School Cantapoy National High School Grade Level 11

DAILY LESSON LOG Teacher Lourdes E. Ferol Learning Area 21st Century Literature of the Philippines & the World
Teaching Dates and Time Week 3 (September 5-8, 2022) Quarter 1st
Day 1 Day 2 Day 3 Day 4
I. OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippines literature from the regions.
B. Performance Standards The learners will 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.
C. Learning Competencies/ Identify the geographic, and Identify the geographic, and EN12Lit-Ib-22: Identify representative EN12Lit-Ib-22: Identify representative
Objectives linguistic of Philippine literary linguistic of Philippine literary texts and authors from each region (e.g. texts and authors from each region
Write the LC code for each history from history from engage in (e.g. engage in
precolonial to the contemporary precolonial to the contemporary oral history research with focus on key oral history research with focus on
EN12Lit-Ia-21 EN12Lit-Ia-21 personalities from the students’ key personalities from the students’
region/province/ town) region/province/ town)
1. Define what Philippine literature 1. Identify the historic literary works EN12Lit-Ic-23: Value the contributions of EN12Lit-Ic-23: Value the
is and its different genres. of Philippine literature. local writers to the development of contributions of local writers to the
2. Name and identify the 2. Describe the literary pieces of regional development of regional
Philippine locale, dialect and Philippine literature. literary traditions literary traditions
ethnic dimension commonly used 3. Appreciate the Filipino identity EN12Lit-Ic-24: Appreciate the EN12Lit-Ic-24: Appreciate the
Philippine literature. through literature contributions of the canonical Filipino contributions of the canonical Filipino
3. Express their full participation in Values: Being aware of one’s writers to the writers to the development of
identifying the geographic, country and sense of nationalism development of national literature national literature
linguistic, and ethnic
dimensions of Philippine literary 1. Define what historical and biographical 1. Define what short story is.
history from precolonial to the criticism is; and its importance in 2. Identify the literary works (SHORT
contemporary interpreting poetry and its elements. STORY in particular) of Filipino
Values: Being aware of one’s 2. Identify the literary works (POETRY in authors from the regions and their
country and sense of nationalism particular) of Filipino authors from the contribution to the development of
regions and their contribution to the local literature through historical and
development of local literature through biographical criticism.
historical and biographical criticism. 3. Appreciate the importance of our
3. Appreciate the importance of our own own language in literary expression.
language in literary expression. Values: Being aware of one’s
Values: Being aware of one’s national responsibility towards others.
language and sense of nationalism
II. 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.
Philippine geography, culture and Philippine historic literature Canonical authors and works of Canonical authors and works of
literature Philippine National Artists in Literature in Philippine National Artists in
Poetry Literature in Short Story
III. LEARNING RESOURCES 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. References Curriculum Guide and Internet
1. Teacher’s Guide pages None None None None
2. Learner’s Materials pages None None None None
3. Textbook pages None None None None
4. Additional Materials from None None None None
Learning Resource (LR)
portal
B. Other Learning Resources Powerpoint Presentation Youtube
videos
Iv. PROCEDURES
Preliminaries  Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
 Checking of Attendance  Checking of Attendance  Checking of Attendance  Checking of Attendance
 Recapitulation  Recapitulation  Recapitulation  Recapitulation
A. Reviewing previous lesson KNOWING YOURSELF: The Review the previous lesson. Review the previous lesson. The teacher says:
or presenting the new lesson teacher presents different literary “Is it possible for a person to fall in
pictures for the students to identify love again with his/her ex?”
B. Establishing a purpose for the Students define Philippine culture The teacher asks the students: “Is it Remind the learners that they are The teacher will present pictures
lesson and literature through “Ambahan” possible for a human being to be fallen in living in the 21st century and that from teleserye/movie for the students
poem. love with non-human being?” some notable Filipino writers are to discuss the theme, setting,
The teacher plays a video clip about the already giving their perspective on character, plot and conflict of the
legend of “Maria Makiling” of Quezon- current events. story. Post the picture of the
Laguna provinces. teleserye or movie on the board and
start brief story telling in class.
C. Presenting Lecture discussion: Lecture discussion: Lecture discussion: Lecture discussion:
examples/instances of the The teacher shares history of The teacher shares the Filipino beliefs The teacher: The teacher will share insights and
new lesson Philippine literature from pre- and superstitions which somehow greatly 1. shares the importance of refine the definitions made and
colonial to contemporary period affect the way Filipinos live their lives. historical and biographical criticism constructed by the students about
highlighting literary genres and Complement these beliefs and in evaluating a literary piece; what short story is all about and it
great Filipino authors using prezi. superstitions in the literary style of 2. shares what poetry is and its elements.
expressions such as in a form of riddle elements;
and Filipino proverb. 3. presents some regional literature
writers in poetry together with their
well-known writings; and
4. Identify canonical poets’
contributions to the development of
local literature.
D. Discussing new concepts and Unlocking of Difficulties: Unlocking of Difficulties: Unlocking of Difficulties:
practicing new skills #1 Meaning of Pre-colonial period in Meaning of beliefs and superstitions. Meaning of historical and
literature. biographical criticism in literature.
E. Discussing new concepts and Unlocking of Difficulties: Unlocking of Difficulties: Unlocking of Difficulties:
practicing new skills #2 Meaning of Contemporary period Meaning of Filipino riddle and proverb. Meaning of canonical poets in
in literature. literature.

F. Developing mastery (leads to Ask the student why learning the Give the students the song “Diwata” of Let the students, by group, act as The students will be given a short
Formative Assessment 3) history of Philippine literature is Abra for Filipino culture and tradition crime investigation officers. Let story for evaluation. They have to act
important? evaluation. Complement the song with them postulate questions which out or role play the story assigned to
reading the “Dolores” (Pagi-ibig at could probably give light to the them.
Alamat) by Mark Antonio R. Rodas. incident (Renjie Navarro’s story
and that of a “man falls to his Title of the short story: “DEAD
Make a venn diagram with the two death”). STARS” by Paz Marquez Benitez of
literary pieces focusing on theme, Lucena City.
character, setting and plot. Let them share their insights and
output, together with the sources
and evidences they considered, to
class. Altogether, give comments,
suggestions and evaluation about
the presented output to test the
reliability and completeness of the
information presented.
Use this rubric as guide.

G. Finding practical applications The teacher will ask the class The teacher writes the following
of concepts and skills in daily what is the significance of phrases on the board:
living studying literature in the daily a) The world behind the text
living. A video on the importance b) The life of the author
of literature will be shown. Ask the learners about some ideas
they could think of about the
phrase written on the board, as
they relate their ideas to their life.
Let them identified what are the
primary elements in doing historical
and biographical criticism.
H. Making generalizations and The students will be divided into Make the evaluation in a form of
 abstractions about the lesson four groups and are assigned reflection. Support your ideas with
according to the four major Filipino proverbs.
periods/era of Philippine literature;
then, they will be asked to make a
concept map about the history of
Philippine literature from pre-
colonial to contemporary period.
Output will be presented in class.
I. Evaluating learning Exercises on classifying literature Based from the discussion about Formative test about elements of a
will be given. poetry and its elements, identify the short story. (Multiple Choice 1-15)
following factors below in the poem
“Jewels of the Pauper” of Horacio
dela Costa.

J. Additional activities for

VI. 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
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?

Prepared by: Reviewed and checked by:

LOURDES E. FEROL CHARLITA L. NICOLAS