DAILY
LESSON LOG
School
Moonwalk National High School
Teacher
Ms. Reggielyn T. de Quiroz
Learning
Area
Daily Lesson Plan
June 23, 2025
Quarter
Teaching Date and
Time
Grade Level
12
21st Century Literature
from the Philippines and
the World
1st
8:30-9:20 (Caesium)
9:40-10:30 (Francium)
June 24, 2025
6:00-6:50 (Rubidium)
9:40-10:30 (Lithium)
Session 1
I. Objectives
A. Content Standards
B. Performance
Standards
C. Learning
Competencies
D. Specific Learning
Objectives
E. SEL Integration
II. Content
III. Learning Resources
A. References
1. Teacher’s Guide
2. Learner’s Materials
pages
3. Textbook Pages
B. Other Learning
Resources
IV. Procedures
A. Reviewing previous
lesson or presenting the
new lesson
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 critical interpretation of literary texts and doing an adaptation of these
require from the learner the ability to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to
the contemporary
b. 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)
At the end of the lesson, the students should be able to:
1. define literature;
2. illustrate the types of literature; and
3. reflect on the importance on the ability of differentiating the types of literature.
End of the time Reflection
This includes thinking about what went well, what students learned, what they are most proud of,
and how they feel.
Nature and Meaning of Literature (Types of Literature)
MELCS, Quipper
Quipper
Youtube.com, yahoo. photos, google.com
Routinary Activities:
1. Prayer
2. Greetings
3. Checking of attendance
4. Reminders
Word Scramble
Instruction: Students will arrange the jumbled letters to form a word/s related to literature.
1. T E R P O Y O
2. F E B A L
3. S O T H R I S S R T E O
4. E N V L O
5. N F I I O T C
6. I F C N N T I O O N
7. O O B T A Y U R P A G H I
Answers:
1. POETRY
2. FABLE
3. SHORT STORIES
4. NOVEL
5. FICTION
6. NONFICTION
7.
AUTOBIOGRAPHY
B. Establishing a purpose
for the lesson
Picture Association
Instruction: Students will write a word associated to the terms they have arranged.
C. Presenting examples/
instances of the new
lesson
The Guessing Game
Instructions: Students will guess the correct classification of the examples below.
D. Discussing new
concepts and practicing
new skills
Students will watch the short comprehensive video on the definition and types of literature.
E. Discussing new
concepts and practicing
new skill #2
Partners in Style
Instruction: Students will work in pairs and choose two types of literature that they can be able to
present its uniqueness and differences through the use of a Venn diagram.
F. Developing Mastery
The Genre Challenge
Instructions: Students will work with their respective groups to accomplish their assigned task. All
entries will be based from the literary piece “The Road Not Taken by Robert Frost”
Group 1: The Writers
Group 2: The Artists
Group 3: The Actors/Actresses
Group 4: The Singers
https://www.youtube.com/watch?v=Awc1h20Ja94
G. Finding practical
applications of concepts
and skills in daily living
H. Generalizing and
abstractions about the
lesson
To relate the students’ learnings to real-world situations, they need to answer these
questions:
1. In what situation in your life can you be able to apply your knowledge on knowing the
types of literature?
2. Since you are in the TVL strand, where can you compare your strategy in differentiating
the types of literature?
SEL Integration: End-of-the-time Reflection
Instructions: Students will answer questions built on critical social emotional learning skills such
as growth mindset, gratitude, emotions, kindness good character, problem-solving and more.
Questions:
I. Evaluating Learning
Quiz
Instruction: Provide what is being asked for each of the following statements below.
1.
A type of literature that focuses on expressing emotions and ideas through carefully chosen
language, often using rhyme and rhythm.
2.
3.
4.
5.
I can be a novel, short story, novella, and graphic novels.
A genre of literature that is meant to be performed on stage.
I am based on facts, real events and actual people.
I can be a myth, a legend, and tale passed down orally from one generation to another.
Answers:
1. Poetry
2. Fiction
3. Drama
4. Non-Fiction
5. Folklore
J. Additional Activities for
application of remediation
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% on the
formative assessment
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
Connect Me Through
1. If you are to tell your life’s story, what type of literature will you focus on? Why?
worked well? Why did
this 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?
Prepared by:
REGGIELYN T. DE QUIROZ
Subject Teacher
Checked by:
FATIMA M. GARAY
MASTER TEACHER I
DONALYN L. NUNGAY
HEAD TEACHER III
Noted by:
LEONISA D. ROMANO, PhD
SECONDARY PRINCIPAL IV