philippine Literary History
Write the LC code for each
Literary History from pre-colonial to History from pre-colonial to from pre-colonial to contemporary. from pre-colonial to contemporary.
contemporary. contemporary. (EN12Lit-Ia-21) (EN12Lit-Ia-21)
(EN12Lit-Ia-21) (EN12Lit-Ia-21)
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.
II. CONTENT 1. Introduction to Literature 1. Divisions of Literature 1. History of Philippine Literature
1. Introduction to Literature
2. Literature and History 2. Literary Genres  Pre-Colonial Period
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  www.slideshare.net  www.slideshare.net  www.slideshare.net  www.slideshare.net
 www.scribd.com  www.scribd.com  www.scribd.com  www.scribd.com
IV. PROCEDURES
1. Teacher gives a short introduction about 1. Review what literature is. 1. Group the students into two. Recall the 1. The groups will present their graphic
the course, the content and performance 2. Teacher writes the word “LITERATURE” different literary pieces that influenced the organizer of the different literary genres
standards, and subject requirements. on the board. world by playing the game “Charade”. The from the gallery.
2. Show the students images of different 3. Using a web diagram, students will write students will guess the title of literary work
literary pieces (e.g. Harry Potter Series, around it the keywords, ideas, concept or that will be acted out by their groupmates.
Fault in Our Stars, Noli Me Tangere, Iliad phrases associated with literature which
and Odessey, etc.) they’ve learned from the previous
A. Reviewing previous lesson or
presenting the new lesson
3. Who among you have read the literary discussion.
works that I’ve shown? 4. Recall the different literary standards.
4. Do you love reading? What books/literary
pieces do you often read?
5. Show the students images of famous
authors/writers.
6. Do you recognize these people? Who are
they?
 1. Tell the students that these works and
people are famous in the field of
literature.
2. What comes into your mind when you
hear or read the word literature?
B. Establishing a purpose for the
lesson
1. What are the famous literary pieces that
you know?
2. What literary standards do they meet?
3. Focus on the standard of universality and
permanence.
4. Many literary works that has been written
a long time ago still endures until today.
Can you give examples of literary pieces
that were written a long time ago but still
famous today?
5. Why do you think they are still famous?
1. Recall the literary standards discussed in
the previous meetings.
2. Focus on the standard of “style”.
3. Literary pieces come in different forms.
They may come in a form of novel, drama,
short story, or poetry.
1. In our previous discussions, it was
emphasized that literature varies in
different cultures and countries. Our
country, the Philippines, is also rich in
literary masterpieces. Our literature can
be traced even before the arrival of the
Spaniards. Our ancestors had already
established a system of oral and written
literature that mirrors their ways and
beliefs as well as the culture of their
ancient community.

1. Discuss the etymology and the various 1. Discuss the relationship between 1. Literature is divided into two main 1. Describe the literature of the Philippines.
definition/description of the word literature and history. divisions- prose and poetry. 2. Ask: Why do we need to study Philippine
“literature” as given by different people. 2. Present examples of literary pieces/ 2. Discuss the difference between the two literature?
C. Presenting Examples / instances
of the new Lesson
2. Elicit opinions from the students why or compositions that influenced the world. divisions.
how they think literature is defined or
described as such.

1. What similarities do you see in the 1. Notice that the literary pieces were written 1. Discuss the literary genres classified 1. Philippine Literature could be traced back
definitions? in different periods of history. under prose. to the Pre-Colonial Period.
2. Ask: How is literature a reflection of one’s 2. What do you think are the influences of 2. Give examples of literary pieces for each 2. Ask the students: What are the
 Thoughts history in these literary pieces? genre. characteristics of Pre-Colonial
 Emotions Philippine literature.
 Ideas 3. Group the students into four. Give the
 Experience students examples of the following:
 Culture  Oral Literature (Group 1)
 Attitude 1. Riddles
D. Discussing new concepts and  Personality 2. Proverbs
practicing new skills #1  History?  Folk songs (Group 2)
3. Discuss the importance of  Folk Tales (Group 3)
literature.  Epics (Group 4)
4. Within your groups, discuss the
characteristics of the literary form
assigned to you. Do this in five minutes.
5. Each group will have a representative to
discuss in the class the characteristics of
the literary piece assigned to them.

E. Discussing new concepts and
practicing new skills #2
1. Present and discuss to the students the 1. Discuss the literary genres classified
different literary standards. under poetry.
2. Can you give some literary works that 2. Give examples of literary pieces for each
exhibit the following literary standards? genre.
o Universality
o Artistry
o Intellectual value
o Permanence
o Style
 o Spiritual Value
o Suggestiveness

F. Developing Mastery 1. Write the word literature on the board 1. Have the students listen to some
(Leads to formative assessment # vertically. Kapampangan Folk Songs:
3) 2. As a class, make an acrostic about the a. Atin cu pung Singsing
word literature based on what the students b. Aru, Katimyas na Nitang Dalaga
learned from the discussion. c. O yan na ing Papel
2. What can you say about these
Kapampangan Folk Songs? How are
they similar or different from other folk
songs from other regions and provinces?
3. Present to the students other examples
of Kapampangan tanaga and proverbs.
4. Have you heard about any of these
tanaga and proverbs?
5. How do they embody the Kapampangan
culture and tradition?

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
1. Give examples of literary pieces/works
that you’ve read recently.
2. What do those literary works mirror about
life?
1. Present to the class the image that shows
the quote “Literature is Life”.
2. Do you agree with what the image say?
3. Why do you think “Literature is life”?
1. If you are going to write your literary
masterpiece today, what historical event
will be your inspiration?
1. Sum up the lesson by emphasizing that
literature and history goes by together.
1. How does literature and history influence
one another?
1. Name one literary piece you’ve read
recently. How will you classify it?
1. What are the different literary genres?
1. Students will divide into their groupings.
2. Each group will make a graphic
organizer (concept map, chart, network
tree, etc.) that would show the different
divisions and genre of literature. Each
output will be displayed in the “Gallery of
Outputs”
1. Do you know any other examples of
these literary forms in Kapampangan?
Share it to the class.
2. BUGTUNGAN: Group the students into
two. The two groups will take turns in giving
a riddle (bugtong) in Kapampangan that the
other group will answer. They have three
chances to answer. If they answered
correctly, they get a point; if after three
guesses and still they don’t get the right
answer, the point will go to the group who
gave the riddle and they have to give
another one. The group who gets ten point
first wins the game.
1. What does pre-Colonial literature tell us
about our Filipino ancestors and their
culture?
Quiz (to be given next meeting)
Review for a quiz next 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 so when you meet them, you can ask
relevant questions.
A. No. of learners who earned 80% on the
formative assessment
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 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 teacher?

Prepared by: Noted by:

MA. AIZA S.P. SANTOS ELVIRA R. SUBA

Subject Teacher Principal