Grades 1
to 12
School
Baquilan Resettlement High School
DAILY
LESSON LOG
Teacher
Abegail A. Asuncion
Grade Level
Learning Area
Teaching Dates and
November 3-4, 2019
Time
Monday
Wednesday
November 4, 2019
November 5, 2019
Quarter
11 (GAS & TVL)
21st Century from the Philippines to the World
3rd (2nd Semester)
Thursday
November 6, 2019
Friday
November 7 , 2019
I. OBJECTIVE
The learners demonstrates:
A. Content Standard
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
B. Performance Standard
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 Competencies
Writing a close analysis and critical
Writing a close analysis and critical
Writing a close analysis and critical interpretation Writing a close analysis and critical
interpretation of literary texts and doing an
interpretation of literary texts and doing an
of literary texts and doing an adaptation of these interpretation of literary texts and doing an
adaptation of these require from the learner adaptation of these require from the learner the require from the learner the ability to:
adaptation of these require from the learner the
the ability to:
ability to:
1. identify the geographic, linguistic, and ethnic
ability to:
1. identify the geographic, linguistic, and
1. identify the geographic, linguistic, and
dimensions of Philippine literary history from pre- 1. identify the geographic, linguistic, and ethnic
ethnic dimensions of Philippine literary
ethnic dimensions of Philippine literary history
dimensions of Philippine literary history from
colonial to the contemporary (EN12Lit-Ia-21)
history from pre-colonial to the
from pre-colonial to the contemporary
pre-colonial to the contemporary (EN12Lit-Iacontemporary (EN12Lit-Ia-21)
(EN12Lit-Ia-21)
21)
A. 21stCentury literature from the region where the school is based in relation to the literature of other regions in various genres and forms in consideration of:
1. various dimensions of Philippine literary history from pre-colonial to contemporary;
II. CONTENT
III. Learning Resources
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
www.youtube.com.
www.youtube.com.
www.scribd.com
www.slideshare.com
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
video clip, pictures of famous writers
Picture puzzle on the famous
writers and elicit from the students
what they have in common, and
then the teacher gives them the
bird's eye view of the subject
(1) Define literature and other
words related to it, (2) enumerate
previously learned writers and
identify the genres of their literary
pieces
(1) Elicit from the students their
knowledge on the definition of
literature based from L I T E R A T
U R E, (2) let students watch a
video clip on the etymology of
literature
Teacher discusses the definition of
literature, and then allows
students to name famous writers
they have learned and what their
masterpieces are.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to Group Activity using a concept
Formative Assessment 3)
map/semantic web. . Group class
then a representative draws a
paper containing a word and let
each group brainstorm on what it
means, then one will report to the
video clip, power point presentation
power point presentation
Recall of the previous lesson.
Recall of the past lesson
(1) Identify the forms of literature
produced during the pre-colonial
period (2) appreciate a literary piece
through oral reading
Identify writers and their works during
the Spanish , Japanese and American
Period
A teacher gives a background what
pre-colonial means.
A bit background during the
Spanish, Japanese and American
Occupation
A teacher shows a power point
presentation on the literature
produced during the pre-Spanish
period.
Teacher presents the slides containing
the lesson on the different periods.
A video clip of "Biag ni Lam Ang
(epic)
Teachers shows in a power point
presentation of the Iloko version of
Biag ni Lam-ang.
Teacher shows a slide containing a
picture, if not available just the names
of writers and let each group (
previous grouping) identify their period
and their works.
questionnaire
class their output. (Genres,
Cultures, Traditions, Structures)
G. Finding practical applications Sharing of ideas, observations and Teacher presents the Iloko version of
of concepts and skills in daily experiences that is related to the
Biag ni Lam-ang and assigned per
living
lesson.
group to creatively read chosen
stanzas to imbibe appreciation of the
epic.
H. Making generalizations and
Literature is…..
The forms of literature produced
abstractions about the
during the period are…
lesson
J. Evaluating learning
What are the forms of literature
What is literature? Genres?
What are the periods discussed? Who
produced during the pre-colonial
Culture? Structures?
are the writers in each period?
period?
V. Remarks
VI. Reflections
A. No. of learners who earned
80% in the evaluation
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
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
Quiz
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Grades 1
to 12
School
Baquilan Resettlement High School
Grade Level
11 (GAS & TVL)
DAILY LESSON
LOG
I. OBJECTIVE
A. Content Standard
Teacher
Abegail A. Asuncion
Learning Area
21st Century from the Philippines to the World
Teaching Dates and
November 11-15, 2019
Quarter
3rd (2nd Semester)
Time
Session 1
Session 2
Session 3
Session 4
November 11, 2019
November 12, 2019
November 13, 2019
November 14, 2019
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.
The learners demonstrates:
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
B. Performance Standard
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning Competencies
Writing a close analysis and
critical interpretation of literary
texts and doing an adaptation of
these require from the learner the
ability to:
identify representative texts and
authors from each region (e.g.
engage in oral history research
with focus on key personalities
from the students’ region/province/
town
II. CONTENT
21stCentury literature from the region where the school is based in relation to the literature of other regions in various genres
and forms in consideration of:
Canonical authors and works of Philippine National Artists in Literature.
21stCentury
III. Learning Resources
Writing a close analysis and critical
interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to:
identify representative texts and
authors from each region (e.g.
engage in oral history research with
focus on key personalities from the
students’ region/province/ town
Writing a close analysis and critical
interpretation of literary texts and doing
an adaptation of these require from the
learner the ability to:
identify representative texts and
authors from each region (e.g. engage
in oral history research with focus on
key personalities from the students’
region/province/ town
Writing a close analysis and critical
interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to:
identify representative texts and
authors from each region (e.g.
engage in oral history research with
focus on key personalities from the
students’ region/province/ town
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
slideshare.com
Projector, laptop, chalkboard
slideshare.com
Projector, laptop, chalkboard
https://www.britannica.com /biography/NickJoaquin
https://jhayelie.wordpress.com
/2012/12/11/may-day-eve-nickjoaquinexcerpt/
Projector, laptop, chalkboard
https://jhayelie.wordpress.com
/2012/12/11/may-day-eve-nickjoaquinexcerpt/
Projector, laptop, chalkboard
State the learning competencies.
Recall of the previous lesson.
Recall of the past lesson
Review of the past lesson
Let the learners explain what an
artist for them is.
(1) Identify the forms of literature
produced during the pre-colonial
period (2) appreciate a literary piece
through oral reading
Present the biography of Nick Joaquin
Continuation of discussion
Teacher presents the slides containing Continuation of discussion
the lesson on the different periods.
Discuss about National Artist
Award.
Discuss some of the National
Artist Awardees in Literature
A video clip of "Biag ni Lam Ang
The learners read May Day Eve. The
(epic)
learners will answer guide questions.
The learners will write something
about the National Artist Awardees in
Literature.
How the awardees can help you
express yourself nowadays?
Create a flow chart on how the story
happened.
How the work of Nick Joaquin
influence to know more about
living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
V. Remarks
VI. Reflections
A. No. of learners who earned
80% in the evaluation
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
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
materials did I use/discover
which I wish to share with
other teachers?
The learners state the works of the
awardees.
Philippine literature?
The learners generalize things about
Nick Joaquin.
Quiz
Grades 1
to 12
DAILY
School
Baquilan Resettlement High School
Teacher
Abegail A. Asuncion
Grade Level
Learning Area
11 (GAS & TVL)
21st Century from the Philippines to the World
LESSON LOG
Teaching Dates and
November 11-15, 2019
Time
Monday
Tuesday
November 11, 2019
November 12, 2019
Quarter
3rd (2nd Semester)
Wednesday
November 13, 2019
Thursday
November 14, 2019
I. OBJECTIVE
The learners demonstrates:
A. Content Standard
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
B. Performance Standard
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 Competencies
Identify from the representative
texts and authors from (e.g.
engage in oral history research
with focus on key personalities
from the students ‘
region/province/town) (EN12Lit-Ib22)
II. CONTENT
III. Learning Resources
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Identify from the representative texts
and authors from (e.g. engage in oral
history research with focus on key
personalities from the students ‘
region/province/town) (EN12Lit-Ib22)
Canonical Authors and Works of Philippine National Artists in Literature
21st Century Literature Philippines and
the World Sanchez Vibal Publishing
House pp. 12-17
21st Century Literature Philippines and the
World Sanche Vibal Publishing House pp.
12-17
www.youtube.com.
www.youtube.com.
laptop, projector, copy of the
story the Juan Manalakasan
laptop, projector, copy of the story
the Juan Manalakasan
21st Century Literature Philippines and the
World Sanchez Vibal Publishing House pp.
12-17
www.scribd.com
www.slideshare.com
21st Century Literature Philippines and the
World Sanchez Vibal Publishing House pp.
12-17
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
H. Presenting
examples/instances of the
new lesson
I. Discussing new concepts
and practicing new skills #1
 The learners will be group
into 5 and they will read and
analyze the story of Juan
Manalaksan
 Learners will interpret the
content of the story.
Recall of the previous lesson.
Process Question
1. What is the Story All About?
2. Who is the main character
of the story?
3. Describe his way of living
4. What part of the story do
like?
5. How did he got his power?
6. If you get such power what
do you want do?
Aside from the story made Juan
Manalaksan what other story do
you know that come from other
town or provinces?
Do you know the song Ate ku
Pung Singsing? From what
province it originated?
Canonical Authors and Works of
Philippine National Artists in
Literature
• Other literary Works from the
Region
Recall of the past lesson
Identify writers and their works during
the Spanish , Japanese and American
Period
A teacher shows a power point
presentation on the literature
produced during the pre-Spanish
period.
A bit background during the
Spanish, Japanese and American
Occupation
Teacher presents the slides containing
the lesson on the different periods.
J. Discussing new concepts
and practicing new skills #2
K. Developing mastery (leads to Group Activity: Search other text
Formative Assessment 3)
or author that engage in the oral
literature.
A video clip of "Biag ni Lam Ang
(epic)
Teachers shows in a power point
presentation of the Iloko version of
Biag ni Lam-ang.
Teacher shows a slide containing a
picture, if not available just the names
of writers and let each group (
previous grouping) identify their period
and their works.
L. Finding practical applications What is the importance of knowing Teacher presents the Iloko version of
of concepts and skills in daily texts or literary pieces from your
Biag ni Lam-ang and assigned per
living
region?
group to creatively read chosen
stanzas to imbibe appreciation of the
epic.
M.Making generalizations and
The forms of literature produced
abstractions about the
during the period are…
lesson
N. Evaluating learning
What are the forms of literature
What are the periods discussed? Who
produced during the pre-colonial
are the writers in each period?
period?
V. Remarks
VI. Reflections
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation
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
Quiz
S. Which of my teaching
strategies worked well?
Why did these work?
T. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
U. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?