SCHOOL Dauin National High School GRADE LEVEL 11/ ABM, BP/CSS, EIM, HUMSS, HK
BREGETTE TUBALLA 21st Century Literature from the Phil. And
TEACHER LEARNING AREA the World
DAILY LESSON LOG June 24-27, 2019
ABM – 8:30 – 9:30
BP – 9:45 – 10: 45
TEACHING DATES AND TIME CSS/EIM – 10:45 – 11:45
QUARTER Quarter 1/ Week 4
HUMSS – 1:00 – 2:00
HK – 2:00 – 3:00
SESSION 1 (Monday) SESSION 2 (Tuesday) SESSION 3 (Wednesday) SESSION 4 (Thursday)
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 objectives support the learning of content and competencies and enable 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 appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Standards 1. Appreciate the contributions of the canonical Filipino writers to the development of national literature.
2. Relate how plot and plot devices help create the reading experience in works of fiction.
3. Respond critically to the story and articulate this response through a skit on the story.
C. Learning Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
Competencies interpretation of literary texts and interpretation of literary texts and doing an interpretation of literary texts and interpretation of literary texts and
/Objectives doing an adaptation of these require adaptation of these require from the doing an adaptation of these require doing an adaptation of these require
from the learner the ability to: learner the ability to: from the learner the ability to: from the learner the ability to:
Appreciate the contributions of the Appreciate the contributions of the Appreciate the contributions of the Appreciate the contributions of the
canonical Filipino writers to the canonical Filipino writers to the canonical Filipino writers to the canonical Filipino writers to the
development of national literature development of national literature development of national literature development of national literature
(EN12Lit-a-lc-24) (EN12Lit-a-lc-24) (EN12Lit-a-lc-24) (EN12Lit-a-lc-24)
21stCentury literature from the region where the school is based in relation to the literature of other regions in various genres and forms in consideration of:
II. CONTENT Names of author and their works and Names of author and their works and the Names of author and their works and Names of author and their works
the background of the literature from background of the literature from the the background of the literature from and the background of the literature
the region where the high school is region where the high school is located; the region where the high school is from the region where the high
located located. school is located.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING concrete and manipulative materials as well as paper- based materials. Hands- on learning promote concept development.
RESOURCES
A. References TG, LM TG, LM TG, LM TG, LM
1. Teacher’s
Page 24 - 30 Page 24 - 30 Page 24 - 30 Page 24 - 30
Guides/Pages
2. Learner’s Materials Page 28 - 41 Page 28 - 41 Page 28 - 41 Page 28 - 41
Pages
3. Textbook Pages Page 28 - 41 Page 28 - 41 Page 28 - 41 Page 28 - 41
4. Additional Materials
from Learning https://www.slideshare.net/Jockly https://www.slideshare.net/Jocklyn77/jrior https://www.slideshare.net/Jocklyn77 https://www.slideshare.net/Jockly
Resources (LR) n77/jriorionstema21stlitarmm ionstema21stlitarmm /jriorionstema21stlitarmm n77/jriorionstema21stlitarmm
portal
B. Other Learning slideshare.com slideshare.com slideshare.com
Resources Projector, laptop, chalkboard
Projector, laptop, chalkboard Projector, laptop, chalkboard Projector, laptop, chalkboard
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
IV. PROCEDURES 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 processes, 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 Video presentation Reviewing of the topics from
lesson or presenting Review of the previous lesson “Life of an OFW” Reviewing of their output lesson 1 to lesson 4
the new lesson
B. Establishing a List down the following based on the Essential Question:
purpose for the Ask the student if story: Practice of the dramatization 1. Why is plot important in
lesson what is/are their plot, exposition, complication, fiction?
memory/ies about rising action, 2. Who are the characters
the picture. Climax and denouement. of the essay “Home of the
Ashfall”?
C. Presenting Unlocking Difficulties: Process: Why is a particular literary work
examples/instances Story – is an account or telling of events. Discuss in a short story: Can we say Practice of the dramatization from the regions important in
of the new lesson Plot – a sequence of events that the story “Voice tape” can happen shaping national literature?
Casual – earlier events will cause later in a real life situation?
events to happen. How did the eruption change the
Fiction – refer to stories that are written Ask to support their answers. life of the people in the essay”
about events that are not real. Home of the ashfall”?
Plot device – techniques that the writer
uses to creatively present the events in
the story
D. Discussing new Essential Question: Identify the prediction that they
concepts and How do you feel about OFW and the work made in the story that eventually What is oppression?
practicing new skills that they do? did not happen.
#1 Are we right to call these OFWs
“Heroes”?
E. Discussing new PowerPoint presentation of the topic Write the instances when the how does contemporary regional
concepts and “Voice Tape” author built up tension in the Giving Rubrics and reminders Filipino poetry apply the elements
practicing new skills Author’s Background story. of poetry?
#2 Characters of the short story
F. Developing mastery Condense: Group Activity:
(Leads to formative Group the students into 5. They are going Students will be group into 10. Their
assessment) to discuss the following questions: tasks are the following. Each group Start of the presentation PowerPoint Presentation
1. Do you have your own experience but divide their members into 2 and do Dramatization and the sketch Discussion of the following topics:
with the family member who is the task. 1. Mayon Volcano
OFWs? What are these experiences? 1st group 2. Mt. Pinatubo
2. In the face of globalization, do you Make a character sketch of the 3. Third World Geography
think this phenomenon will happen following: 4. Voice Tape
more often? Why? a) Dante
3. Point out situation found in the stories b) Angkel Ato
that are parallel in real – life situation. c) Nanang
Cite media accounts. d) Angkel Ato’s Wife
2nd group
Write a shorty about a family whose
family one of the members is an OFW
and dramatize in front of the class.
G. Finding Each group will write their answer in 1pc Each group will choose these three Navigate: by pair
practical/application Manila Paper and they are going to possibility ending. Presentation They are going to share their
s of concepts and present / discuss their answers in front of 1. You didn’t listen to the tape insights the ff:
skills in daily living the class. 2. You listened to the tape but did not 1. Do you think the main
kill the main character character “Ato” committed
3. Kill main character’s life but failed. suicide? What details in the
story lead you to the
conclusion?
2. How does the story
characterized OFWs and
what they have to deal with?
Does the story make you
think OFW and their
situations?
3. How do you feel after reading
the story?
H. Making Start of writing story and sketching of
generalizations and Start of the presentation the characters. They also need to Presentation
abstractions about include music to add more emotions
the lesson and much realistic
I. Evaluating Learning Start of the presentation Finalization of the story. Giving Grades to each group and Summative test
comments of their presentation.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to
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
worked 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 material
did I use/discover
which I wish to share
with other teachers?
Prepared by: Checked by:
BREGETTE TUBALLA JOELOU M. AGUIRRE
Teacher 1 PRINCIPAL I
Division of Negros Oriental, DNHS
