SENIOR HIGH
SCHOOL
DAILY LESSON LOG
SCHOOL
TEACHER
Pundakit High School
Ferly B. Lavesoria
GRADE LEVEL
LEARNING AREA
TEACHING DATES AND
TIME
February 5-8, 2024
QUARTER
Session 1
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
Session 2
Grade 11 - GAS
21st Century Literature from
the Philippines and the World
Second / Week 1
Session 3
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from
the regions.
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.
Writing a close analysis and Writing a close analysis and
Writing a close analysis and
Writing a close analysis
critical interpretation of
critical interpretation of
critical interpretation of
and critical interpretation
literary texts and doing an
literary texts and doing an
literary texts and doing an
of literary texts and doing
adaptation of these require
adaptation of these require
adaptation of these require
an adaptation of these
from the learner the ability
from the learner the ability to from the learner the ability
require from the learner the
to identify the geographic,
identify the geographic,
to identify the geographic,
ability to identify the
linguistic, and ethnic
linguistic, and ethnic
linguistic, and ethnic
geographic, linguistic, and
dimensions of Philippine
dimensions of Philippine
dimensions of Philippine
ethnic dimensions of
literary history from preliterary history from preliterary history from prePhilippine literary history
colonial to the
colonial to the contemporary
colonial to the contemporary
from pre-colonial to the
contemporary
contemporary
II.CONTENT
Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History
from Pre-Colonial to the Contemporary
III.LEARNING RESOURCES
A. References
1. Teacher’s Guides/Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning
Resources
IV.PROCEDURES
Session 4
21st Century Literature Quarter 1 Module 1
downloaded from Studocu.com
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
Management of Learning
(MOL)
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
After going through this
lesson, learners are
expected to identify
geographic, linguistic, and
ethnic dimensions of
Philippine literary history
from pre-colonial to
contemporary and
representative texts from the
regions.
Have learners complete the
literary timeline below.
Management of Learning
(MOL)
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
After going through this
lesson, learners are expected
to identify geographic,
linguistic, and ethnic
dimensions of Philippine
literary history from precolonial to contemporary and
representative texts from the
regions.
Management of Learning
(MOL)
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
After going through this
lesson, learners are expected
to identify geographic,
linguistic, and ethnic
dimensions of Philippine
literary history from precolonial to contemporary and
representative texts from the
regions.
Match and Connect
Have learners match the
regions of our country in
Column A to the names of
provinces in Column B.
Watch and Learn!
Introduce the history of the
famous chocolate from Japan
– the KitKat
https://www.youtube.com/
watch?v=xxaCDGMCpc4
Class discussion about
literature and the Periods of
Philippine Literary History:
Pre-Colonial Period
a. Folk speeches/ riddles
b. Folk songs
c. Folk narratives
d. Indigenous rituals
e. Mimetic dance
f. Proverbs/ aphorisms
Class discussion about
literature and the Periods of
Philippine Literary History:
Period of Enlightenment
(1972- 1898)
The Propaganda Movement
(1872-1896)
- Some of Rizal’s writings
- Some of Del Pilar’s writings
- Some of Jaena’s writings
Class discussion about
literature and the Periods of
Philippine Literary History:
Note: Sample literary forms
will be presented in class for
Note: Sample literary forms
will be presented in class for
The Japanese Period
(19-41-1945)
a. Haiku
b. Tanaga
c. Karaniwang anyo
Note: Sample literary forms
will be presented in class for
better understanding of the
topic.
Management of Learning
(MOL)
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
After going through this
lesson, learners are
expected to identify
geographic, linguistic, and
ethnic dimensions of
Philippine literary history
from pre-colonial to
contemporary and
representative texts from
the regions.
Watch and Learn!
Give learners an idea about
the People Power
Revolution. Let them watch
the YouTube link below.
https://www.youtube.com/
watch?v=mTLVQRzzceY
Class discussion about
literature and the Periods of
Philippine Literary History:
Post EDSA I Revolution
(1986-1995)
Note: Sample literary forms
will be presented in class
for better understanding of
the topic.
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to formative
assessment)
G. Finding
practical/applications of
concepts and skills in
daily living
better understanding of the
topic.
Class discussion about
Periods of Philippine Literary
History:
Spanish Colonization
Period
a. Folk speeches/ riddles
b. Folk songs
c. Folk narratives
d. Indigenous rituals
e. Mimetic dance
f. Proverbs/ aphorisms
Note: Sample literary forms
will be presented in class for
better understanding of the
topic.
Instruct learners to identify
the author of the following
literary pieces written by the
Ilustrados.
Let learners write three
words that will highlight the
message of the excerpt
from one of the most
famous literary pieces
during Spanish time,
Pasyon.
better understanding of the
topic.
Class discussion about
Periods of Philippine Literary
History:
American Colonization
Period
a. Free verse
b. Modern short story
c. Novels
d. Essays
Class discussion about
Periods of Philippine Literary
History:
Period of Activism (19701972)
Period of the New Society
(1972- 1980)
Period of the Third
Republic (1981-1985)
Class discussion about
literature and the Periods of
Philippine Literary History:
21st Century/Modern
Period
a. Chick lit
b. Mobile phone text tula
c. Speculative fiction
d. Flash fiction
e. Blog
f. Hyperpoetry
A short quiz will be given
A quiz will be given
A quiz will be given
With a partner, learners will
reveal the message behind
the free verse poem of Jose
Villa titled Nobody Yet
Knows Who I Am.
Have learners compose their
own Haiku and Tanaga.
One of the songs in the
Post-EDSA I era is the song
Ang Bayan Ko by Freddie
Aguilar. Instruct learners
to analyze and interpret the
emotions of Filipinos and
situations of the country
found in each paragraph of
the song.
Note: Sample literary forms
will be presented in class for
better understanding of the
topic.
Note: Haiku is compose of 17
syllables (5-7-5) while
Tanaga is compose of 4 lines
with 7 syllables each (7-7-77) following an AABB rhyme
scheme.
Learners will be asked to
keep their outputs for their
e-portfolios.
Note: Three points will be
given for the analysis per
stanza of the song.
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
Volunteer learner will be
called to give the summary
of the day’s lesson
A quiz will be given
Volunteer learner will be
called to give the summary of
the day’s lesson
Class sharing about the
learners’ answers in the
previous activity.
Volunteer learner will be
called to give the summary of
the day’s lesson
Each learner will present
their compositions in class.
They will be graded using the
rubric below:
Volunteer learner will be
called to give the summary
of the day’s lesson
Class sharing about the
learners’ answers in the
previous activity.
Meaning and Originality –
10%
Grammar Usage and – 5%
Mechanics
Sensory Details – 5%
J. Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material did I
use/discover which I wish
21st Century Literature from the Philippines and the World is taken four (4) times a week with one (1) hour per meeting.
to share with other
teachers?
Prepared by:
Ferly B. Lavesoria
SHS-Teacher II
Checked by:
Francisco G. Apurit
Head Teacher III