Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Quezon
Daily Lesson Log
School
Canda National High School,
Senior High School Department
Teacher
JENNIFER M. OESTAR
Teaching Dates and Time
Learning Area
March 6-10, 2017
Session 1
1. OBJECTIVES
Grade Level
Quarter
Session 2
11-HUMSS, BPP, CSS1, CSS2, SMAW,
EIM/DOMRAC
21st Century Literature of the Philippines
and the World
Second Semester, Second Quarter
Session 3
Session 4
Objective 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 children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards
The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
B. Performance Standards
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;
2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper that interprets literary texts using any of the critical approaches; and
3. an adaptation of a text into other creative forms using multimedia.
C. Learning Competencies/ Objectives
At the end of the session, learners are
expected to:
At the end of the session, learners are
expected to:
At the end of the session, learners are
expected to:
At the end of the session, learners are
expected to:
1.Express the theme of the story by means of
differentiated instruction.
1.Situate the text in the context of the
region and the nation.
2. Show enthusiam in participating in group
activities.
2. Identify representative texts (originally
written in the 21stcentury) and authors from
Asia, North America, Europe, Latin
America, and Africa.
1.Demonstrates communicative
competence through his/her
understanding of literature for a deeper
appreciation of World Literature.
3. Reflect on the values exemplified on the
selected literary text.
3.Explain how a selection may be
influenced by culture, history, environment,
or other factors.
2..Produce a creative representation of a
literary text by applying multimedia skills.
3. Apply creativity skills in crafting an
adaptation of a literary text.
THE STRANGENESS OF BEAUTY
CONTINUATION OF SEATWORK
1. 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.
Various dimensions of Philippine literary history from pre-colonial to contemporary. Literary pieces from the Philippines.


2. LEARNING PROCESS
CONTNUATION
THE STRANGENESS OF BEAUTY
Unit 8-Module 1: The Other Family
Coraline (Excerpt) by Neil Gaiman from
England


Unit 8-Module 1: The Other Family
Coraline (Excerpt) by Neil Gaiman from
England


Unit 8-Module 2: The Runaway
The Boy Named Crow (Excerpt from
Kafka on the Shore) by Haruki
Murakami from Japan


Unit 8-Module 2: The Runaway
The Boy Named Crow (Excerpt from
Kafka on the Shore) by Haruki
Murakami from Japan
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 and manipulate materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources
3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
21st Century Literature from the Philippines and
the World CG (updated December 2013)
21st Century Literature from the Philippines
and the World CG (updated December 2013)
21st Century Literature from the Philippines
and the World CG (updated December
2013)
21st Century Literature from the
Philippines and the World CG (updated
December 2013)
21st Century Literature from the Philippines and
the World by Marikit Tara A. Uychoko, First
Edition
21st Century Literature from the Philippines and
the World by Marikit Tara A. Uychoko, First
Edition
21st Century Literature from the Philippines
and the World by Marikit Tara A. Uychoko,
First Edition
21st Century Literature from the
Philippines and the World by Marikit Tara
A. Uychoko, First Edition
pp. 148-150
Literature in K12, Isagani R. Cruz Ph.D.
pp. 92-95.
Literature in K12, Isagani R. Cruz Ph.D.
pp. 101-109
Literature in K12, Isagani R. Cruz Ph.D.
pp. 96-100.
Literature in K12, Isagani R. Cruz Ph.D.
Materials
a. Video of the material
b. Laptop and speaker
c. Strips of Colored Paper, Tape and Marker
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and Marker
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and
Marker
D. Copy of the Material
Materials
A. Video of the material
B. Laptop and speaker
C. Strips of Colored Paper, Tape and
Marker
These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the 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.
Preliminary Activities/ Routines/Checking of
Attendance/Classroom Management Etc.
Preliminary Activities/ Routines/Checking
of Attendance/Classroom Management Etc.
SOMETHING TO PONDER
SOMETHING TO PONDER
1. Giving of Literary Quotation of the Day/
Reflection based on the given quotation.
1. Giving of Literary Quotation of the Day/
Reflection based on the given quotation.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom Management
Etc.
Preliminary Activities/
Routines/Checking of
Attendance/Classroom Management
Etc.
SOMETHING TO PONDER
SOMETHING TO PONDER
1. Giving of Literary Quotation of the Day/
Reflection based on the given quotation.
1. Giving of Literary Quotation of the Day/
Reflection based on the given quotation.
2. Checking of Previous Activities
UNFREEZING ACTIVITY
1. To catch students’ attention, the teacher plays
a video clip of the TAICHI BREATHING
UNFREEZING ACTIVITY
3. To catch students’ attention, the teacher
plays a video clip of the SKELETON DANCE.
2. Review on the Previous Lesson
Introduction to World Literature
UNFREEZING ACTIVITY
To catch students’ attention, the teacher,
the teacher plays a video clip of the
STRETCHING SONG.
exercise.
2. The teacher gives instruction on what the
students should do during the song.
4. The teacher gives intruction on what the
students should do during the song.
The students perform the activity.
The students perform the activity.
UNFREEZING ACTIVITY
To catch students’ attention, the teacher,
the teacher plays a video clip of the
WALKING SONG.
6. The teacher gives intruction on what
the students should do during the song.
The students perform the activity.
5. The teacher gives intruction on what the
students should do during the song.
The students perform the activity.
B. Establishing a purpose for the
lesson
MOTIVE QUESTIONS
CHECKING OF ASSIGNMENT
MOTIVE QUESTIONS
REVIEW OF THE PREVIOUS LESSON
1. Have you ever wish that you ever wish that
you have a different mother or father?
GUIDE QUESTIONS
1.What do you know about Japanese
literature?
1.The teacher will ask somebody to
narrate the summary of the story with the
following pattern.
2.What would you like to change about your
parents?
3. Would you ever want to spend time with
another mother, someone like your mother but
more interesting? Why or why not?
1. The protagonist has an unusual name. Why
do you think it is spelled that way?
2.How would you describe the other mother?
Why do you feel that way?
3.Why does the other mother have significant
differences in appearance from her real
mother? What could this mean?
3. Why does the other mother have significant
differences in appearance from her real
mother? What could this mean?
4.How do you feel about the button eyes?
What could this signify in the story?
5.Have you ever fantasized about having
another mother or father? Why?
6.How does this story feed this fantasy?
7.How does the chicken in the other family
different from how chicken is usually served in
her household?
8. What does the chicken symbolize?
9. The other mother encourages Coraline to
play with rats. What does this tell us about the
other mother’s character?
2. What stereotypes exist when we talk
about samurai?
3. What are your expectations when it
comes to samurai women? Why do you
expect this?
Title:
Author:
Setting:
Time:
Place:
Characters:
Major:
Minor:
Plot:
Exposition:
Rising Action:
Complication:
Climax:
Falling Action:
Denouement:
10.Why does Coraline respond the way she
does?
(Students discuss their answers).
C. Presenting examples/instances of
the new lesson
PRE-READING
REVIEW OF PREVIOUS LESSON
PRE-READING
EVALUATION
Exploring the Story’s Web Life
Coraline was adapted to an animated film after it
was released as a children’s novel. Focus
features, the producer of the film, created a
website
for
Coraline
(http://www.focusfeatures.com/coraline), which
includes their official trailers, puzzles, and
cartoons.
Watch the trailers, play the puzzles, and enjoy
surfing the website in preparation for reading the
excerpt of the story.
Tell something about the following terms and
characters.
Vocabulary Building
Guide Book
1.Coraline
2.Real parents
3.Imaginary parents
4. Roast Chicken
5. Rats
Using the translation you wrote earlier,
create a Guide Book to Japan with a
small group. Find pictures or illustrations,
or sketch and color images that can help
readers understand the meanings of the
words, bind these, and then submit it to
your teacher.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
BACKGROUND KNOWLEDGE
COMPARE AND CONTRAST
Coraline is a novel that deals with the macabre,
as reflected in the mirror images of reality. What
makes it especially effective is the fact that these
mirror images are reflections of the protagonists
own desires. For example, she spends her own
mother’s lack of cooking skills to create an
“Other” mother who is able to make roast
chicken and mashed potatoes for her. Although
it is a fantasy, it is also a psychological journey
inside the protagonist’s heart and mind.
1.Give the comparison and the contrast of the
real parents and the imaginary parents of
Coraline.
INDIVIDUAL SILENT READING
AFTER READING
INTRODUCTION
CLASS PRESENTATION
The story that you are about to read is about
Coraline and her other parents. She unlocks a
forbidden door in her new house and steps into a
living room that eerily looks like her own, but
different.
Compare and contrast watching the trailers
with reading the excerpt. Which medium did
you enjoy more? Discuss this as a small group
and share the outcome of your discussion with
class.
In the excerpt you are about to read, you
will learn what samurai women were like.
This part follows the samurai woman, Chie,
and how she was able to marry her
husband, Kan.
1. The teacher picks the arrangement of
the performances through draw lots.
REAL PARENTS
IMAGINARY
PARENTS
BACKGROUND KNOWLEDGE
CONTINUATION..
1.After the continuous story telling, the
teacher will give a backgrounder about the
situation of the story for this day.
In ancient times, arranged marriages
were considered the norm in Japanese
society. According to onica Bincsik
(2015), “The social structure of the Edo
period (1615-1868) developed under the
strict control of the Tokugawa military
regime. During this period, the families
of the shogunate and provincial leaders
(daimyo) arranged marriages based on
political interesrs, and the consent of the
shogunate was a necessary for a
daimyo wedding. The betothed always
came from the same social strata.”
1.The teacher asks the students to read the
story silently.
2. Discussion immediately follows after the
silent reader.
3. Questions will be raised to better
understand the story.
4. The story will be discussed using the
story grammar technique.
2. Each group are given 5-10 minutes for
the performance-based assessment.
3. All students will be judge according to
the given criteria.
RUBRICS FOR THE SHORT PRESENTATION
Presentation....................................................... 10
Content................................................................10
Creativity..............................................................10
TOTAL
30
F. Developing mastery
(Leads for Formative
Assessment 3)
GUIDE QUESTIONS
EVALUATION
GUIDE QUESTIONS
ENRICHMENT
1. The protagonist has an unusual name. Why
do you think it is spelled that way?
Make a prediction about what happens next in
the story. Consider what will happen with
Coraline’s relationship with the other mother.
With your group, create an illustrated version of
your story and present it in class. The rubric is
as follows:
1.How do you describe Chie?
2.Why do you think she is that way?
3. Were you surprise about anything when
you read the history of the Fuji family? Why
were you surprised?
4. Why is it valuable to point out that
samurai women used to be trained for
battle?
5. How does this change or alter the way
you look at samurai?
6. How does this change or alter the way
you look at women?
7. Why is the go-between so upset? What
did they do to upset her?
8. What insights about Japanese society
did you get from the story?
9. Why should samurai women blacken
their teeth? What was their message in
doing this?
10. Do you think Chie and Kan will have a
happy marriage? Why or why not?
Have all the guidebooks in front of the
class and read each other’s books.
Discuss with the class which book you
thought was the best one, and why.
2.How would you describe the other mother?
Why do you feel that way?
3.Why does the other mother have significant
differences in appearance from her real mother?
What could this mean?
 50% creativity
 50% critical thinking
3. Why does the other mother have significant
differences in appearance from her real mother?
What could this mean?
ENRICHMENT
4.How do you feel about the button eyes? What
could this signify in the story?
Buy and read the novel Coraline by Neil
Gaiman. Find out whether your predictions
came true. Do you think your ending was better
than the novel’s? Write this on your journal.
5.Have you ever fantasized about having
another mother or father? Why?
6.How does this story feed this fantasy?
7.How does the chicken in the other family
different from how chicken is usually served in
her household?
8. What does the chicken symbolize?
9. The other mother encourages Coraline to play
with rats. What does this tell us about the other
mother’s character?
10.Why does Coraline respond the way she
does?
G. Finding practical applications of
concepts and skills in daily living
INSIGHTS SHARING
INSIGHTS SHARING
INSIGHTS SHARING
INSIGHTS SHARING
1. Have each student discuss his/her ideas with
a partner.
1.Have each student discuss his/her ideas with
a partner.
1.Have each student discuss his/her ideas
with a partner.
3.Have each student discuss his/her ideas
with a partner.
2. Have each pair join another pair to expand
their sharing.
2.Have each pair join another pair to expand
their sharing.
2.Have each pair join another pair to
expand their sharing.
4.Have each pair join another pair to
expand their sharing.
3. Call on a few students to share their small
3. Call on a few students to share their small
3. Call on a few students to share their
3. Call on a few students to share their
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application for remediation
group discussion.
group discussion.
small group discussion.
4. Synthesize the output of the activity.
4. Synthesize the lesson.
4. Synthesize the lesson.
DIGGING DEEPER
DIGGING DEEPER
DIGGING DEEPER
DIGGING DEEPER
1. Have the students summarized what they
have learned for today’s lesson.
1. Have the students summarized what they
have learned for today’s lesson.
1. Have the students summarized what
they have learned for today’s lesson.
1. Have the students summarized what
they have learned for today’s lesson.
2.The teacher gives necessary
corrections/additional insight regarding the
lesson.
2.The teacher gives necessary
corrections/additional insight regarding the
lesson
2.The teacher gives necessary
corrections/additional insight regarding the
lesson
2.The teacher gives necessary
corrections/additional insight regarding the
lesson
CHECKING, RECORDING, SUGGESTING
CHECKING, RECORDING, SUGGESTING
CHECKING, RECORDING, SUGGESTING
1. The teacher checks and records
students work.
1. The teacher checks and records students
work.
1.The teacher checks and records students
work.
CHECKING, RECORDING,
SUGGESTING
2. The teacher makes necessary comments
or suggestions on the students’ output.
2. The teacher makes necessary comments or
suggestions on the students’ output.
2.The teacher makes necessary comments
or suggestions on the students’ output.
ASSIGNMENT
ASSIGNMENT
ASSIGNMENT
ENRICHMENT
COMPLETE THE FOLLOWING STORY
GRAMMAR TECHNIQUE FOR THE STORY
CORALINE
1. The teacher instructs the students to pick at
least three important lines from the story.
Translations
Research on the internet about semiotics
and the system of signs. Theories about
semiotics were first articulated by
Ferdinand de Saussure. Find out what he
has to say about the language and its
arbitrariness, and write what you think
about this in your notes. You can touch
one of the following topics:
Title:
Author:
2. Tell the students that they will deliver the
chosen lines from the story.
Setting:
Time:
Place:
Characters:
Major:
Minor:
Plot:
Exposition:
Rising Action:
Complication:
Climax:
Falling Action:
Denouement:
4. REMARKS
5. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
The excerpt has numerous translations of
Japanese words or concepts into English.
Write all of them in your notebook, as well
as the meaning of each word.
small group discussion.
4. Synthesize the lesson.
1. The teacher checks and records
students work.
2. The teacher makes necessary
comments or suggestions on the students’
output.
1.The arbitrary nature of body language in
different cultures.
2.The arbitrary nature of interjections or
onomatopeia in different cultures.
3. The arbitrary nature of love languages
between couples of family members.
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 supervisor can provide for you so when you meet them, you
can ask them relevant questions.
SMAWHUMSSCSS1-
SMAWHUMSSCSS1-
SMAWHUMSSCSS1-
SMAWHUMSSCSS1-
B. No. of learners who require additional
activities for 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.
BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2-
BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2-
BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2-
BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2SMAWHUMSSCSS1BPPEIM/DOMRACCSS2-
E. Which of the teaching strategies
worked well? Why did these work?
F. What difficulties did I encountered
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/ discover which I
wish to share with other teachers?
Narrative Reflection
(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by:
Checked by:
MRS. JENNIFER M. OESTAR
Secondary School Teacher I
MRS. MELBA S. REMOJO
Senior High Academic Coordinator
Noted by:
MR. ALLAN E. DATA
Secondary School Principal II