School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and the
World
DAILY LESSON FLORDELIZA F. MERCURIO
LOG Teaching Dates and Time SEPTEMBER 30, 2019 Quarter SECOND

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES 1. Have knowledge of the history of 1 Understand deeper the history of Japan 1. Differentiate the text in terms with literary 1
Japan. that helped shaped today’s nation. genre, elements, structures, and traditions understand literary
2. Get familiar with the Japanese 2. Acknowledge Japanese stereotypes and from a related text. meanings in context
social roles of each social class. 2. Specify literary and formal uses of and the use of
society, culture and tradition
language used in the text from non-literary
and conventional 3. Delve into the relationship between the text
and context in the cultural and gender
perspectives.
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
B. Performance Standard The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world 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;
C. Learning Writing a close analysis and critical 3. situate the texts in the context of the 5. compare and contrast the various 21st 7. identify the figures of speech and other
Competency/Objectives interpretation of literary texts, applying region, nation, and the world) century literary genres and their elements, literary techniques and devices in the text
a reading approach, and doing an structures, and traditions from across the
adaptation of these, require from the 4. appreciate the cultural and aesthetic 8. explain the biographical, linguistic, and
globe
learner the ability to: diversity of literature of the world
sociocultural contexts and discuss how they
1. identify representative texts and 6. distinguish the literary uses of language enhance the text’s meaning and the reader’s
authors from Asia, North America, from the non-literary and understand their understanding
Europe, Latin America, and Africa use as well as the formal features and
conventions of literature 9. examine the relationship between text and
2. explain the texts in terms of literary
elements, genres, and traditions. context

II. CONTENT A. Literary genres, traditions and forms from different national literature and cultures, namely, Asian, Anglo-American, European, Latin American, and African

B. Basic textual and contextual B. Basic textual and contextual reading B. Basic textual and contextual reading B. Basic textual and contextual reading
reading approach in the study and approach in the study and appreciation of approach in the study and appreciation of approach in the study and appreciation of
appreciation of literature

1
 literature. literature. literature

III. LEARNING Textbook, Philippine Literature Powerpoint Presentation, Google, You Tube Textbook, Philippine Literature Powerpoint Textbook, Philippine Literature Powerpoint
RESOURCES Introduction to 21st Century World Literature Presentation, Google, You Tube Presentation, Google, You Tube
IV. TOPIC/TITLE OF World History and Literature: The Female Voice :
THE TEXT A Low Art (Excerpt fro The Penelopiad) by Margaret Atwood (Canada) A Low Art (Excerpt fro The Penelopiad) A Low Art (Excerpt fro The Penelopiad) by
by Margaret Atwood (Canada) Margaret Atwood (Canada)

A. References 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the Philippines
Philippines and the World Philippines and the World Philippines and the World and the World
By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco

1. Teacher’s Guide pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
2. Learner’s Materials pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
3. Textbook pages pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95

4. Additional Materials Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, laptop
from Learning chalkboard, laptop and television laptop and television laptop and television and television
Resource (LR)
portal
B. Other Learning Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Writing; Downloaded Features for Creative Writing;
Resources Writing; Handouts Writing; Handouts Handouts Handouts

V. PROCEDURE
S 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,
question 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 Ask learners: Activate learners’ schema on what was Review the back stories taken up in Greek Ask learners the motivation questions:
lesson or presenting the How will you differentiate Philippine taken up previously about World mythology. 1.Why do you think history is called “history”
new lesson literature from World literature? literature. instead of “herstory”? What does this reveal
about the roots of history?
Allow learners to do quick talks on
2.Do you think women’s voices, and their
this.
2
 Show the related PPT slides. perspectives, have been heard and chronicled
as faithfully as men’s perspectives? Why do
you think so?

3.What is the importance of female

perspective?
B. Establishing a purpose Lead learners to the purpose of the Ask learners what they know about Greek Ask learners if they could relate the events Show video summaries of The Iliad and The
for the lesson lesson by asking: mythology.. that occurred in the Iliad and Odyssey or Odyssey.?
How is World literature and World relate each of the character’s After watching, ask learners:
history connected? accountability to what happened to 1.Describe Odysseus’s character.
Allow learners to do quick talks on this Penelope and Odysseus. 2.Describe Penelope’s character.
in an alternate manner. 3. Who would you rather be between the two.
Enumerate the different dimensions or
classifications of World literary history.
Show the corresponding PPT slides.or
any available materials.

C. Presenting Give examples of literary texts taken Show pictures of the mentioned Greek Show videos to support learners’ ideas. Think of a woman or women similar to the ways
examples/Instances of up in English in Junior High School. mythology characters or a video of thoughts of Penelope.
the new lesson enumerating and introducing these gods
and goddesses

D. Discussing new Show PPT slides on the importance of Discuss the answers to the Motivation Discuss about the videos watched. Go back to certain parts of the story and locate
concepts and practicing studying the World literature, questions. figures of speech and/or other literary devices.
new skills # 1 characteristics, forms/themes, and
foreign literary texts.

E. Discussing new Discuss briefly the World literature Show the PPT about the book , the author Exchange ideas with learners’ point of Read the After Reading part on p. 95. Discuss
concepts and practicing differentiating the classic from the 21st (Canadian author Margaret Atwood), and view on certain issues. it in class – Historiographic Metafiction.
new skills # 2 century literary texts shown in PPT “A Low Art” the excerpt from The
slides. Penelopiad.

F. Developing mastery Write about one’s expectations or Give learners a short test on what were Read the excerpt along with learners or In a group: write one’s own interpretation or
(leads to Formative whatever is being looked forward in learned previously. ask one learner to recite the excerpt in version of any fairy tale or fable.
Assessment) studying the World Literature class.
.

3
 G. Finding practical Write brief popular lines from one’s A group activity similar and related to In a small group, perform this excerpt so Retell such familiar story from a different
application of concepts favourite literary text characters. Give previous task can be done again but this everybody has a chance to perform the perspective and show this in a form of skit.
and skills in daily living at least ten lines and read them aloud time should be done by another group/s. excerpt.
in class .

H. Making generalizations Ask learners to give the highlights of Ask learners to give the highlights of the Ask learners to give the highlights of the Ask learners to give the highlights of the
and abstractions about the lesson. lesson. lesson. lesson.
the lesson

I. Evaluating learning Check learners’ test. Share the rubric Check learners’ test. Share the rubric in Check learners’ test. Announce the result The rubric in grading the skit is as follows:
in grading the brief performance. grading the brief performance. of the graded performance.
50% Understanding of the characters in the
story

50% Creativity

J. Additional activities for None None None Write a short story or poem that would be
application or considered a retelling or historiographic
remediation metafiction. The rubric above can be used
again in this activity.

1. REMARKS When a certain task is not finished, learners may submit their output on the following day.

2. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who scored
below 80%

4
 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 Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
strategies worked well?
Why did these work?
F. What difficulties did I There is a little barrier in speaking the language, for some never got used to it
encounter which my
principal or supervisor
can help me solve?
G. What innovation or I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

5
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and the
World
DAILY LESSON FLORDELIZA F. MERCURIO
LOG Teaching Dates and Time SEPTEMBER 30-OCTOBER 4, 2019 Quarter SECOND

SESSION 1 SESSION 2 SESSION 3 SESSION 4

VI. OBJECTIVES 1. Classify the various dimensions of 1 Establish the acceptance of diversity in 1. Differentiate the text in terms with literary 1. Analyze the figures of speech and other literary
World literary history today. cultures and perspectives. genre, elements, structures, and traditions techniques and devices used in the text.
2. Relate and compare the dimensions 2. Acknowledge the beauty of diversity in from a related text. 2. Interpret the text’s biographical, linguistic, and
cultures and perspectives as universal 2. Specify literary and formal uses of sociocultural context.
of World literary history from Philippine
reality. language used in the text from non-literary 3. Delve into the relationship between the text
literary history. and conventional and context in the cultural and gender
perspectives.
D. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
E. Performance Standard The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world 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;
F. Learning Writing a close analysis and critical 3. appreciate the cultural and aesthetic 5. distinguish the literary uses of language 7. explain the biographical, linguistic, and
Competency/Objectives interpretation of literary texts, applying diversity of literature of the world from the non-literary and understand their sociocultural contexts and discuss how they
a reading approach, and doing an use as well as the formal features and enhance the text’s meaning and the reader’s
adaptation of these, require from the conventions of literature . understanding
learner the ability to: 4.compare and contrast the various 21st
1. explain the texts in terms of literary century literary genres and their elements, 6. identify the figures of speech and other 8. examine the relationship between text and
elements, genres, and traditions. structures, and traditions from across the literary techniques and devices in the text context
globe
2. situate the texts in the context of
9. do self- and/or peer-assessment of the
the region, nation, and the world
creative adaptation of a literary text, based on
rationalized criteria, prior to presentation

VII. CONTENT B. Basic textual and contextual reading approach in the study and appreciation of literature

6
 VIII. LEARNING Textbook, Philippine Literature Powerpoint Presentation, Google, You Tube Textbook, Philippine Literature Powerpoint Textbook, Philippine Literature Powerpoint
RESOURCES Introduction to 21st Century World Literature Presentation, Google, You Tube Presentation, Google, You Tube
IX. TOPIC/TITLE OF World History and Literature: The Female Voice :
THE TEXT A Low Art (Excerpt fro The Penelopiad) by Margaret Atwood (Canada) A Low Art (Excerpt fro The Penelopiad) A Low Art (Excerpt fro The Penelopiad) by
by Margaret Atwood (Canada) Margaret Atwood (Canada)

C. References 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the Philippines
Philippines and the World Philippines and the World Philippines and the World and the World
By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco

5. Teacher’s Guide pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
6. Learner’s Materials pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
7. Textbook pages pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95

8. Additional Materials Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, laptop
from Learning chalkboard, laptop and television laptop and television laptop and television and television
Resource (LR)
portal
D. Other Learning Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Writing; Downloaded Features for Creative Writing;
Resources Writing; Handouts Writing; Handouts Handouts Handouts

X. PROCEDURE
S 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,
question 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.

K. Reviewing previous Ask learners: Activate learners’ schema on what was Review the back stories taken up in Greek Ask learners the motivation questions:
lesson or presenting the How will you differentiate Philippine taken up previously about World mythology. 1.Why do you think history is called “history”
new lesson literature from World literature? literature. instead of “herstory”? What does this reveal
about the roots of history?
Allow learners to do quick talks on
2.Do you think women’s voices, and their
this.
7
 Show the related PPT slides. perspectives, have been heard and chronicled
as faithfully as men’s perspectives? Why do
you think so?

3.What is the importance of female

perspective?
L. Establishing a purpose Lead learners to the purpose of the Ask learners what they know about Greek Ask learners if they could relate the events Show video summaries of The Iliad and The
for the lesson lesson by asking: mythology.. that occurred in the Iliad and Odyssey or Odyssey.?
How is World literature and World relate each of the character’s After watching, ask learners:
history connected? accountability to what happened to 1.Describe Odysseus’s character.
Allow learners to do quick talks on this Penelope and Odysseus. 2.Describe Penelope’s character.
in an alternate manner. 3. Who would you rather be between the two.
Enumerate the different dimensions or
classifications of World literary history.
Show the corresponding PPT slides.or
any available materials.

M. Presenting Give examples of literary texts taken Show pictures of the mentioned Greek Show videos to support learners’ ideas. Think of a woman or women similar to the ways
examples/Instances of up in English in Junior High School. mythology characters or a video of thoughts of Penelope.
the new lesson enumerating and introducing these gods
and goddesses

N. Discussing new Show PPT slides on the importance of Discuss the answers to the Motivation Discuss about the videos watched. Go back to certain parts of the story and locate
concepts and practicing studying the World literature, questions. figures of speech and/or other literary devices.
new skills # 1 characteristics, forms/themes, and
foreign literary texts.

O. Discussing new Discuss briefly the World literature Show the PPT about the book , the author Exchange ideas with learners’ point of Read the After Reading part on p. 95. Discuss
concepts and practicing differentiating the classic from the 21st (Canadian author Margaret Atwood), and view on certain issues. it in class – Historiographic Metafiction.
new skills # 2 century literary texts shown in PPT “A Low Art” the excerpt from The
slides. Penelopiad.

P. Developing mastery Write about one’s expectations or Give learners a short test on what were Read the excerpt along with learners or In a group: write one’s own interpretation or
(leads to Formative whatever is being looked forward in learned previously. ask one learner to recite the excerpt in version of any fairy tale or fable.
Assessment) studying the World Literature class.
.

8
 Q. Finding practical Write brief popular lines from one’s A group activity similar and related to In a small group, perform this excerpt so Retell such familiar story from a different
application of concepts favourite literary text characters. Give previous task can be done again but this everybody has a chance to perform the perspective and show this in a form of skit.
and skills in daily living at least ten lines and read them aloud time should be done by another group/s. excerpt.
in class .

R. Making generalizations Ask learners to give the highlights of Ask learners to give the highlights of the Ask learners to give the highlights of the Ask learners to give the highlights of the
and abstractions about the lesson. lesson. lesson. lesson.
the lesson

S. Evaluating learning Check learners’ test. Share the rubric Check learners’ test. Share the rubric in Check learners’ test. Announce the result The rubric in grading the skit is as follows:
in grading the brief performance. grading the brief performance. of the graded performance.
50% Understanding of the characters in the
story

50% Creativity

T. Additional activities for None None None Write a short story or poem that would be
application or considered a retelling or historiographic
remediation metafiction. The rubric above can be used
again in this activity.

3. REMARKS When a certain task is not finished, learners may submit their output on the following day.

4. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

H. No. of learners who

earned 80% in the
evaluation

I. No. of learners who

require additional
activities for
remediation who scored
below 80%

9
 J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson

K. No. of learners who

continue to require
remediation

L. Which of my teaching Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
strategies worked well?
Why did these work?
M. What difficulties did I There is a little barrier in speaking the language, for some never got used to it
encounter which my
principal or supervisor
can help me solve?
N. What innovation or I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

10
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 8-12, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

XI. OBJECTIVES 1.Compare and contrast crimes 1. Analyze the deeper meaning of a text. 1. Get to know the author, 3. Have a broader understanding in
committed in the Philippine law. 2. Apply the learning using multimedia geographic and historical analyzing the culture and traditions of
2. Develop awareness and knowledge skills. background of the text. a certain ethnic group.
about these crimes prevalent in the . 2. Discover new vocabulary or 4. Develop an inquisitive mind and
Philippine society. terms from the text. deeper analysis of certain events.
G. Content Standard The learners will be able to understand and a ppreciate the elements and contexts of 21st Century Philippine Literature from the regions.
H. Performance Standard The learners shall be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through 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
I. Learning identify representative texts and authors identify representative texts and authors identify representative texts and authors identify representative texts and authors from
Competency/Objectives from each region (engage in oral history from each region (engage in oral history from each region (engage in oral history each region (engage in oral history research
research with focus on key personalities research with focus on key personalities research with focus on key personalities with focus on key personalities from region,
from region, province or town). from region, province or town). from region, province or town). province or town).

XII. CONTENT 21st Century 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

2. canonical authors and works of 2.canonical authors and works of 2. canonical authors and works of 2.canonical authors and works of Philippine
Philippine national artists in literature Philippine national artists in literature Philippine national artists in literature national artists in literature

XIII. LEARNING RESOURCES Preludes by Daryll Delgado The God Stealer by: Francisco Sionil- The God Stealer by: Francisco Sionil-Jose
XIV. TOPIC/TITLE OF THE Jose
TEXT
E. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the
the World World By: Marikit Tara A. Uychoco the World By: Rina Garcia-Chua World
By: Marikit Tara A. Uychoco
9. Teacher’s Guide pages pp. 26-30 pp. 26-30 pp. 31-47 pp. 31-47

11
 10. Learner’s Materials pages pp. 26-30 pp. 26-30 pp. 31-47 pp. 31-47

11. Textbook pages pp. 26-30 pp. 26-30 pp. 31-47 pp. 31-47

12. Additional Materials from Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard,
Learning Resource (LR) chalkboard, laptop and television laptop and television chalkboard, laptop and television laptop and television
portal
F. Other Learning Resources Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Writing;
Writing; Handouts Writing; Handouts Writing; Handouts Handouts

XV. 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, question 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.

U. Reviewing previous lesson or Recollection of previous literary text Recollection of previous literary text Recollection of previous literary text Recollection of previous literary text
presenting the new lesson Padre Faura Witnesses the Preludes by Daryll Delgado Preludes by Daryll Delgado The God Stealer by: Francisco Sionil-Jose
Execution of Rizal by Danton
Remoto

Distribute the handouts for reading

purpose

V. Establishing a purpose for the Ask learners the motivation Discuss the text by answering half of the Show through PPT the geographic What is the importance of knowing the
lesson questions: guide questions. location of the featured literary text. cultural traditions of a particular ethnic group
1.Why does it seem acceptable in such as the one taken up?
Philippine society for husbands to What do you expect to read about
have affairs with other women? based on the backgrounds presented
2. Is it acceptable for women? Why or and the handouts distributed?
why not?What do you think or feel
about this?
3. Should this attitude be changed?
Why or why not?
Pre-Reading:
Research about adultery and
concubinage in Philippine law. What
12
 do they have in common? What are
their differences? Write their
definitions and share this in class
W. Presenting examples/Instances Refer by reading the Background Discuss the text going back to the issues A video about the setting, culture and Another video will be shown to add on
of the new lesson Knowledge. Read the text (this may of the crimes. Half of the guide questions traditions will be played to satisfy learners’ knowledge that will support the text.
be done or given to learners in this time will be answered by discussion. learners’ curiosity.
advance). A video about the text will
be played for learners to watch.
X. Discussing new concepts and Discuss the text by answering half of Interpret Anton Chekhov’s principle of Discuss the information gathered by Discuss the information gathered by learners
practicing new skills # 1 the guide questions. Chekhov’s gun. Learners will do a quick learners in the previous presentations in the previous presentations by asking
talk exchange of opinions or as a choice, by asking questions to recall what they questions to recall what they have seen a
learners’responses may be discussed or have seen a while ago. while ago.
written.
Y. Discussing new concepts and Discuss the text going back to the Go back to certain parts of the story to Ask learners about words they have Ask learners about words they have
practicing new skills # 2 issues of the crimes. Half of the guide shed light to clarify the issues in the story. encounterd. Write them all on the encounterd. Write them all on the board or
questions may be answered by board or much better let learners to go much better let learners to go to the board.
discussion. to the board.

Z. Developing mastery Interpret Anton Chekhov’s principle of A quiz is given after the discussion. Learners will give meaning to the Learners will give meaning to the words they
(leads to Formative Chekhov’s gun. Learners will do a words they have known that day. have known that day.
Assessment) quick talk exchange of opinions or as
a choice, learners’responses may be
written.

AA. Finding practical application of Group Activity: The Musical Previous group activity can be performed Group Activity: A drawing activity may be done about the
concepts and skills in daily living In a big group, adapt the story in this part. Learners will prepare a tableau to the text (any part of the scene in the text may be
Preludes. Pick existing songs to help words (vocabulary) they have learned drawn to establish complete understanding of
move the plot. that day. (Optional: any kind of the story).
Rubrics will be as follows: presentation will be accepted).
50% Adaptation of short story
50% Stage production
=100% Total
The musicals should be recorded and
uploaded in You Tube or can be
performed live.
BB. Making generalizations and Ask learners to give the highlights of Ask learners to give the highlights of the Learners will give meaning to the Learners will give meaning to the words they
abstractions about the lesson the lesson. lesson. words they have known that day. have known that day.

CC. Evaluating learning Announce the result of the graded Announce the result of the graded Provide a rubric for the tableau (or any Explain how the drawing wil be graded by

13
 performance if the musical is performance. performance) presentation. giving the criteria in judging the illustration.
performed live.

DD. Additional activities for None None None None

application or remediation
5. REMARKS When a certain task is not finished, learners may submit their output on the following day.

6. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

O. No. of learners who earned 80%

in the evaluation

P. No. of learners who require

additional activities for
remediation who scored below
80%
Q. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

R. No. of learners who continue to

require remediation

S. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
T. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?

14
U. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

15
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 15-19, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

XVI. OBJECTIVES 1.Get to know the author, geographic 1. Analyze the deeper meaning of a text. 1. Have a broader understanding in 1. Have a broader understanding in analyzing
and historical background of the text. 2. Apply the learning using multimedia analyzing the culture and traditions of a the culture and traditions of a certain ethnic
2. Discover new vocabulary or terms skills. certain ethnic group relating to Visayan group.
from the text. terms. 2. Develop an inquisitive mind and deeper
2. Develop an inquisitive mind and analysis of certain events.
deeper analysis of certain events. 3. . Apply the learning using multimedia skills.
3.Apply the learning using multimedia
skills.
J. Content Standard The learners will be able to understand and a ppreciate the elements and contexts of 21st Century Philippine Literature from the regions.
K. Performance Standard The learners shall be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through 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
L. Learning appreciate the contributions of the explain the literary, biographical, explain the literary, biographical, produce a creative representation of a
Competency/Objectives canonical Filipino writers to the linguistic, and sociocultural contextslinguistic, and sociocultural literary text by applying multi-media
development of national literature and discuss how they enhance the contexts and discuss how they skills
EN12Lit-Ic-24 text’s meaning and enrich the enhance the text’s meaning and EN12Lit-Ie-31.1
reader’s understanding enrich the reader’s understanding
EN12Lit-Ie-28 EN12Lit-Ie-28
situate the text in the context of
the region and the nation
EN12Lit-Ie-29
1. CONTENT B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. regions in Luzon, Visayas, Mindanao

2. LEARNING RESOURCES HINILAWOD (Tales from the Mouth of Halawod River) Translated in Literary HINILAWOD (Tales from the Mouth of HINILAWOD (Tales from the Mouth of
3. TOPIC/TITLE OF THE Narrative Text by F. Landa Jocano Halawod River) Translated in Literary Halawod River) Translated in Literary
TEXT Narrative Text by F. Landa Jocano Narrative Text by F. Landa Jocano

G. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the

16
 the World World the World World
By: Rina Garcia-Chua By: Rina Garcia-Chua By: Rina Garcia-Chua By: Rina Garcia-Chua

13. Teacher’s Guide pages pp. 5-9 pp. 5-9 pp. 5-9 pp. 5-9

14. Learner’s Materials pages pp. 5-9 pp. 5-9 pp. 5-9 pp. 5-9

15. Textbook pages pp. 5-9 pp. 5-9 pp. 5-9 pp. 5-9

16. Additional Materials from Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard,
Learning Resource (LR) chalkboard, laptop and television laptop and television chalkboard, laptop and television laptop and television
portal
H. Other Learning Resources Downloaded videos, Powerpoint Downloaded videos, Powerpoint Downloaded videos, Powerpoint Downloaded videos, Powerpoint
Presentation and Word Document Presentation and Word Document Presentation and Word Document Presentation and Word Document

4. 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, question 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.

EE. Reviewing previous lesson or Recollection of previous literary text Recollection of previous literary text Recollection of previous literary text Recollection of previous literary text
presenting the new lesson The God Stealer by: Francisco Hinilawod (Tales from the Mouth of Hinilawod (Tales from the Mouth of Hinilawod (Tales from the Mouth of
Sionil-Jose Halawod River) by: F. Landa Jocano Halawod River) by: F. Landa Jocano Halawod River) by: F. Landa Jocano

Distribute the handouts for reading

purpose the new literary text
“Hinilawod”.

FF. Establishing a purpose for the Ask learners the motivation Ask learners: Ask learners again about their favorite What is the importance of knowing the
lesson questions: Why is it important to learn about this superheroes and include if they are cultural traditions of a particular ethnic group
1. What is an epic? particular epic? familiar with any male Filipino such as the one taken up?
2. Differentiate epic with other literary
superheroes.
texts you have read.
3. Who among the superheroes is Show through PPT Male Filipino
your favorite? Explain why.
superheroes.

Learners will be asked to react about

17
 the similarities of the superheroes with
the characters in the featured epic
Hinilawod. Inquire from learners what
an epic is and what it is all about.

GG. Presenting examples/Instances Support learners’ responses on the Show powerpoint presentation A PowerPoint presentation about the Another video will be shown to add on
of the new lesson definition of epic. setting (the geographic location of the learners’ knowledge that will support the text.
featured literary text), culture and
traditions will be played to satisfy Give way to the presentations/performance.
learners’ curiosity.
A video on the summary of the text will
be shown. Learners are instructed to
take down notes to familiarize with the
characters and Visayan terms.
HH. Discussing new concepts and Show powerpoint presentation on the Allow learners to read the text first. Discuss the information gathered by Discuss the information gathered by learners
practicing new skills # 1 introduction of this epic. learners in the previous presentations in the previous presentations by asking
by asking questions to recall what they questions to recall what they have seen a
have seen a while ago. while ago.
II. Discussing new concepts and Discuss about the author on how this Learners may have an exchange of Ask learners about words they have Ask learners about words they have
practicing new skills # 2 epic was discovered. conversation with fellow learners and the encountered. Write them all on the encounterd. Write them all on the board or
teacher as they read along the text. board or much better let learners to go much better let learners to go to the board.
to the board.

JJ. Developing mastery A brief question and answer is given Questions are asked about the text after Learners will give meaning to the Learners will give meaning to the words they
(leads to Formative about what was discussed. the discussion. words they have known that day. have known that day.
Assessment)

KK. Finding practical application of Questions will be asked for learners to Questions will be asked for learners to Group Activity: A drawing activity may be done about the
concepts and skills in daily living deepen their understanding on the deepen their understanding of the literary Learners will prepare a simple text (any part of the scene in the text may be
importance of this kind of literary text. text. conversation about Filipino values and drawn to establish complete understanding of
moral learned from the text. the story).
LL. Making generalizations and Ask learners to give the highlights of Ask learners to give the highlights of the Ask learners to give the highlights of Ask learners to give the highlights of the
abstractions about the lesson the lesson. lesson. the lesson. lesson.

MM. Evaluating learning Responses of the learners to the Responses of the learners to the Provide a rubric for the role play Explain how the drawing wil be graded by
questions given. questions given. presentation. giving the criteria in judging the illustration.

18
NN. Additional activities for None None None None
application or remediation
7. REMARKS When a certain task is not finished, learners may submit their output on the following day.

8. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

V. No. of learners who earned 80%

in the evaluation

W. No. of learners who require

additional activities for
remediation who scored below
80%
X. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

Y. No. of learners who continue to

require remediation

Z. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
AA. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?
BB. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?
19
Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

20
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 22-26, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

OBJECTIVES 1.Get to know the author, geographic 3. Analyze the themes (morals) of the epic i 1. Get familiar with situations occurring 3. Realize the consequences of foreign
and historical background of the text. in different situations. in some Filipino families. employment to the family and national values.
2. Discover new vocabulary or terms 4. Perform the themes (morals) of the epic 2. Relate one’s experience with the 4. Compare and contrast the presentation of
from the text. current economic situation. events in the play with other literary texts
In different situations.
encountered.

M. Content Standard The learners will be able to understand and appreciate the elements and contexts of 21st Century Philippine Literature from the regions.
N. Performance Standard The learners shall be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through 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
O. Learning produce a creative representation produce a creative representation of a situate the text in the context of differentiate/compare and contrast the
Competency/Objectives of a literary text by applying multi- literary text by applying multi-media the region and the nation various 21st century literary genres and
media skills skills EN12Lit-Ie-29 the ones from the earlier genres/periods
EN12Lit-Ie-31.1 EN12Lit-Ie-31.1 citing their elements, structures and
traditions
EN12Lit-Id-25

5. CONTENT B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. regions in Luzon, Visayas, Mindanao

6. LEARNING RESOURCES HINILAWOD (Tales from the Mouth of Halawod River) Translated in Literary Waiting by Ron Darvin (Module 2: Waiting by Ron Darvin (Module 2:
7. TOPIC/TITLE OF THE Narrative Text by F. Landa Jocano Identity) Identity)
TEXT
I. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the
the World World the World By: Marikit Tara A. World By: Marikit Tara A. Uychoco
By: Rina Garcia-Chua By: Rina Garcia-Chua Uychoco

17. Teacher’s Guide pages pp. 5-9 pp. 5-9 pp. 40-48 pp. 40-48

21
 18. Learner’s Materials pages pp. 5-9 pp. 5-9 pp. 40-48 pp. 40-48

19. Textbook pages pp. 5-9 pp. 5-9 pp. 40-48 pp. 40-48

20. Additional Materials from Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard,
Learning Resource (LR) chalkboard, laptop and television laptop and television chalkboard, laptop and television laptop and television
portal
J. Other Learning Resources Downloaded videos, Powerpoint Downloaded videos, Powerpoint Downloaded videos and handouts of Downloaded videos and handouts of the play
Presentation and Word Document Presentation and Word Document the play

8. PROCEDURES

Reviewing previous lesson or Recollection of previous literary text Allow learners to prepare for their role Refer to the springboard video: A sample video of the story will be shown for
presenting the new lesson Hinilawod (Tales from the Mouth of playing presentation. Miss Nothing (Google Philippines). learners to understand the text.
Halawod River) by. F. Landa Distribute the handouts for reading
purpose the new literary text “Waiting” by
Jocano
Ron Darvin

Establishing a purpose for the What is the importance of knowing the Brainstorming about the given situations Ask the Motivation questions: Ask Motivation question:
lesson cultural traditions of a particular ethnic that will clarify the purpose of what they Do you think modern technology has What kind of life do you think Filipino
group such as the one taken up? are about to present. given us enough that family members overseas workers have?
who live in different countries can still
maintain close family ties? Why or why
not?
Presenting examples/Instances Learners will rehearse on the Learners will discuss among themselves Refer to another related video: Another heartwarming video (an excerpt) in
of the new lesson assigned role play in every group. of specific scenarios they are familiar so OFW Story Inspiration Message Ask the film “Anak” will be viewed to show
as to come up with an effective learners’ reactions on the video: another picture of being an OFW and the
presentation of the situations. How does the Philippine diaspora relation with the family.
affect the families involved?
OO. Discussing new concepts and Learners will brainstorm on each Present the given scenarios in class per Learners will read the Background Ask questions from the Guide Questions and
practicing new skills # 1 group’s plan how they will perform the group. Knowledge text on pp.40-41. discuss it in class.
role play. Learners will be asked to confirm
about the figures in the textbook with
that in the video.

22
 Discussing new concepts and Each will give their ideas how each Present the given scenarios in class per Continue the lively discussion while Ask questions from the Guide Questions and
practicing new skills # 2 group’s topic will be presented. group. going back to the text once in a while. discuss it in class.

Developing mastery Each group will meet with the group. Analyze each group presentation if the Ask HOTS (High Order Thinking Ask the remaining questions pertaining to the
(leads to Formative situation presented is appropriate to the Skills)questions prior to the text’s story in writing. Ask learners to compare and
Assessment) situations given. events in writing. contrast the story in the text with other stories
such as “Anak”.

Finding practical application of Learners will now relate each Check if the situation presented is related With the present situation, ask learners Give a situational acting activity subject to
concepts and skills in daily living presentation with the previous literary to the actual presentation needed. about their reaction after reading the performance on how learners will deal with a
text. story and why did they feel that way as certain scene in the story. Group learners by
they put themselves in the shoe of five. Brainstorm on how this will be
Miguel. presented.
Making generalizations and Ask learners to give the highlights of Ask learners their impression about the Let learners conclude why the title of Wrap up learners’ thoughts about the story.
abstractions about the lesson the lesson. entire learning they have accumulated the story is “Waiting” and what are
since day 1 of the literary text was taught. they waiting for. Ask if they find it ironic
if they were Miguel.

Evaluating learning Rubric will be provided to rate the Refer to the rubric. Responses of learners to questions Collect learners’ written outputs which are
presentation will be announced for will be considered. answers to the questions.
each group to know the criteria in
judging the performance.

PP. Additional activities for None None None None

application or remediation
9. REMARKS When a certain task is not finished, learners may submit their output on the following day.

10. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

CC. No. of learners who earned 80%

in the evaluation

23
DD. No. of learners who require
additional activities for
remediation who scored below
80%
EE. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

FF. No. of learners who continue to

require remediation

GG. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
HH. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?
II. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

24
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 29 – August 2, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

OBJECTIVES 1. Get familiar with situations occurring 3. Realize the consequences of foreign 1.Compare and contrast the tensions 3.Explain the societal significance of horror
in some Filipino families. employment to the family and national and stereotypes between people from movies and horror movies.
2. Relate one’s experience with the values. the city and the province. 4. Analyze symbolisms and their significance in
current economic situation. 4. Compare and contrast the presentation of 2.Develop insights about the life in the the text.
events in the play with other literary texts province.
encountered.
P. Content Standard The learners will be able to understand and appreciate the elements and contexts of 21st Century Philippine Literature from the regions.
Q. Performance Standard The learners shall be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through 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
R. Learning situate the text in the context of differentiate/compare and contrast differentiate/compare and contrast analyze the figures of speech and other
Competency/Objectives the region and the nation the various 21st century literary the various 21st century literary literary techniques and devices in the
EN12Lit-Ie-29 genres and the ones from the earlier genres and the ones from the text
genres/periods citing their elements, earlier genres/periods citing their EN12Lit-Ie-27
structures and traditions elements, structures and traditions explain the literary, biographical,
EN12Lit-Id-25 EN12Lit-Id-25 linguistic, and sociocultural contexts and
discuss how they enhance the text’s
meaning and enrich the reader’s
understanding
EN12Lit-Ie-28
9. CONTENT B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. regions in Luzon, Visayas, Mindanao

10. LEARNING RESOURCES Waiting by: Ron Darvin (Module 2: Identity) Martines by: Anna Felicia Sanchez Martines by: Anna Felicia Sanchez
11. TOPIC/TITLE OF THE (Module 3: Fantasy, Horror, and the (Module 3: Fantasy, Horror, and the Old
TEXT Old Country) Country)

K. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the
the World By: Marikit Tara A. the World By: Marikit Tara A.
25
 Uychoco World By: Marikit Tara A. Uychoco Uychoco World By: Marikit Tara A. Uychoco

21. Teacher’s Guide pages pp. 40-48 pp. 40-48 pp. 76-88 pp. 76-88

22. Learner’s Materials pages pp. 40-48 pp. 40-48 pp. 76-88 pp. 76-88

23. Textbook pages pp. 40-48 pp. 40-48 pp. 76-88 pp. 76-88

24. Additional Materials from Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard,
Learning Resource (LR) chalkboard, laptop and television laptop and television chalkboard, laptop and television laptop and television
portal
L. Other Learning Resources Downloaded videos, Powerpoint Downloaded videos, Powerpoint Downloaded videos and handouts of Downloaded videos and handouts of the play
Presentation and Word Document Presentation and Word Document the play

12. PROCEDURES

Reviewing previous lesson or Refer to the springboard video: A sample video of the story will be shown Refer to the springboard picture or Watch a video about:
presenting the new lesson Miss Nothing (Google Philippines). for learners to understand the text. video about: Life in “Manila” and the “The Symbolism of Birds”
Distribute the handouts for reading Province.
purpose the new literary text
“Martines” by Anna Felicia Sanchez

Establishing a purpose for the Ask the Motivation questions: Ask Motivation question: Ask the Motivation questions: Ask the Motivation question:
lesson Do you think modern technology has What kind of life do you think Filipino 1.Are there tensions between people 3. Do you think horror stories and horror
given us enough that family members overseas workers have? from Manila and people from the old movies have any societal significance?
who live in different countries can still Explain the answer.
country, or what we in the Philippines
maintain close family ties? Why or
call “the province”? What is the source
why not?
of that tension?
Presenting examples/Instances Refer to another related video: Another heartwarming video (an excerpt) Refer to another related picture or Refer to another familiar story in form of
of the new lesson OFW Story Inspiration Message Ask in the film “Anak” will be viewed to show video then ask: video: “The Lottery” by Shirley Jackson
learners’ reactions on the video: another picture of being an OFW and the 2.What are the stereotypes for each Compare and contrast the two stories (local
How does the Philippine diaspora relation with the family. one? Do you think they are true? vs foreign).
affect the families involved?
Discussing new concepts and Learners will read the Background Ask questions from the Guide Questions Do the Pre-Reading task: While asking from the Guide Questions,
practicing new skills # 1 Knowledge text on pp.40-41. and discuss it in class. Ask learners to With a partner, make a list about the learners need to refer or go back to certain
Learners will be asked to confirm compare and contrast the story in the text stereotypes of people from Manila and parts In the story to support their answers.
about the figures in the textbook with with other stories such as “Anak”. people from the province. Encircle the
that in the video. stereotypes that you think are true
and explain why you think so. Write

26
 Discussing new concepts and Continue the lively discussion while Ask questions from the Guide Questions Comments beside each one. Share Learners will exchange opinions on certain
practicing new skills # 2 going back to the text once in a while. and discuss it in class. this with the class. Read the questions in the textbook. Answer the After
Background Knowledge for added Reading Activity on p. 88 filling up the table
information and facts. of stereotyped between people from Manila
and province. Discuss in class why they
agree or disagree on certain stereotypes.
Developing mastery Ask HOTS (High Order Thinking Ask the remaining questions pertaining to This part will be spent in reading Write one’s own stand by writing an
(leads to Formative Skills)questions prior to the text’s the story in writing further the text to fully understand the alternative ending to the story (Enrichment
Assessment) events in writing. entire text. task on p. 88).

Finding practical application of With the present situation, ask With the present situation, ask learners Gather learners’ opinions if they will do Create a movie: Adapt the short story into a
concepts and skills in daily living learners about their reaction after about their reaction after reading the story the same thing or decision like what movie with a small group. (This will be
reading the story and why did they and why did they feel that way as they put Richard in trusting easily and why. Or submitted on an agreed date or week).
feel that way as they put themselves themselves in the shoe of Miguel. if they will take advantage of the
in the shoe of Miguel. situation on Totoy’s part in luring
Richard.
Making generalizations and Let learners conclude why the title of Wrap up learners’ thoughts about the Let learners conclude why the title of Wrap up learners’ thoughts about the story.
abstractions about the lesson the story is “Waiting” and what are story. the story is “Martines”. What could be
they waiting for. Ask if they find it the symbol of such bird? (To be
ironic if they were Miguel.
continued like suspending the
response)

Evaluating learning Responses of learners to questions Collect learners’ written outputs which are Responses of learners to questions Collect learners’ written outputs on
will be considered. answers to the questions. will be considered. Enrichment (Alternative Ending).

QQ. Additional activities for None None None None

application or remediation
11. REMARKS When a certain task is not finished, learners may submit their output on the following day.

12. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

JJ. No. of learners who earned 80%

in the evaluation

27
KK. No. of learners who require
additional activities for
remediation who scored below
80%
LL. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

MM. No. of learners who continue to

require remediation

NN. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
OO. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?
PP. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

28
==]] School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teacher CHESTENE Q. DURANTE Learning Area READING AND WRITING SKILLS

DAILY LESSON LOG Teaching Dates and Time JANUARY 14-18, 2019 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

13. 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 which enable students to find significance and excitement in learning the lessons. Weekly objectives shall
be derived from the Curriculum Guides.

29
S. Content Standard Develop Communicative task through meaningful skills in writing short composition using Patterns of Paragraph Development
T. Performance Standard Utilize a Modular centered-approach of sentence expansion through Paragraph Development particularly/NARRATION /COMPARISON AND CONTRAST/ DESCRIPTION
U. Learning
Competency/Objectives
Understand and Understand a Day 1 Day 2 Day 3 Day 4
written text among the Patterns of .
I. Definition of Narration I. Definition of Narration First day of Third Quarterly Second day of Third Quarterly
Paragraph Development
A. Types of Narration A. Types of Narration Examination Examination
particularly
1. Objective (Facts) 1. Objective (Facts)
Narration/Comparison and 2. Subjective (Non-Factual) 2. Subjective (Non-Factual)
Contrast/Description B. Purposes of Narration B. Purposes of Narration
ENII/12RWS-111bf-3 1. Tell a story 1. Tell a story
2. Convince the readers 2. Convince the readers
3. Reveal personal history 3. Reveal personal history
(Biography and Autobiography) (Biography and Autobiography)
4. Report events 4. Report events
C. Narrative Techniques C. Narrative Techniques
1. Use of Time 1. Use of Time
2. Point of View 2. Point of View
3. Descriptive details in Narration 3. Descriptive details in Narration
Review of past lessons

14. CONTENT Modes of Paragraph Development: Narration/ Comparison and Contrast/ Description

Create a composition using Create a composition using NARRATION

NARRATION
15. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like in the form of hand-outs
and the likes. However, hands-on learning promotes concept development on the part of the learners.

M. References Contemporary Technical English: Contemporary Technical English: by

by Magpayo, E.. et. al. (2000) Magpayo, E.. et. al. (2000)

Effective Writing: by Go, M. et. al. Effective Writing: by Go, M. et. al. (2003)
(2003)
Reading and Writing Skills: by Tiongson M.
Reading and Writing Skills: by A and Rodriguez, M. C. (2016)
Tiongson M. A and Rodriguez, M. C.
30
 (2016) Integrated Approach to reading and
Writing: by Sebastian, E (1995)
Integrated Approach to reading
and Writing: by Sebastian, E (1995) Critical Thinking and Writing: by Cavina K.
(1996)
Critical Thinking and Writing: by
Cavina K. (1996) Writing the Paragraph and Short
Composition by: Sullivan, K. E. (1992)
Writing the Paragraph and Short
Composition by: Sullivan, K. E.
(1992)
DOWNLOADED FEATURES FOR
DOWNLOADED FEATURES FOR READING AND WRITING SKILLS
READING AND WRITING SKILLS

25. Teacher’s Guide pages

26. Learner’s Materials pages 49-70 49-70

27. Textbook pages

28. Additional Materials from Lapel, audio speaker, DLP, chalkboard Test papers, pen, and paper for Test papers, pen, and paper for answering
Learning Resource (LR) and whiteboard marker AND THE answering the test the test
portal TEACHER HERSELF

N. Other Learning Resources Downloaded Features for Reading/ Writing

Skills

VIDEO Clippings

31
 16. 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, question 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.

RR. Reviewing previous lesson or . Ask the students:

presenting the new lesson Stages of Process
1. How to do something Identify the parts of Narration subjectively
2. How is it organized?
3. How it works? Cite a concrete example through
Drawings or pictures.
4. How did it happen
Apply the event to the present day using the
CALENDAR 2017

32
A. Presenting Present a current NEWS in the
examples/Instances of the society
JUL 2017
new lesson
Analyze the News presented S M T W TH F S
1
Ask/Give their opinions about the 2 3 4 5 6 7 8
given/shown news. 9 13 15
10 11 12 14
16 17 18 19 20 22
21
23 24 25 27 28 29
26
30 31

1. Discussing new concepts Ask about their routine activities

and practicing new skills # and tell them to tell the events
1 happen on that routine.

Observe the tenses of the verb, the

point of view. And details applkied

2. Discussing new concepts Let them discover and determine on how the
and practicing new skills # Elements Narration are being applied in the
2 composed paragraph

3. Developing mastery Give their understanding through learners

(leads to Formative context.
Assessment)

4. Finding practical Analyze the whole composition

application of concepts and
skills in daily living

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 5. Making generalizations and Recap what has been discussed.
abstractions about the
lesson

6. Evaluating learning Interact to the composition they

completed

7. Additional activities for

application or remediation
a. REMARKS

Give a short Quiz based from the lesson discussed.

Concretize the samples by classroom interaction

b. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

QQ. No. of learners who earned

80% in the evaluation

RR. No. of learners who require

additional activities for
remediation who scored below
80%
SS. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

TT. No. of learners who continue to

require remediation

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UU. Which of my teaching strategies Use of Adobe Acrobat Reader pdf copy of the lesson. This type of presentation is a lot colourful than PPT.
worked well? Why did these
work?
VV. What difficulties did I encounter The vocabulary and the grammar of learners when they are asked to give examples, they seem very shy and unsure what to say.
which my principal or supervisor
can help me solve?
WW. What innovation or Better to give examples as a teacher to act as guide which learners can follow.
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked By:

CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teacher OIC-Assistant Principal II

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