GRADE 1 to 12 School Grade 11

DAILY LESSON LOG Teacher GROUP 3 Subject 21st Century

Literature from the
Philippines and the
World
Date/Time Quarter First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

B. Performance Standards The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived
from research; and
2. an adaptation of a text into other creative forms using multimedia.

C. Learning Competencies/ explain the relationship of
Objectives context with the text’s
(Write The LC Code For meaning
Each) (EN12Lit-Ie-10)
II.CONTENT
Study and appreciation of
literary texts from the different
regions written in different
explain the relationship of explain the relationship of context explain the
context with the text’s with the text’s meaning relationship of
meaning (EN12Lit-Ie-10) context with the
(EN12Lit-Ie-10) text’s meaning
(EN12Lit-Ie-10)
Study and appreciation of Study and
literary texts from the Study and appreciation of literary appreciation of
different regions written in texts from the different regions literary texts from the
different genres covering: written in different genres different regions
 genres covering:
2. major genres (poetry,
fiction, drama, creative
nonfiction, as well as
hyperpoetry, blogs, mobile
phone Texttula, chick lit,
speculative fiction, flash
fiction, etc.)
2. major genres (poetry,
fiction, drama, creative
nonfiction, as well as
hyperpoetry, blogs, mobile
phone Texttula, chick lit,
speculative fiction, flash
fiction, etc.)
covering:
2. major genres (poetry, fiction,
drama, creative nonfiction, as well
as hyperpoetry, blogs, mobile
phone Texttula, chick lit,
speculative fiction, flash fiction,
etc.)
written in different
genres covering:
2. major genres
(poetry, fiction,
drama, creative
nonfiction, as well as
hyperpoetry, blogs,
mobile phone
Texttula, chick lit,
speculative fiction,
flash fiction, etc.)

III.LEARNING RESOURCES

A.REFERENCES
1.Teacher’s guide pages

2.Learner’s Modules pages

3.Texbook pages
4.Additional material from
learning resources (LR) Portal
21st Century Literature from
the Philippines and the
World(Vibal Publishing).
XVIII,FROM”AMSTERDAM:A
CYCLE” by J. Neil C. Garcia
(Manila). pp. 141-147
21st Century Literature
from the Philippines and
the World(Vibal
Publishing).
XVIII,FROM”AMSTERDAM:A
CYCLE” by J. Neil C. Garcia
(Manila). pp. 34-47
21st Century Literature from the 21st Century
Philippines and the World(Vibal Literature from the
Publishing). Dalawang Awit mula Philippines and the
sa “Rama Hari” by Bienvenido World(Vibal
Lumbera (Batangas). pp. 215-216 Publishing). Five
Brothers, One
Mother by Exie Abola
pp. 52-57

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting new lesson
B. Establishing a purpose of the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
The teacher will ask the
students about what they
learn from literary elements,
genres and tradition
Motivation:
The students will share their
five heroes or villains from
comics, movies, TV,etc. They
will complete the column .
1. Read the selection
:“Stonehenge by Rio Alma
using jigsaw reading method
for learners participation .
Individual Activity :
1. Navigate ( critical response
to the given questions to
process the selection)
None
The teacher will ask the
students about the possible
changes that may take
place in their lives after
studying the poem that
they had yesterday.
Motivation:
The teacher will capture
the students’ interest by
asking some questions.
The learners are given a
chance to have an advance
reading of the story “ Voice
Tape”.
Individual Activity:
ROLE (pp. 44-45)
By pair activity. Sharing of
the other problems that
OFWs encounter.
The students will give their The students will
insights about ’Drama’. recall the main idea
in the play ‘Dalawang
Awit. ‘
Motivation: Motivation:
The students will give HUGOT The students will
LINES about break-up and describe their house
separation. and they will give
three things about
what they love most
about their home.
1. PowerPoint Presentation of 1. Distribution of the
Dalawang Awit Mula sa “Rami copy of the essay.
Hari” (excerpts from the play )
2. Students will do a creative 2. Ask , “Why do you
reading of the given text by group. think the essay is
entitled Five
Brothers, One
Mother?”
Individual Activity: Group Activity:
1. Navigate ( critical response to 1. Round Robin
the given questions to process the Reading Method
selection) 2. Answer the
comprehension
questions.
Ask the question, “What is the
most relatable line to you in the
given texts?”
F.Developing mastery (leads to
Formative Assessment)
G. Finding practical application of
concepts and skills in daily lives.
H. Making generalization and
abstraction about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment.
B. No. of learners who require
The students will do a
reporting of their answers to
the given questions.
Ask, Why is understanding
people’s culture and history
through their landmarks and
tourist spots important in our
world today?
Ask students about the theme
of the poem and how they
apply it to their real life
situation.
Group Activity:
ROLE (p. 137)
The students will think of a
landmark or tourist spot and
come up with a brochure that
will highlight in detail the
significance of the place and
act as a tour guide.
(see attached rubric)
The students will do a
reporting of their answers
to the given questions
. their answers to the given
Ask “What are the effects
of being separated from
your loved ones?”.
Give the gist of the story.
Group Activity:
ROLE (p.47)
Use their imagination in
creating a skit about an
alternative ending of the
story
See the attached rubric.
The students will
present their
The students will do a reporting of answers to the given
questions.
questions
.
Ask, “In what way/s watching TV Tell something about
drama affected the lives of Filipino the saying, “Home is
people?” where the heart is.”
Summarize the day’s discussion. Share your learning
for the day’s
discussion.
Group Activity: Constellate
ROLE (p. 216) p.56
Present a short 5-
Produce a play that seeks to minuteaudio-visual
dramatize regional and presentation about
contemporary issues in the the answers to the
Philippines. given questions).
(see attached rubric)
(see attached rubric)
additional activities for remediation
C. Did the remedial lesson work?
No. of learners who caught up with
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this 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 teachers.

PREPARED BY: CHECKED BY:

GROUP 3 GROUP 4
RUBRIC FOR SKIT
DISCUSSION -20 pts.
PRESENTATION- 15
Total=35 pts.

RUBRIC FOR BROCHURE

DISCUSSION- 30pts.
*Clarity of ideas
*Organization
PRESENTATION - 10pts.
OVERALL ENGAGEMENT- 10 pts.

Total of 50pts.
RUBRIC FOR DRAMA
Elements of Drama- 10pts.
Organization –10pts.
Creativity- 10pts.
Presentation- 20pts.
 Total of 50pts.
RUBRIC FOR AUDIO-VISUAL PRESENTATION
DISCUSSION- 20pts.
*Clarity of ideas
*Organization
PRESENTATION - 20pts.
*Creativity in Performance
*Organization

Total of 40 pts.