Grades 1 to 12 Daily School Parang High School Grade Level GRADE 12

Lesson Log
Teacher Jackielou G. Gonzalo Learning Area 21st Century Philippine Literature
Teaching Dates & Time July 1-5, 2019
Quarter FIRST

Session 1 Session 2 Session 3 Session 4 Session 5

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 demonstrate understanding and appreciation of 21st Century Philippine literature.
- an adaptation of a text into other creative forms using multimedia and
- 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.

C. Learning Analyze the figures of
Competencies/Objectives speech and other literary
techniques and devices in
the text.
Identify the different Identify the different ways Identify the different ways Make an essay that analyzes
ways one may evaluate one may evaluate a literary one may evaluate a literary the movie according to its
a literary text, text, specifically by text, specifically by examining biographical, sociocultural and
specifically by examining its biographical its biographical context, linguistic context.
examining its context, sociocultural sociocultural context and
biographical context, context and linguistic linguistic context.
sociocultural context context.
and linguistic context.

II. CONTENT Study and appreciate of
literary texts from the
different regions written in
different genres covering:
1. regions in Luzon,
Visayas, Mindanao.
2. Major genres (poetry,
fiction, drama, creative
nonfiction, as well as
Study and appreciate Study and appreciate of Study and appreciate of Study and appreciate of
of literary texts from literary texts from the literary texts from the literary texts from the
the different regions different regions written in different regions written in different regions written in
written in different different genres covering: different genres covering: different genres covering:
genres covering: 1. regions in Luzon, 1. regions in Luzon, 1. regions in Luzon,
1. regions in Visayas, Mindanao. Visayas, Mindanao. Visayas, Mindanao.
Luzon, Visayas, 2. Major genres 2. Major genres (poetry, 2. Major genres (poetry,
Mindanao. (poetry, fiction, fiction, drama, fiction, drama, creative
2. Major genres drama, creative creative nonfiction, as nonfiction, as well as

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources/Learning
Codes
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
hyper poetry, flash (poetry, fiction, nonfiction, as well well as hyper poetry, hyper poetry, flash
fiction, etc.) drama, creative as hyper poetry, flash fiction, etc.) fiction, etc.)
nonfiction, as flash fiction, etc.)
well as hyper
poetry, flash
fiction, etc.)
www.google.com 21st Century Literature 21st Century Literature first 21st Century Literature first 21st Century First Edition,
21st_Century_Literature_f first Edition, Edition, www.google.com Edition, www.google.com www.google.com
rom_the_Philipp.pdf www.google.com 21st_Century_Literature_fr 21st_Century_Literature_fro 21st_Century_Literature_from
21st_Century_Literatur om_the_Philipp.pdf m_the_Philipp.pdf _the_Philipp.pdf
e_from_the_Philipp.pd
f
chalk, blackboard, laptop Blackboard, laptop, chalk, laptop, blackboard chalk, laptop, blackboard chalk, laptop, blackboard
speaker speaker speaker
Show to the students a Allow students to Watch two video clips and Play a music titled “Earth” by Watch a clip of the two movies
picture of someone and answer the students will give their Lil Diicky and ask the students assigned to each group.
allow them to guess who “VocaReview” insights about the videos. of the message of it.
is that. (vocabulary words (Feminist Movie)
discussed last Friday)
Who knows Jose Garcia Ask students, “How Present a timeline of What is the focus of linguistic Present the rubrics for the
Villa? does looking through Philippine History. Reflect context? activity.
the eyes of the author on some events that may
Can you give me an help us better have transpired during
example of his works? understand the text? these periods of time by

C. Presenting
examples/instances of new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
these visual images that
Can you differentiate represents each of them.
text to context?
Students will share ideas
on class.
Ask the students, aside
from understanding a
literary text through a
biographical perspective,
why we need to note the
year or period it was
written.
Showing the biography of Explain why teachers Explain the reasons to read Thee song a while ago has a BRAINSTORMING
Jose Garcia Villa and his allow the students to literature through message and that was to
famous works. read first the author’s sociocultural context. value the creations in this
background before (Gioia and Kennedy 2007) world because it’s our planet.
reading his/her work
Give a gist about Jose Discuss the reasons to Present and discuss the Discuss reasons to read
Garcia Villa’s famous work read literature through guide questions that may literature through the
which is, “Footnote to biographical context, answer when they’re linguistic context and the
Youth” and biographical reading literature through strategies. You may use to
strategies you may use. sociocultural context. read a text through the
linguistic context.
Discuss briefly the Explain each example Present and let the Present and explain the guide
background of the piece of literary works students to give their ideas questions that may help
and allow them to read it written by author of about the literary theories. when reading literature
comprehensively. different background. through the linguistic
context.
 Present and discuss the three
literary approaches that focus
on language.
F. Developing mastery  What is the theme 1. Why is it 1. It is the What is the
(Leads to Formative in the story? important to perspective we importance of
Assessment) know the can use to understanding the
 What is the full character and distinguish the way language is used
name of the the author’s roles of in a literary text?
author of the life as well? marginalized
‘Footnote to 2. What are the women in the
Youth” and give a details that a society?
little description reader should 2. Distinguish the
about him? look in reading social
an author’s stratification
 What is a biography? between the
footnote? 3. If you were an capitalists and
author, how the working
would you class, the ruler
describe your and its
main member and
character? the rich and
poor.
3. It is the
perspective
used in
determining a
“coming-of-
age” story
where a
character
develops and
unveils his
desired

G. Finding Practical applications
of concepts and skills
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
What did you learn from
the experience of the
character in the story?
The lesson is appropriate
for the youth like my
students that’s why they
can relate to it and lead
them to understand the
topic well.
Write in a one whole
sheet of paper the literary
devices on the story,
“Footnote to Youth “by:
Jose Garcia Villa.
Sing a song about being
young and perform it in
identity.
Call student to share “Think-Pair-Share” What is your favorite song?
his/her favorite story On a piece of paper, recall What words from the song
and let him/her a movie that you watched seem to be immortalized by
describe the author, in your previous history or time?
and how that’s affects literature classes. Write a What do these words mean
his/her writings? short analysis about the to you?
movie using an
appropriate literary
perspective.
Through studying the When reading a text or Reading through a linguistic
author’s background, writing critique through context focusses on the
they may be able to the sociocultural. Set aside language used in the literary
connect the character your personal political work and how it is used to
and their morals to the ideologies. Your personal convey meaning.
author’s life, and the ideologies may lead you to
patterns of behavior overread the text
that’s why it is essential according to what you
for readers to believe in. Do your best to
understand the be unbiased in reading.
author’s background.
Identify the two 5-item test JOSEPHINE Create 3-5-page essay that
examples whether it is By: Jose Rizal analyzes the movie according
as a biographical Analyzed the poem through to its biographical,
context or not? Why? its literary context by sociocultural and linguistic
answering following content. You need to develop
questions: critical analysis.
(1-5)
Your work will be judged
based on the set of criteria
listed in the rubrics.
Research the following Watch or recall a movie or GROUP ACTIVITIES Submit it on Tuesday (July 23,
literary theories: book that talks about a The given movie assigned to 2019)
 front. (random) Marxism certain Philippine each group should watch it at Write it in a short bond paper.
Feminism Historical event. Answer home.
Queer theory the following questions: Analyze the movie according
Historicism 1. What is the to its biographical,
Post colonialism historical situation sociocultural and literary
New Historicism taking place? context.
2. What do you think
is the prevailing
social order
shown?
3. What is the main
idea or theme of
the story?
4. How do the people
during those times
act? How do they
differ you’re your
generation?
5. How does the
event affect the
author and his
perspective about
the situation?
V. REMARKS

VI. REFLECTION Harnessing the creative Respecting student’s Using PowerPoint Differentiated instruction was
abilities of my learners point of view were very presentations, YouTube very much effective because
was proven those learners much needed inside videos and other materials it caters to the multiple
who taught that they the classroom. They used with the aid of intelligences present in each
haven’t a creative and will do the same thing technology really capture student.
artistic mind. to their fellow the attention of my
students. learners.
A. No. of learners who earned STEM 1 GAS – STEM 1 GAS STEM 1 GAS STEM 1 GAS STEM 1 GAS
80% in the evaluation. STEM 2- FBS- STEM 2 FBS STEM 2 FBS STEM 2 FBS STEM 2 FBS
ABM 1 ABM2 ABM 1 ABM2 ABM 1 ABM2 ABM 1 ABM2 ABM 1 ABM2

B. No. of Learners who require

additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who have _____YES ____ NO
caught up with the lesson.
____#no. of learners
who caught up the
lesson.
D. No. of learners who continue _____no. of learners _____no. of learners _____no. of learners _____no. of learners _____no. of learners
to require remediation. continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation

E. Which of my teaching _____collaborative _____collaborative _____inquiry-based _____inquiry-based _____inquiry-based

strategies worked well? Why did _____differentiated _____differentiated instruction instruction instruction
these work? instruction instruction _____technology in the _____technology inside the _____technology in the
____discovery ____discovery classroom classroom classroom
____constructivism ____constructivism _____cooperative _____cooperative leaning _____cooperative leaning
____differentiation leaning _____discovery ______behavioral
______behavioral _____constructivism management
management _____
_____
F. What difficulties did I _____absenteeism _____absenteeism _____lack of teamwork
encounter which my principal or _____tardiness _____tardiness _____ absenteeism
supervisor can help me solve? _____lack of interest _____lack of _____lack of interest
_____uncooperative interest _____uncooperative
___uncooperative

G. What innovation or localized _____journal _____journal _____journal _____graphic organizer _____journal

materials did I use/discover _____portfolio _____portfolio _____portfolio _____ portfolio _____portfolio
 which I wish to share with other _____powerpoint _____Power Point _____Power Point _____Power Point _____powerpoint
teachers? presentation Presentation Presentation Presentation presentation
______movie analysis ______movie ______movie analysis ______movie analysis ______movie analysis
______literary critique analysis ______literary critique ______literary critique ______literary critique
______literary
critique

Prepared by: Checked by: Noted by:

JACKIELOU G. GONZALO FERDINAND S. SANTOS ALBERTO D. VILLAMOR

SHS T-1 Assistant School Principal II School Principal IV