GRADE 11 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher 21st CENTURY LITERATURE FROM THE

Senior High School RUVELYN JOY P. TATOY Learning Areas
PHILIPPINES
Inclusive Date Sept. 19-23, 2022 (Week 5– Lesson 5) Quarter / Semester FIRST (1ST ) / 1st Semester

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4

A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance Standard The learner will be able to demonstrate understanding and appreciation of 21st 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 Competency/Objectives Identify the geographic, linguistic, and ethnic Identify the geographic, linguistic, and ethnic Identify the geographic, linguistic, and ethnic Identify the geographic, linguistic, and ethnic
Write the LC code for each dimensions of Philippine literary history from dimensions of Philippine literary history from dimensions of Philippine literary history from dimensions of Philippine literary history from
precolonial to the contemporary EN12Lit-Ia-21 precolonial to the contemporary EN12Lit-Ia-21 precolonial to the contemporary EN12Lit-Ia-21 precolonial to the contemporary EN12Lit-Ia-21

II. CONTENT identify the geographic, linguistic, and ethnic identify the geographic, linguistic, and ethnic identify the geographic, linguistic, and ethnic identify the geographic, linguistic, and ethnic
dimensions of Philippine literary history during dimensions of Philippine literary history during dimensions of Philippine literary history during dimensions of Philippine literary history during
Contemporary Period Contemporary Period Contemporary Period Contemporary Period
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 2IST CLFPW-Q1-MODULE-1 2IST CLFPW-Q1-MODULE-1 2IST CLFPW-Q1-MODULE-1 2IST CLFPW-Q1-MODULE-1
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will ask the students to recall what
presenting the new lesson they have learned about the different periods of
Philippine literature. The teacher will also review
the concepts of geography, linguistics, and
ethnicity.
B. Establishing a purpose for the lesson The teacher will show a short video about
contemporary Philippine literature. After the
video, the teacher will ask the students about
their thoughts on the video and what they
learned from it.
C. Presenting examples/Instances of the The teacher will divide the class into groups and
new lesson assign each group a contemporary Philippine
literary work. The groups will then present their
assigned literary work and discuss the
geographic, linguistic, and ethnic dimensions of
the work. The presentation should include the
following:
- Background information about the author
- Summary of the literary work
- Analysis of the geographic, linguistic, and ethnic
dimensions of the work- The visual
representation should highlight the geographic,
 linguistic, and ethnic dimensions of the literary
work.
D. Discussing new concepts and . GROUP PRESENTATION ON ASSIGNED
practicing new skills # 1 PHILIPPINE LITERARY WORK DURING
CONTEMPORARY PERIOD
E. Discussing new concepts and The teacher will facilitate a class discussion
practicing new skills # 2 about the different dimensions of Philippine
literature during the contemporary period. The
teacher will guide the students in analyzing the
similarities and differences among the literary
works presented by the groups.
F. Developing mastery The teacher will discuss the importance of
(leads to Formative Assessment 3) understanding the geographic, linguistic, and
ethnic dimensions of Philippine literature during
the contemporary period. The teacher will
emphasize that these dimensions are important
in understanding the cultural context of the
literary works.
G. Finding practical application of The teacher will give the students a real-life
concepts and skills in daily living problem that is related to the objective. The
problem is as follows:

A foreigner is interested in learning about

Philippine literature during the contemporary
period. However, he/she is not familiar with the
different geographic, linguistic, and ethnic
dimensions of the literary works. How would you
explain these dimensions to the foreigner?

The students will work in pairs and come up with

a response to the problem. They will present their
response to the class.
H. Making generalizations and Instruct the students to create a timeline of the
abstractions about the lesson different periods of Philippine literature and
include significant literary works and authors.
I. Evaluating learning Questions and Answers:
1. What are the three dimensions of Philippine
literature during the contemporary period?
- Answer: The three dimensions are geographic,
linguistic, and ethnic.

2. Why is it important to understand the geographic,

linguistic, and ethnic dimensions of Philippine
literature during the contemporary period?
- Answer: It is important to understand these
dimensions because they provide insight into the
cultural context of the literary works.

3. What is the real-life problem given by the teacher?

- Answer: The real-life problem is about explaining
the geographic, linguistic, and ethnic dimensions of
 Philippine literature to a foreigner.

4. How will the students present their assigned

literary work?
- Answer: The students will present their assigned
literary work by providing background information
about the author, summarizing the literary work, and
analyzing the geographic, linguistic, and ethnic
dimensions of the work.

5. What will the teacher do during the analysis

section of the lesson plan?
- Answer: The teacher will facilitate a class
discussion about the different dimensions of
Philippine literature during the contemporary period.
J. Additional activities for application or The students will research a contemporary Philippine
remediation literary work that they are interested in and write a
short essay about the geographic, linguistic, and
ethnic dimensions of the work. The essay should be
at least 500 words and should include the following:

- Background information about the author

- Summary of the literary work
- Analysis of the geographic, linguistic, and ethnic
dimensions of the work
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
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 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 ork?
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?
 Grade and Section 11-STEM 11-CSS 1 11-CSS2 11-GAS 1 11-GAS 2
Time 7:40-8:40 8:40-9:40 11:00- 12:00 1:00 – 2:00 2:00 -3:00
Day 1
Day 2
Day 3
Day 4

Prepared by: Checked and Reviewed by:

RUVELYN JOY P. TATOY, TII RENATO T. CORPORAL, HT-IV

Subject Teacher Head Teacher