SCHOOL Dauin National High School GRADE LEVEL 11/ EIM, CSS, HUMSS, ABM, HK

TEACHER BREGETTE TUBALLA LEARNING AREA 21st Century Literature from the Phil. And the World

DAILY LESSON LOG June 3 – 6, 2019

ABM – 8:30 – 9:30

TEACHING DATES AND TIME BP – 9:45 – 10: 45 QUARTER Quarter 1/ Week 1
CSS/EIM – 10:45 – 11:45
HK – 2:00 – 3:00
HUMSS – 1:00 – 2:00

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. 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 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/Obj interpretation of literary texts and doing interpretation of literary texts and doing interpretation of literary texts and interpretation of literary texts and doing
ectives an adaptation of these require from the an adaptation of these require from the doing an adaptation of these an adaptation of these require from the
learner the ability to: learner the ability to: require from the learner the ability learner the ability to:
to:
Identify the geographic, linguistic, and Identify the geographic, linguistic, and
Identify the geographic, linguistic, and
ethnic dimensions of Philippine literary ethnic dimensions of Philippine literary Identify the geographic, linguistic,
history from pre-colonial to the history from pre-colonial to the and ethnic dimensions of Philippine
ethnic dimensions of Philippine literary
contemporary (EN12Lit-a-la-21) contemporary (EN12Lit-a-la-21) literary history from pre-colonial to history from pre-colonial to the
the contemporary (EN12Lit-a-la- contemporary (EN12Lit-a-la-21)
21)

I. CONTENT 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.
 21stCentury literature from the region 21stCentury literature from the 21stCentury literature from the 21stCentury literature from the region where
where the school is based in relation to region where the school is based in region where the school is based in the school is based in relation to the
the literature of other regions in various relation to the literature of other relation to the literature of other literature of other regions in various genres
genres and forms in consideration of: regions in various genres and forms regions in various genres and forms and forms in consideration of:
in consideration of: in consideration of:
Various dimensions of Philippine literary Various dimensions of Philippine literary
history from pre-colonial to contemporary. Various dimensions of Philippine Various dimensions of Philippine history from pre-colonial to contemporary.
literary history from pre-colonial to literary history from pre-colonial to
contemporary. contemporary.

II. LEARNING 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 concrete
RESOURCES and manipulative materials as well as paper- based materials. Hands- on learning promote concept development.

A. References

1. Teacher’s
Guides/Pages
2. Learner’s
Materials Pages

3. Textbook Pages

4. Additional
Materials from
Learning
Resources (LR)
portal

B. Other Learning Projector, laptop, chalkboard

Resources slideshare.com slideshare.com NO CLASS
Projector, laptop, chalkboard Projector, laptop, chalkboard
(EID’L FITR)

III. PROCEDURES 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 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 Motive the students by administering a Review of the previous lesson. Essential Question:
previous lesson
 or presenting the diagnostic test. What makes a text, and a writer,
new lesson representative?

B. Establishing a Activate students’ prior knowledge by The poem that the students is about to
purpose for the doing the activity on the worksheet. read explores the topic of oppression.
lesson Let the students give the meaning of the
word oppression and tell them to give an
example of oppression in different
settings: country, barangay, school,
family, and friends.
C. Presenting Show a picture of Mayon Volcano PowerPoint presentation of the topic
examples/instanc
es of the new
lesson

D. Discussing new Start reading of the selection “Third

concepts and Discuss about Bicol Tradition and Mayon World Geography” p. 12 in learners book
Continue of the recitation
practicing new Volcano
skills #1
E. Discussing new PowerPoint presentation of the topic Discussion of the selection.
concepts and
practicing new
skills #2
F. Developing Divide the students into 4 groups. Let the To respond critically, ask the students to
mastery students discuss the questions on the answer the activity on the worktext pp
worksheet. 12-13
(Leads to formative
assessment)

G. Finding Process the activity by asking the Ask the students to do a think-pair-share
practical/applicati following questions: Ask: of their thoughts in each sentence in the
ons of concepts 1. What did you discover in the poem. The length of sentence varies,
and skills in daily activity? NO CLASS and sometimes, it exceeds one line.
living 2. Legends are story about mythical Do legends plan an important role in
(EID’L FITR)
or supernatural beings or events. modern society? Explain your
What do you think about answer.
legends?

H. Making Hook the students’ interest by asking Give a short geographical Ask selected pair to recite their insights.
 generalizations them to write a caption to the picture of background of the Bicol region.
and abstractions Mayon Volcano.
about the lesson
I. Evaluating Call students to share their
Let the students’ read their works in front
Learning experiences when they visited Bicol
of the class Summative test.
or the place they had visited.

J. Additional
activities for Recitation will be continued in the next
application or meeting.
remediation

IV. REMARKS

V. 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

Division of Negros Oriental, DNHS PRINCIPAL I