DAILY LEARNING LOG/PLAN

School Talipan National High School Grade Level Grade 11

Teacher Learning 21st Century Literature
Crizel M. Ventocilla Area from the Philippines and
the World
Teaching Date February 20 – 24, 2023 (Week 2) Quarter 1
LESSON Teaching Time HUMSS CMV – MW 6:00-8:00 No. of Days 2 sessions
EXEMPLAR HUMSS ABZ – MW 8;00-10:00
TVL AVA – TTh 6:00-8:00
HUMSS JQP – TTh 8:00-10:00
HUMSS TML – TTh 10:00-12:00
TVL JDA – Fri 6:00-9:00
TVL XDS – Fri 9:00-12:00

PIVOT IDEA Lesson Exemplar Format

I. OBJECTIVES
The learner will be able to understand and appreciate the elements and contexts of 21st
A. Content Standards
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:
B. Performance
1. a written close analysis and critical interpretation of a literary text in terms of form
Standards
and theme, with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
At the end of the lesson, the learners are At the end of the lesson, the learners are
expected to: expected to:
a. identify geographic, linguistic, a. identify geographic, linguistic, and
and ethnic dimensions of ethnic dimensions of Philippine literary
Philippine literary history from history from pre-colonial to
pre-colonial to contemporary contemporary and representative texts
C. Learning
and representative texts from from the regions;
Competencies or
the regions; b. write a close analysis and critical
Objectives
b. write a close analysis and critical interpretation of literary texts; and
interpretation of literary texts; c. show a sense of adaptability of the
and Philippine Literary History
c. show a sense of adaptability of
the Philippine Literary History

MELC 1 - Writing a close analysis and critical interpretation of literary texts and doing an
D. Most Essential adaptation of these require from the learner the ability to identify:
Learning a. the geographic, linguistic, and ethnic dimensions of Philippine literary
Competencies history from pre-colonial to the contemporary
(MELC) 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)
E. Enabling
Competencies
Geographic, Linguistic, and Ethnic Dimensions of Philippine Literary History from
II. CONTENT
Pre-Colonial to the Contemporary
III. LEARNING
RESOURCES
A. References
Teacher’s Guide Pages N/A
Balud A. A., Anciado, N.D., & Aguilar, M.M. (2021). 21st Century Literature from the
Learner’s Material
Philippines and the World: Alternative Delivery Mode [First Edition]. Department
Pages
oEducation-Region IV-A CALABARZON
Textbook Pages
Additional Materials 21st Century Literature from the Philippines and the World Curriculum Guide
from Learning
Resources
B. List of Learning Laptop, Television, Answer Sheets, Writing Materials
Resources for
Development and
Engagement
Activities
PROCEDURES
Session 1: 2 hours Session 1: 2 hours
A. Reviewing previous To set the mood of the class, the teacher The group assigned for the recall will present a
lesson or will ask the learners to recall the summary of the discussion during the previous
presenting the new significance of studying literature and session.
 delving into its products.
lesson.
(5 mins) (5 mins)
Lesson Objectives will be presented to Lesson Objectives will be presented to the
the learners along with the Class Planner. learners along with the Class Planner.
B. Establishing a
The ADM of 21st Century Literature from
purpose for the
the Philippines and the World will be
lesson
introduced to the class as the main
reference of the lessons.
(10 mins) (5 mins)
Practice Task 1: ¼ sheet of paper Practice Task 1:
Literary Timeline (p. 5) Complete the table by writing the
Try to complete the literary timeline. characteristics of the given literature during the
Choose your answers from the given Pre-Spanish Period.
C. Presenting choices.  Legends
Examples/Instance
 Folk tales
s of the new lesson (Checking will take place after the  The epic age
discussion of the concept)  Folk songs

(5 & 5 mins) (15 & 5 mins)

Input 1: Input 1:
After answering, the different time periods Folktale: The Sun and the Moon (Tingguian
will be discussed and its involvement in Folk Tale)
the development of literature over time.
D. Discussing new  Pre-Spanish Period Processing Questions:
Concepts and  Spanish Period (1521-1871) 1. What is the concern of the moon
practicing new skills  Period Of Enlightenment (1872-1898) regarding his stars?
#1  The American Regime (1898-1944) 2. Why does the moon anger the sun?
 The Japanese Period (1941-1945) 3. What particular phenomenon is
 Philippine Literature In English described in the Filipino Folktale?
(1941-1945)
(20 mins)
 Rebirth Of Freedom (1946-1970)
Input 2:
 Period Of Activism (1970-1972)
Pasyon: Kasaysayan ng Pasyong Mahal ni
 Period Of The New Society (1972-
Hesukristong Panginoon Natin
1980)
E. Discussing new  Period Of The Third Republic (1981- Processing Activity:
Concepts and 1985) Write three words that will highlight the
practicing new skills  Post-Edsa 1 Revolution (1986-1999) message of the excerpt from one of the most
#2  21st Century Period famous literary pieces during Spanish time,
Pasyon.
(60 mins)
(20 mins)
Written Work 1: ¼ sheet of paper Written Work 2: ¼ sheet of paper
Who’s Who? Short Quiz (1-10)
F. Developing Mastery
Identify the author of the following literary
(Leads to formative
pieces written by the Ilustrados.
Assessment)
(10 mins) (15 & 5 mins)
Homework:
Look for one literary example from any of the
G. Finding Practical
literary time periods and write 3-5 sentences of
Applications of
how your found literary piece relates to your
concepts and skill
personality.
in daily living
(2 mins)
Students will be asked to share what they Students will compare/differentiate the two
H. Making
know on the different time periods and given literary pieces and highlight their
Generalizations and
how they differentiate from each other. themes.
abstractions about
the lesson
(5 mins) (5 mins)
I. Evaluating Learning Each student will craft a question based Performance Task 1: (answer sheet)
from the discussion. 10 questions will be One of the songs in the Post-EDSA I era is the
selected and modified (if necessary) and song Ang Bayan Ko. Analyze and interpret the
will be used for the following Written emotions of Filipinos and situations of the
Work. country found in each paragraph of the song.
 The activity will highlight the importance
of framing a good question.

(10 mins) (30 mins)

The students will accomplish the following for
reflection:
J. Additional Activities
As a grade 11 Filipino learner, in what way can
for application or
you show a sense of adaptability to the diverse
remediation
Philippines Literary History? State your answer
in a 3 -5 paragraph essay.
V. Remarks
Reflect 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?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
No. of learners who
earned 80% on the
formative assessment.
No. of learners who
require additional
activities for
remediation.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation.
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use / discover which I
wish to share with
other teachers?

Prepared by:

CRIZEL M. VENTOCILLA ANGELICA B. ZAIDE

Teacher II Teacher III

Checked by:

MARIA TERESA M. LUCILA

Master Teacher II

Noted by:

GINA A. GREZULA ROSEMARIE B. NOLASCO, PhD

Head Teacher I, English Master Teacher II, SHS Coordinator

Approved by:

LUNINGNING R. MENDOZA, DEM

Principal IV