School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and the
World
DAILY LESSON FLORDELIZA F. MERCURIO
LOG Teaching Dates and Time SEPTEMBER 30, 2019 Quarter SECOND

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES 1. Have knowledge of the history of 1 Understand deeper the history of Japan 1. Differentiate the text in terms with literary 1
Japan. that helped shaped today’s nation. genre, elements, structures, and traditions understand literary
2. Get familiar with the Japanese 2. Acknowledge Japanese stereotypes and from a related text. meanings in context
social roles of each social class. 2. Specify literary and formal uses of and the use of
society, culture and tradition
language used in the text from non-literary
and conventional 3. Delve into the relationship between the text
and context in the cultural and gender
perspectives.
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
B. Performance Standard The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world 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;
C. Learning Writing a close analysis and critical 3. situate the texts in the context of the 5. compare and contrast the various 21st 7. identify the figures of speech and other
Competency/Objectives interpretation of literary texts, applying region, nation, and the world) century literary genres and their elements, literary techniques and devices in the text
a reading approach, and doing an structures, and traditions from across the
adaptation of these, require from the 4. appreciate the cultural and aesthetic 8. explain the biographical, linguistic, and
globe
learner the ability to: diversity of literature of the world
sociocultural contexts and discuss how they
1. identify representative texts and 6. distinguish the literary uses of language enhance the text’s meaning and the reader’s
authors from Asia, North America, from the non-literary and understand their understanding
Europe, Latin America, and Africa use as well as the formal features and
conventions of literature 9. examine the relationship between text and
2. explain the texts in terms of literary
elements, genres, and traditions. context

II. CONTENT A. Literary genres, traditions and forms from different national literature and cultures, namely, Asian, Anglo-American, European, Latin American, and African

B. Basic textual and contextual B. Basic textual and contextual reading B. Basic textual and contextual reading B. Basic textual and contextual reading
reading approach in the study and approach in the study and appreciation of approach in the study and appreciation of approach in the study and appreciation of
appreciation of literature

1
 literature. literature. literature

III. LEARNING Textbook, Philippine Literature Powerpoint Presentation, Google, You Tube Textbook, Philippine Literature Powerpoint Textbook, Philippine Literature Powerpoint
RESOURCES Introduction to 21st Century World Literature Presentation, Google, You Tube Presentation, Google, You Tube
IV. TOPIC/TITLE OF World History and Literature: The Female Voice :
THE TEXT A Low Art (Excerpt fro The Penelopiad) by Margaret Atwood (Canada) A Low Art (Excerpt fro The Penelopiad) A Low Art (Excerpt fro The Penelopiad) by
by Margaret Atwood (Canada) Margaret Atwood (Canada)

A. References 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the Philippines
Philippines and the World Philippines and the World Philippines and the World and the World
By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco

1. Teacher’s Guide pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
2. Learner’s Materials pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
3. Textbook pages pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95

4. Additional Materials Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, laptop
from Learning chalkboard, laptop and television laptop and television laptop and television and television
Resource (LR)
portal
B. Other Learning Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Writing; Downloaded Features for Creative Writing;
Resources Writing; Handouts Writing; Handouts Handouts Handouts

V. PROCEDURE
S 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. Reviewing previous Ask learners:
lesson or presenting the How will you differentiate Philippine
new lesson literature from World literature?
Allow learners to do quick talks on
this.
Activate learners’ schema on what was
taken up previously about World
literature.
Review the back stories taken up in Greek
mythology.
Ask learners the motivation questions:
1.Why do you think history is called “history”
instead of “herstory”? What does this reveal
about the roots of history?
2.Do you think women’s voices, and their
2
 Show the related PPT slides.
B. Establishing a purpose Lead learners to the purpose of the
for the lesson lesson by asking:
How is World literature and World
history connected?
Allow learners to do quick talks on this
in an alternate manner.
Enumerate the different dimensions or
classifications of World literary history.
Show the corresponding PPT slides.or
any available materials.
C. Presenting Give examples of literary texts taken
examples/Instances of up in English in Junior High School.
the new lesson
D. Discussing new Show PPT slides on the importance of
concepts and practicing studying the World literature,
new skills # 1 characteristics, forms/themes, and
foreign literary texts.
E. Discussing new Discuss briefly the World literature
concepts and practicing differentiating the classic from the 21st
new skills # 2 century literary texts shown in PPT
slides.
F. Developing mastery Write about one’s expectations or
(leads to Formative whatever is being looked forward in
Assessment) studying the World Literature
Ask learners what they know about Greek
mythology..
Show pictures of the mentioned Greek
mythology characters or a video
enumerating and introducing these gods
and goddesses
Discuss the answers to the Motivation
questions.
Show the PPT about the book , the author
(Canadian author Margaret Atwood), and
“A Low Art” the excerpt from The
Penelopiad.
Give learners a short test on what were
learned previously.
.
Ask learners if they could relate the events
that occurred in the Iliad and Odyssey or
relate each of the character’s
accountability to what happened to
Penelope and Odysseus.
Show videos to support learners’ ideas.
Discuss about the videos watched.
Exchange ideas with learners’ point of
view on certain issues.
Read the excerpt along with learners or
ask one learner to recite the excerpt in
class.
perspectives, have been heard and chronicled
as faithfully as men’s perspectives? Why do
you think so?
3.What is the importance of female
perspective?
Show video summaries of The Iliad and The
Odyssey.?
After watching, ask learners:
1.Describe Odysseus’s character.
2.Describe Penelope’s character.
3. Who would you rather be between the two.
Think of a woman or women similar to the ways
of thoughts of Penelope.
Go back to certain parts of the story and locate
figures of speech and/or other literary devices.
Read the After Reading part on p. 95. Discuss
it in class – Historiographic Metafiction.
In a group: write one’s own interpretation or
version of any fairy tale or fable.
3
 G. Finding practical Write brief popular lines from one’s A group activity similar and related to In a small group, perform this excerpt so Retell such familiar story from a different
application of concepts favourite literary text characters. Give previous task can be done again but this everybody has a chance to perform the perspective and show this in a form of skit.
and skills in daily living at least ten lines and read them aloud time should be done by another group/s. excerpt.
in class .

H. Making generalizations Ask learners to give the highlights of Ask learners to give the highlights of the Ask learners to give the highlights of the Ask learners to give the highlights of the
and abstractions about the lesson. lesson. lesson. lesson.
the lesson

I. Evaluating learning Check learners’ test. Share the rubric Check learners’ test. Share the rubric in Check learners’ test. Announce the result The rubric in grading the skit is as follows:
in grading the brief performance. grading the brief performance. of the graded performance.
50% Understanding of the characters in the
story

50% Creativity

J. Additional activities for None None None Write a short story or poem that would be
application or considered a retelling or historiographic
remediation metafiction. The rubric above can be used
again in this activity.

1. REMARKS When a certain task is not finished, learners may submit their output on the following day.

2. 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 who scored
below 80%

4
 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 Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
strategies worked well?
Why did these work?
F. What difficulties did I There is a little barrier in speaking the language, for some never got used to it
encounter which my
principal or supervisor
can help me solve?
G. What innovation or I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

5
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and the
World
DAILY LESSON FLORDELIZA F. MERCURIO
LOG Teaching Dates and Time SEPTEMBER 30-OCTOBER 4, 2019 Quarter SECOND

SESSION 1 SESSION 2 SESSION 3 SESSION 4

VI. OBJECTIVES 1. Classify the various dimensions of 1 Establish the acceptance of diversity in 1. Differentiate the text in terms with literary 1. Analyze the figures of speech and other literary
World literary history today. cultures and perspectives. genre, elements, structures, and traditions techniques and devices used in the text.
2. Relate and compare the dimensions 2. Acknowledge the beauty of diversity in from a related text. 2. Interpret the text’s biographical, linguistic, and
cultures and perspectives as universal 2. Specify literary and formal uses of sociocultural context.
of World literary history from Philippine
reality. language used in the text from non-literary 3. Delve into the relationship between the text
literary history. and conventional and context in the cultural and gender
perspectives.
D. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
E. Performance Standard The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world 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;
F. Learning Writing a close analysis and critical 3. appreciate the cultural and aesthetic 5. distinguish the literary uses of language 7. explain the biographical, linguistic, and
Competency/Objectives interpretation of literary texts, applying diversity of literature of the world from the non-literary and understand their sociocultural contexts and discuss how they
a reading approach, and doing an use as well as the formal features and enhance the text’s meaning and the reader’s
adaptation of these, require from the conventions of literature . understanding
learner the ability to: 4.compare and contrast the various 21st
1. explain the texts in terms of literary century literary genres and their elements, 6. identify the figures of speech and other 8. examine the relationship between text and
elements, genres, and traditions. structures, and traditions from across the literary techniques and devices in the text context
globe
2. situate the texts in the context of
9. do self- and/or peer-assessment of the
the region, nation, and the world
creative adaptation of a literary text, based on
rationalized criteria, prior to presentation

VII. CONTENT B. Basic textual and contextual reading approach in the study and appreciation of literature

6
 VIII. LEARNING Textbook, Philippine Literature Powerpoint Presentation, Google, You Tube Textbook, Philippine Literature Powerpoint Textbook, Philippine Literature Powerpoint
RESOURCES Introduction to 21st Century World Literature Presentation, Google, You Tube Presentation, Google, You Tube
IX. TOPIC/TITLE OF World History and Literature: The Female Voice :
THE TEXT A Low Art (Excerpt fro The Penelopiad) by Margaret Atwood (Canada) A Low Art (Excerpt fro The Penelopiad) A Low Art (Excerpt fro The Penelopiad) by
by Margaret Atwood (Canada) Margaret Atwood (Canada)

C. References 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the 21st Century Literature From the Philippines
Philippines and the World Philippines and the World Philippines and the World and the World
By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco By: Marikit Tara A. Uychoco

5. Teacher’s Guide pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
6. Learner’s Materials pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95
pages
7. Textbook pages pp. 89-91 pp. 92-95 pp. 92-95 pp. 92-95

8. Additional Materials Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, chalkboard, laptop
from Learning chalkboard, laptop and television laptop and television laptop and television and television
Resource (LR)
portal
D. Other Learning Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Writing; Downloaded Features for Creative Writing;
Resources Writing; Handouts Writing; Handouts Handouts Handouts

X. PROCEDURE
S 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.

K. Reviewing previous Ask learners:
lesson or presenting the How will you differentiate Philippine
new lesson literature from World literature?
Allow learners to do quick talks on
this.
Activate learners’ schema on what was
taken up previously about World
literature.
Review the back stories taken up in Greek
mythology.
Ask learners the motivation questions:
1.Why do you think history is called “history”
instead of “herstory”? What does this reveal
about the roots of history?
2.Do you think women’s voices, and their
7
 Show the related PPT slides.
L. Establishing a purpose Lead learners to the purpose of the
for the lesson lesson by asking:
How is World literature and World
history connected?
Allow learners to do quick talks on this
in an alternate manner.
Enumerate the different dimensions or
classifications of World literary history.
Show the corresponding PPT slides.or
any available materials.
M. Presenting Give examples of literary texts taken
examples/Instances of up in English in Junior High School.
the new lesson
N. Discussing new Show PPT slides on the importance of
concepts and practicing studying the World literature,
new skills # 1 characteristics, forms/themes, and
foreign literary texts.
O. Discussing new Discuss briefly the World literature
concepts and practicing differentiating the classic from the 21st
new skills # 2 century literary texts shown in PPT
slides.
P. Developing mastery Write about one’s expectations or
(leads to Formative whatever is being looked forward in
Assessment) studying the World Literature
Ask learners what they know about Greek
mythology..
Show pictures of the mentioned Greek
mythology characters or a video
enumerating and introducing these gods
and goddesses
Discuss the answers to the Motivation
questions.
Show the PPT about the book , the author
(Canadian author Margaret Atwood), and
“A Low Art” the excerpt from The
Penelopiad.
Give learners a short test on what were
learned previously.
.
Ask learners if they could relate the events
that occurred in the Iliad and Odyssey or
relate each of the character’s
accountability to what happened to
Penelope and Odysseus.
Show videos to support learners’ ideas.
Discuss about the videos watched.
Exchange ideas with learners’ point of
view on certain issues.
Read the excerpt along with learners or
ask one learner to recite the excerpt in
class.
perspectives, have been heard and chronicled
as faithfully as men’s perspectives? Why do
you think so?
3.What is the importance of female
perspective?
Show video summaries of The Iliad and The
Odyssey.?
After watching, ask learners:
1.Describe Odysseus’s character.
2.Describe Penelope’s character.
3. Who would you rather be between the two.
Think of a woman or women similar to the ways
of thoughts of Penelope.
Go back to certain parts of the story and locate
figures of speech and/or other literary devices.
Read the After Reading part on p. 95. Discuss
it in class – Historiographic Metafiction.
In a group: write one’s own interpretation or
version of any fairy tale or fable.
8
 Q. Finding practical Write brief popular lines from one’s A group activity similar and related to In a small group, perform this excerpt so Retell such familiar story from a different
application of concepts favourite literary text characters. Give previous task can be done again but this everybody has a chance to perform the perspective and show this in a form of skit.
and skills in daily living at least ten lines and read them aloud time should be done by another group/s. excerpt.
in class .

R. Making generalizations Ask learners to give the highlights of Ask learners to give the highlights of the Ask learners to give the highlights of the Ask learners to give the highlights of the
and abstractions about the lesson. lesson. lesson. lesson.
the lesson

S. Evaluating learning Check learners’ test. Share the rubric Check learners’ test. Share the rubric in Check learners’ test. Announce the result The rubric in grading the skit is as follows:
in grading the brief performance. grading the brief performance. of the graded performance.
50% Understanding of the characters in the
story

50% Creativity

T. Additional activities for None None None Write a short story or poem that would be
application or considered a retelling or historiographic
remediation metafiction. The rubric above can be used
again in this activity.

3. REMARKS When a certain task is not finished, learners may submit their output on the following day.

4. 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.

H. No. of learners who

earned 80% in the
evaluation

I. No. of learners who

require additional
activities for
remediation who scored
below 80%

9
 J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson

K. No. of learners who

continue to require
remediation

L. Which of my teaching Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
strategies worked well?
Why did these work?
M. What difficulties did I There is a little barrier in speaking the language, for some never got used to it
encounter which my
principal or supervisor
can help me solve?
N. What innovation or I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

10
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 8-12, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

XI. OBJECTIVES
G. Content Standard
H. Performance Standard
I. Learning
Competency/Objectives
1.Compare and contrast crimes 1. Analyze the deeper meaning of a text. 1. Get to know the author, 3. Have a broader understanding in
committed in the Philippine law. 2. Apply the learning using multimedia geographic and historical analyzing the culture and traditions of
2. Develop awareness and knowledge skills. background of the text. a certain ethnic group.
about these crimes prevalent in the . 2. Discover new vocabulary or 4. Develop an inquisitive mind and
Philippine society. terms from the text. deeper analysis of certain events.
The learners will be able to understand and a ppreciate the elements and contexts of 21st Century Philippine Literature from the regions.
The learners shall 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
identify representative texts and authors identify representative texts and authors identify representative texts and authors identify representative texts and authors from
from each region (engage in oral history from each region (engage in oral history from each region (engage in oral history each region (engage in oral history research
research with focus on key personalities research with focus on key personalities research with focus on key personalities with focus on key personalities from region,
from region, province or town). from region, province or town). from region, province or town). province or town).

XII. CONTENT 21st Century 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

2. canonical authors and works of 2.canonical authors and works of 2. canonical authors and works of 2.canonical authors and works of Philippine
Philippine national artists in literature Philippine national artists in literature Philippine national artists in literature national artists in literature

XIII. LEARNING RESOURCES Preludes by Daryll Delgado The God Stealer by: Francisco Sionil- The God Stealer by: Francisco Sionil-Jose
XIV. TOPIC/TITLE OF THE Jose
TEXT
E. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the
the World World By: Marikit Tara A. Uychoco the World By: Rina Garcia-Chua World
By: Marikit Tara A. Uychoco
9. Teacher’s Guide pages pp. 26-30 pp. 26-30 pp. 31-47 pp. 31-47

11
 10. Learner’s Materials pages
11. Textbook pages
12. Additional Materials from
Learning Resource (LR)
portal
F. Other Learning Resources
XV. PROCEDURES
U. Reviewing previous lesson or
presenting the new lesson
V. Establishing a purpose for the
lesson
pp. 26-30 pp. 26-30 pp. 31-47 pp. 31-47
pp. 26-30 pp. 26-30 pp. 31-47 pp. 31-47
Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL, Lapel, audio speaker, DLL, chalkboard,
chalkboard, laptop and television laptop and television chalkboard, laptop and television laptop and television
Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Downloaded Features for Creative Writing;
Writing; Handouts Writing; Handouts Writing; Handouts Handouts
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.
Recollection of previous literary text Recollection of previous literary text Recollection of previous literary text Recollection of previous literary text
Padre Faura Witnesses the Preludes by Daryll Delgado Preludes by Daryll Delgado The God Stealer by: Francisco Sionil-Jose
Execution of Rizal by Danton
Remoto
Distribute the handouts for reading
purpose
Ask learners the motivation Discuss the text by answering half of the Show through PPT the geographic What is the importance of knowing the
questions: guide questions. location of the featured literary text. cultural traditions of a particular ethnic group
1.Why does it seem acceptable in such as the one taken up?
Philippine society for husbands to What do you expect to read about
have affairs with other women? based on the backgrounds presented
2. Is it acceptable for women? Why or and the handouts distributed?
why not?What do you think or feel
about this?
3. Should this attitude be changed?
Why or why not?
Pre-Reading:
Research about adultery and
concubinage in Philippine law. What
12

W. Presenting examples/Instances
of the new lesson
X. Discussing new concepts and
practicing new skills # 1
Y. Discussing new concepts and
practicing new skills # 2
Z. Developing mastery
(leads to Formative
Assessment)
AA. Finding practical application of Group Activity: The Musical
concepts and skills in daily living In a big group, adapt the story
BB. Making generalizations and
abstractions about the lesson
CC. Evaluating learning
do they have in common? What are
their differences? Write their
definitions and share this in class
Refer by reading the Background
Knowledge. Read the text (this may
be done or given to learners in
advance). A video about the text will
be played for learners to watch.
Discuss the text by answering half of
the guide questions.
Discuss the text going back to the
issues of the crimes. Half of the guide
questions may be answered by
discussion.
Interpret Anton Chekhov’s principle of
Chekhov’s gun. Learners will do a
quick talk exchange of opinions or as
a choice, learners’responses may be
written.
Preludes. Pick existing songs to help
move the plot.
Rubrics will be as follows:
50% Adaptation of short story
50% Stage production
=100% Total
The musicals should be recorded and
uploaded in You Tube or can be
performed live.
Ask learners to give the highlights of
the lesson.
Announce the result of the graded
Discuss the text going back to the issues
of the crimes. Half of the guide questions
this time will be answered by discussion.
Interpret Anton Chekhov’s principle of
Chekhov’s gun. Learners will do a quick
talk exchange of opinions or as a choice,
learners’responses may be discussed or
written.
Go back to certain parts of the story to
shed light to clarify the issues in the story.
A quiz is given after the discussion.
Previous group activity can be performed
in this part.
Ask learners to give the highlights of the
lesson.
Announce the result of the graded
A video about the setting, culture and
traditions will be played to satisfy
learners’ curiosity.
Discuss the information gathered by
learners in the previous presentations
by asking questions to recall what they
have seen a while ago.
Ask learners about words they have
encounterd. Write them all on the
board or much better let learners to go
to the board.
Learners will give meaning to the
words they have known that day.
Group Activity:
Learners will prepare a tableau to the
words (vocabulary) they have learned
that day. (Optional: any kind of
presentation will be accepted).
Learners will give meaning to the
words they have known that day.
Provide a rubric for the tableau (or any
Another video will be shown to add on
learners’ knowledge that will support the text.
Discuss the information gathered by learners
in the previous presentations by asking
questions to recall what they have seen a
while ago.
Ask learners about words they have
encounterd. Write them all on the board or
much better let learners to go to the board.
Learners will give meaning to the words they
have known that day.
A drawing activity may be done about the
text (any part of the scene in the text may be
drawn to establish complete understanding of
the story).
Learners will give meaning to the words they
have known that day.
Explain how the drawing wil be graded by
13
 performance if the musical is performance. performance) presentation. giving the criteria in judging the illustration.
performed live.

DD. Additional activities for None None None None

application or remediation
5. REMARKS When a certain task is not finished, learners may submit their output on the following day.

6. 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.

O. No. of learners who earned 80%

in the evaluation

P. No. of learners who require

additional activities for
remediation who scored below
80%
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

S. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
T. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?

14
U. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

15
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 15-19, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

XVI. OBJECTIVES 1.Get to know the author, geographic 1. Analyze the deeper meaning of a text. 1. Have a broader understanding in 1. Have a broader understanding in analyzing
and historical background of the text. 2. Apply the learning using multimedia analyzing the culture and traditions of a the culture and traditions of a certain ethnic
2. Discover new vocabulary or terms skills. certain ethnic group relating to Visayan group.
from the text. terms. 2. Develop an inquisitive mind and deeper
2. Develop an inquisitive mind and analysis of certain events.
deeper analysis of certain events. 3. . Apply the learning using multimedia skills.
3.Apply the learning using multimedia
skills.
J. Content Standard The learners will be able to understand and a ppreciate the elements and contexts of 21st Century Philippine Literature from the regions.
K. Performance Standard The learners shall 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
L. Learning appreciate the contributions of the explain the literary, biographical, explain the literary, biographical, produce a creative representation of a
Competency/Objectives canonical Filipino writers to the linguistic, and sociocultural contextslinguistic, and sociocultural literary text by applying multi-media
development of national literature and discuss how they enhance the contexts and discuss how they skills
EN12Lit-Ic-24 text’s meaning and enrich the enhance the text’s meaning and EN12Lit-Ie-31.1
reader’s understanding enrich the reader’s understanding
EN12Lit-Ie-28 EN12Lit-Ie-28
situate the text in the context of
the region and the nation
EN12Lit-Ie-29
1. CONTENT B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. regions in Luzon, Visayas, Mindanao

2. LEARNING RESOURCES HINILAWOD (Tales from the Mouth of Halawod River) Translated in Literary HINILAWOD (Tales from the Mouth of HINILAWOD (Tales from the Mouth of
3. TOPIC/TITLE OF THE Narrative Text by F. Landa Jocano Halawod River) Translated in Literary Halawod River) Translated in Literary
TEXT Narrative Text by F. Landa Jocano Narrative Text by F. Landa Jocano

G. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the

16

13. Teacher’s Guide pages
14. Learner’s Materials pages
15. Textbook pages
16. Additional Materials from
Learning Resource (LR)
portal
H. Other Learning Resources
4. PROCEDURES
EE. Reviewing previous lesson or
presenting the new lesson
FF. Establishing a purpose for the
lesson
the World
By: Rina Garcia-Chua
pp. 5-9
pp. 5-9
pp. 5-9
Lapel, audio speaker, DLL,
chalkboard, laptop and television
Downloaded videos, Powerpoint
Presentation and Word Document
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.
Recollection of previous literary text
The God Stealer by: Francisco
Sionil-Jose
Distribute the handouts for reading
purpose the new literary text
“Hinilawod”.
Ask learners the motivation
questions:
1. What is an epic?
2. Differentiate epic with other literary
texts you have read.
3. Who among the superheroes is
your favorite? Explain why.
World the World
By: Rina Garcia-Chua By: Rina Garcia-Chua
pp. 5-9 pp. 5-9
pp. 5-9 pp. 5-9
pp. 5-9 pp. 5-9
Lapel, audio speaker, DLL, chalkboard, Lapel, audio speaker, DLL,
laptop and television chalkboard, laptop and television
Downloaded videos, Powerpoint Downloaded videos, Powerpoint
Presentation and Word Document Presentation and Word Document
Recollection of previous literary text Recollection of previous literary text
Hinilawod (Tales from the Mouth of Hinilawod (Tales from the Mouth of
Halawod River) by: F. Landa Jocano Halawod River) by: F. Landa Jocano
Ask learners: Ask learners again about their favorite
Why is it important to learn about this superheroes and include if they are
particular epic? familiar with any male Filipino
superheroes.
Show through PPT Male Filipino
superheroes.
Learners will be asked to react about
World
By: Rina Garcia-Chua
pp. 5-9
pp. 5-9
pp. 5-9
Lapel, audio speaker, DLL, chalkboard,
laptop and television
Downloaded videos, Powerpoint
Presentation and Word Document
Recollection of previous literary text
Hinilawod (Tales from the Mouth of
Halawod River) by: F. Landa Jocano
What is the importance of knowing the
cultural traditions of a particular ethnic group
such as the one taken up?
17

GG. Presenting examples/Instances
of the new lesson
HH. Discussing new concepts and
practicing new skills # 1
II. Discussing new concepts and
practicing new skills # 2
JJ. Developing mastery
(leads to Formative
Assessment)
KK. Finding practical application of Questions will be asked for learners to
concepts and skills in daily living deepen their understanding on the
importance of this kind of literary text.
LL. Making generalizations and
abstractions about the lesson
MM. Evaluating learning
Support learners’ responses on the
definition of epic.
Show powerpoint presentation on the
introduction of this epic.
Discuss about the author on how this
epic was discovered.
A brief question and answer is given
about what was discussed.
Ask learners to give the highlights of
the lesson.
Responses of the learners to the
questions given.
Show powerpoint presentation
Allow learners to read the text first.
Learners may have an exchange of
conversation with fellow learners and the
teacher as they read along the text.
Questions are asked about the text after
the discussion.
Questions will be asked for learners to
deepen their understanding of the literary
text.
Ask learners to give the highlights of the
lesson.
Responses of the learners to the
questions given.
the similarities of the superheroes with
the characters in the featured epic
Hinilawod. Inquire from learners what
an epic is and what it is all about.
A PowerPoint presentation about the
setting (the geographic location of the
featured literary text), culture and
traditions will be played to satisfy
learners’ curiosity.
A video on the summary of the text will
be shown. Learners are instructed to
take down notes to familiarize with the
characters and Visayan terms.
Discuss the information gathered by
learners in the previous presentations
by asking questions to recall what they
have seen a while ago.
Ask learners about words they have
encountered. Write them all on the
board or much better let learners to go
to the board.
Learners will give meaning to the
words they have known that day.
Group Activity:
Learners will prepare a simple
conversation about Filipino values and
moral learned from the text.
Ask learners to give the highlights of
the lesson.
Provide a rubric for the role play
presentation.
Another video will be shown to add on
learners’ knowledge that will support the text.
Give way to the presentations/performance.
Discuss the information gathered by learners
in the previous presentations by asking
questions to recall what they have seen a
while ago.
Ask learners about words they have
encounterd. Write them all on the board or
much better let learners to go to the board.
Learners will give meaning to the words they
have known that day.
A drawing activity may be done about the
text (any part of the scene in the text may be
drawn to establish complete understanding of
the story).
Ask learners to give the highlights of the
lesson.
Explain how the drawing wil be graded by
giving the criteria in judging the illustration.
18
NN. Additional activities for None None None None
application or remediation
7. REMARKS When a certain task is not finished, learners may submit their output on the following day.

8. 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.

V. No. of learners who earned 80%

in the evaluation

W. No. of learners who require

additional activities for
remediation who scored below
80%
X. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

Y. No. of learners who continue to

require remediation

Z. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
AA. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?
BB. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?
19
Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

20
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 22-26, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

OBJECTIVES 1.Get to know the author, geographic
and historical background of the text.
2. Discover new vocabulary or terms
from the text.
3. Analyze the themes (morals) of the epic i
in different situations.
4. Perform the themes (morals) of the epic
In different situations.
1. Get familiar with situations occurring
in some Filipino families.
2. Relate one’s experience with the
current economic situation.
3. Realize the consequences of foreign
employment to the family and national values.
4. Compare and contrast the presentation of
events in the play with other literary texts
encountered.

M. Content Standard
N. Performance Standard
O. Learning
Competency/Objectives
The learners will be able to understand and appreciate the elements and contexts of 21st Century Philippine Literature from the regions.
The learners shall 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
produce a creative representation produce a creative representation of a situate the text in the context of differentiate/compare and contrast the
of a literary text by applying multi- literary text by applying multi-media the region and the nation various 21st century literary genres and
media skills skills EN12Lit-Ie-29 the ones from the earlier genres/periods
EN12Lit-Ie-31.1 EN12Lit-Ie-31.1 citing their elements, structures and
traditions
EN12Lit-Id-25

5. CONTENT B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. regions in Luzon, Visayas, Mindanao

6. LEARNING RESOURCES HINILAWOD (Tales from the Mouth of Halawod River) Translated in Literary Waiting by Ron Darvin (Module 2: Waiting by Ron Darvin (Module 2:
7. TOPIC/TITLE OF THE Narrative Text by F. Landa Jocano Identity) Identity)
TEXT
I. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the
the World World the World By: Marikit Tara A. World By: Marikit Tara A. Uychoco
By: Rina Garcia-Chua By: Rina Garcia-Chua Uychoco

17. Teacher’s Guide pages pp. 5-9 pp. 5-9 pp. 40-48 pp. 40-48

21
 18. Learner’s Materials pages
19. Textbook pages
20. Additional Materials from
Learning Resource (LR)
portal
J. Other Learning Resources
8. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the
lesson
Presenting examples/Instances
of the new lesson
OO. Discussing new concepts and
practicing new skills # 1
pp. 5-9
pp. 5-9
Lapel, audio speaker, DLL,
chalkboard, laptop and television
Downloaded videos, Powerpoint
Presentation and Word Document
Recollection of previous literary text
Hinilawod (Tales from the Mouth of
Halawod River) by. F. Landa
Jocano
What is the importance of knowing the
cultural traditions of a particular ethnic
group such as the one taken up?
Learners will rehearse on the
assigned role play in every group.
Learners will brainstorm on each
group’s plan how they will perform the
role play.
pp. 5-9
pp. 5-9
Lapel, audio speaker, DLL, chalkboard,
laptop and television
Downloaded videos, Powerpoint
Presentation and Word Document
Allow learners to prepare for their role
playing presentation.
Distribute the handouts for reading
purpose the new literary text “Waiting” by
Ron Darvin
Brainstorming about the given situations
that will clarify the purpose of what they
are about to present.
Learners will discuss among themselves
of specific scenarios they are familiar so
as to come up with an effective
presentation of the situations.
Present the given scenarios in class per
group.
pp. 40-48
pp. 40-48
Lapel, audio speaker, DLL,
chalkboard, laptop and television
Downloaded videos and handouts of
the play
Refer to the springboard video:
Miss Nothing (Google Philippines).
Ask the Motivation questions:
Do you think modern technology has
given us enough that family members
who live in different countries can still
maintain close family ties? Why or why
not?
Refer to another related video:
OFW Story Inspiration Message Ask
learners’ reactions on the video:
How does the Philippine diaspora
affect the families involved?
Learners will read the Background
Knowledge text on pp.40-41.
Learners will be asked to confirm
about the figures in the textbook with
that in the video.
pp. 40-48
pp. 40-48
Lapel, audio speaker, DLL, chalkboard,
laptop and television
Downloaded videos and handouts of the play
A sample video of the story will be shown for
learners to understand the text.
Ask Motivation question:
What kind of life do you think Filipino
overseas workers have?
Another heartwarming video (an excerpt) in
the film “Anak” will be viewed to show
another picture of being an OFW and the
relation with the family.
Ask questions from the Guide Questions and
discuss it in class.
22
 Discussing new concepts and Each will give their ideas how each Present the given scenarios in class per Continue the lively discussion while Ask questions from the Guide Questions and
practicing new skills # 2 group’s topic will be presented. group. going back to the text once in a while. discuss it in class.

Developing mastery Each group will meet with the group. Analyze each group presentation if the Ask HOTS (High Order Thinking Ask the remaining questions pertaining to the
(leads to Formative situation presented is appropriate to the Skills)questions prior to the text’s story in writing. Ask learners to compare and
Assessment) situations given. events in writing. contrast the story in the text with other stories
such as “Anak”.

Finding practical application of Learners will now relate each Check if the situation presented is related With the present situation, ask learners Give a situational acting activity subject to
concepts and skills in daily living presentation with the previous literary to the actual presentation needed. about their reaction after reading the performance on how learners will deal with a
text. story and why did they feel that way as certain scene in the story. Group learners by
they put themselves in the shoe of five. Brainstorm on how this will be
Miguel. presented.
Making generalizations and Ask learners to give the highlights of Ask learners their impression about the Let learners conclude why the title of Wrap up learners’ thoughts about the story.
abstractions about the lesson the lesson. entire learning they have accumulated the story is “Waiting” and what are
since day 1 of the literary text was taught. they waiting for. Ask if they find it ironic
if they were Miguel.

Evaluating learning Rubric will be provided to rate the Refer to the rubric. Responses of learners to questions Collect learners’ written outputs which are
presentation will be announced for will be considered. answers to the questions.
each group to know the criteria in
judging the performance.

PP. Additional activities for None None None None

application or remediation
9. REMARKS When a certain task is not finished, learners may submit their output on the following day.

10. 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.

CC. No. of learners who earned 80%

in the evaluation

23
DD. No. of learners who require
additional activities for
remediation who scored below
80%
EE. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

FF. No. of learners who continue to

require remediation

GG. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
HH. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?
II. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

24
 School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teachers AMIHAN C. GRANDE CHESTENE Q. DURANTE Learning Area 21st Century Literature From the Philippines and
the World
DAILY LESSON LOG FLORDELIZA F. MERCURIO

Teaching Dates and Time JULY 29 – August 2, 2019 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

OBJECTIVES
P. Content Standard
Q. Performance Standard
R. Learning
Competency/Objectives
9. CONTENT
1. Get familiar with situations occurring 3. Realize the consequences of foreign 1.Compare and contrast the tensions 3.Explain the societal significance of horror
in some Filipino families. employment to the family and national and stereotypes between people from movies and horror movies.
2. Relate one’s experience with the values. the city and the province. 4. Analyze symbolisms and their significance in
current economic situation. 4. Compare and contrast the presentation of 2.Develop insights about the life in the the text.
events in the play with other literary texts province.
encountered.
The learners will be able to understand and appreciate the elements and contexts of 21st Century Philippine Literature from the regions.
The learners shall 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
situate the text in the context of differentiate/compare and contrast differentiate/compare and contrast analyze the figures of speech and other
the region and the nation the various 21st century literary the various 21st century literary literary techniques and devices in the
EN12Lit-Ie-29 genres and the ones from the earlier genres and the ones from the text
genres/periods citing their elements, earlier genres/periods citing their EN12Lit-Ie-27
structures and traditions elements, structures and traditions explain the literary, biographical,
EN12Lit-Id-25 EN12Lit-Id-25 linguistic, and sociocultural contexts and
discuss how they enhance the text’s
meaning and enrich the reader’s
understanding
EN12Lit-Ie-28
B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. regions in Luzon, Visayas, Mindanao

10. LEARNING RESOURCES Waiting by: Ron Darvin (Module 2: Identity) Martines by: Anna Felicia Sanchez Martines by: Anna Felicia Sanchez
11. TOPIC/TITLE OF THE (Module 3: Fantasy, Horror, and the (Module 3: Fantasy, Horror, and the Old
TEXT Old Country) Country)

K. References 21st Century From the Philippines and 21st Century From the Philippines and the 21st Century From the Philippines and 21st Century From the Philippines and the
the World By: Marikit Tara A. the World By: Marikit Tara A.
25

21. Teacher’s Guide pages
22. Learner’s Materials pages
23. Textbook pages
24. Additional Materials from
Learning Resource (LR)
portal
L. Other Learning Resources
12. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the
lesson
Presenting examples/Instances
of the new lesson
Discussing new concepts and
practicing new skills # 1
Uychoco
pp. 40-48
pp. 40-48
pp. 40-48
Lapel, audio speaker, DLL,
chalkboard, laptop and television
Downloaded videos, Powerpoint
Presentation and Word Document
Refer to the springboard video:
Miss Nothing (Google Philippines).
Distribute the handouts for reading
purpose the new literary text
“Martines” by Anna Felicia Sanchez
Ask the Motivation questions:
Do you think modern technology has
given us enough that family members
who live in different countries can still
maintain close family ties? Why or
why not?
Refer to another related video:
OFW Story Inspiration Message Ask
learners’ reactions on the video:
How does the Philippine diaspora
affect the families involved?
Learners will read the Background
Knowledge text on pp.40-41.
Learners will be asked to confirm
about the figures in the textbook with
that in the video.
World By: Marikit Tara A. Uychoco
pp. 40-48
pp. 40-48
pp. 40-48
Lapel, audio speaker, DLL, chalkboard,
laptop and television
Downloaded videos, Powerpoint
Presentation and Word Document
A sample video of the story will be shown
for learners to understand the text.
Ask Motivation question:
What kind of life do you think Filipino
overseas workers have?
Another heartwarming video (an excerpt)
in the film “Anak” will be viewed to show
another picture of being an OFW and the
relation with the family.
Ask questions from the Guide Questions
and discuss it in class. Ask learners to
compare and contrast the story in the text
with other stories such as “Anak”.
Uychoco
pp. 76-88
pp. 76-88
pp. 76-88
Lapel, audio speaker, DLL,
chalkboard, laptop and television
Downloaded videos and handouts of
the play
Refer to the springboard picture or
video about: Life in “Manila” and the
Province.
Ask the Motivation questions:
1.Are there tensions between people
from Manila and people from the old
country, or what we in the Philippines
call “the province”? What is the source
of that tension?
Refer to another related picture or
video then ask:
2.What are the stereotypes for each
one? Do you think they are true?
Do the Pre-Reading task:
With a partner, make a list about the
stereotypes of people from Manila and
people from the province. Encircle the
stereotypes that you think are true
and explain why you think so. Write
World By: Marikit Tara A. Uychoco
pp. 76-88
pp. 76-88
pp. 76-88
Lapel, audio speaker, DLL, chalkboard,
laptop and television
Downloaded videos and handouts of the play
Watch a video about:
“The Symbolism of Birds”
Ask the Motivation question:
3. Do you think horror stories and horror
movies have any societal significance?
Explain the answer.
Refer to another familiar story in form of
video: “The Lottery” by Shirley Jackson
Compare and contrast the two stories (local
vs foreign).
While asking from the Guide Questions,
learners need to refer or go back to certain
parts In the story to support their answers.
26
 Discussing new concepts and
practicing new skills # 2
Developing mastery
(leads to Formative
Assessment)
Continue the lively discussion while
going back to the text once in a while.
Ask HOTS (High Order Thinking
Skills)questions prior to the text’s
events in writing.
Ask questions from the Guide Questions
and discuss it in class.
Ask the remaining questions pertaining to
the story in writing
Comments beside each one. Share
this with the class. Read the
Background Knowledge for added
information and facts.
This part will be spent in reading
further the text to fully understand the
entire text.
Learners will exchange opinions on certain
questions in the textbook. Answer the After
Reading Activity on p. 88 filling up the table
of stereotyped between people from Manila
and province. Discuss in class why they
agree or disagree on certain stereotypes.
Write one’s own stand by writing an
alternative ending to the story (Enrichment
task on p. 88).

Finding practical application of
concepts and skills in daily living learners about their reaction after
Making generalizations and
abstractions about the lesson
With the present situation, ask
reading the story and why did they
feel that way as they put themselves
in the shoe of Miguel.
Let learners conclude why the title of
the story is “Waiting” and what are
they waiting for. Ask if they find it
ironic if they were Miguel.
With the present situation, ask learners
about their reaction after reading the story
and why did they feel that way as they put
themselves in the shoe of Miguel.
Wrap up learners’ thoughts about the
story.
Gather learners’ opinions if they will do Create a movie: Adapt the short story into a
the same thing or decision like what movie with a small group. (This will be
Richard in trusting easily and why. Or submitted on an agreed date or week).
if they will take advantage of the
situation on Totoy’s part in luring
Richard.
Let learners conclude why the title of Wrap up learners’ thoughts about the story.
the story is “Martines”. What could be
the symbol of such bird? (To be
continued like suspending the
response)

Evaluating learning Responses of learners to questions Collect learners’ written outputs which are Responses of learners to questions Collect learners’ written outputs on
will be considered. answers to the questions. will be considered. Enrichment (Alternative Ending).

QQ. Additional activities for None None None None

application or remediation
11. REMARKS When a certain task is not finished, learners may submit their output on the following day.

12. 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.

JJ. No. of learners who earned 80%

in the evaluation

27
KK. No. of learners who require
additional activities for
remediation who scored below
80%
LL. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

MM. No. of learners who continue to

require remediation

NN. Which of my teaching strategies Speaking loudly in the class for the lesson and encourage the learners to speak for themselves and to overcome shyness and embarrassment.
worked well? Why did these
work?
OO. What difficulties did I encounter There is a little barrier in speaking the language, for some never got used to it
which my principal or supervisor
can help me solve?
PP. What innovation or localized I used lapel to encourage students to talk loudly and firmly to call their attention and involve themselves for further discussion.
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked By:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teachers OIC-Assistant Principal II

28
==]] School SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 to 12 Teacher CHESTENE Q. DURANTE Learning Area READING AND WRITING SKILLS

DAILY LESSON LOG Teaching Dates and Time JANUARY 14-18, 2019 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

13. OBJECTIVES 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 which enable students to find significance and excitement in learning the lessons. Weekly objectives shall
be derived from the Curriculum Guides.

29
S. Content Standard
T. Performance Standard
U. Learning
Competency/Objectives
Understand and Understand a
written text among the Patterns of
Paragraph Development
particularly
Narration/Comparison and
Contrast/Description
ENII/12RWS-111bf-3
14. CONTENT
15. LEARNING RESOURCES
M. References
Develop Communicative task through meaningful skills in writing short composition using Patterns of Paragraph Development
Utilize a Modular centered-approach of sentence expansion through Paragraph Development particularly/NARRATION /COMPARISON AND CONTRAST/ DESCRIPTION
Day 1 Day 2 Day 3 Day 4
.
I. Definition of Narration I. Definition of Narration First day of Third Quarterly Second day of Third Quarterly
A. Types of Narration A. Types of Narration Examination Examination
1. Objective (Facts) 1. Objective (Facts)
2. Subjective (Non-Factual) 2. Subjective (Non-Factual)
B. Purposes of Narration B. Purposes of Narration
1. Tell a story 1. Tell a story
2. Convince the readers 2. Convince the readers
3. Reveal personal history 3. Reveal personal history
(Biography and Autobiography) (Biography and Autobiography)
4. Report events 4. Report events
C. Narrative Techniques C. Narrative Techniques
1. Use of Time 1. Use of Time
2. Point of View 2. Point of View
3. Descriptive details in Narration 3. Descriptive details in Narration
Review of past lessons
Modes of Paragraph Development: Narration/ Comparison and Contrast/ Description
Create a composition using Create a composition using NARRATION
NARRATION
List the materials to be used in different days. Varied sources of materials sustain student’s interest. Moreover, paper-based materials is integrated like in the form of hand-outs
and the likes. However, hands-on learning promotes concept development on the part of the learners.
Contemporary Technical English: Contemporary Technical English: by
by Magpayo, E.. et. al. (2000) Magpayo, E.. et. al. (2000)
Effective Writing: by Go, M. et. al. Effective Writing: by Go, M. et. al. (2003)
(2003)
Reading and Writing Skills: by Tiongson M.
Reading and Writing Skills: by A and Rodriguez, M. C. (2016)
Tiongson M. A and Rodriguez, M. C.
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 (2016) Integrated Approach to reading and
Writing: by Sebastian, E (1995)
Integrated Approach to reading
and Writing: by Sebastian, E (1995) Critical Thinking and Writing: by Cavina K.
(1996)
Critical Thinking and Writing: by
Cavina K. (1996) Writing the Paragraph and Short
Composition by: Sullivan, K. E. (1992)
Writing the Paragraph and Short
Composition by: Sullivan, K. E.
(1992)
DOWNLOADED FEATURES FOR
DOWNLOADED FEATURES FOR READING AND WRITING SKILLS
READING AND WRITING SKILLS

25. Teacher’s Guide pages

26. Learner’s Materials pages 49-70 49-70

27. Textbook pages

28. Additional Materials from Lapel, audio speaker, DLP, chalkboard Test papers, pen, and paper for Test papers, pen, and paper for answering
Learning Resource (LR) and whiteboard marker AND THE answering the test the test
portal TEACHER HERSELF

N. Other Learning Resources Downloaded Features for Reading/ Writing

Skills

VIDEO Clippings

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 16. PROCEDURES
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.

RR. Reviewing previous lesson or . Ask the students:

presenting the new lesson Stages of Process
1. How to do something Identify the parts of Narration subjectively
2. How is it organized?
3. How it works? Cite a concrete example through
Drawings or pictures.
4. How did it happen
Apply the event to the present day using the
CALENDAR 2017

32
A. Presenting Present a current NEWS in the
examples/Instances of the society
JUL 2017
new lesson
Analyze the News presented S M T W TH F S
1
Ask/Give their opinions about the 2 3 4 5 6 7 8
given/shown news. 9 13 15
10 11 12 14
16 17 18 19 20 22
21
23 24 25 27 28 29
26
30 31

1. Discussing new concepts Ask about their routine activities

and practicing new skills # and tell them to tell the events
1 happen on that routine.

Observe the tenses of the verb, the

point of view. And details applkied

2. Discussing new concepts Let them discover and determine on how the
and practicing new skills # Elements Narration are being applied in the
2 composed paragraph

3. Developing mastery Give their understanding through learners

(leads to Formative context.
Assessment)

4. Finding practical Analyze the whole composition

application of concepts and
skills in daily living

33
 5. Making generalizations and Recap what has been discussed.
abstractions about the
lesson

6. Evaluating learning Interact to the composition they

completed

7. Additional activities for

application or remediation
a. REMARKS

Give a short Quiz based from the lesson discussed.

Concretize the samples by classroom interaction

b. 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.

QQ. No. of learners who earned

80% in the evaluation

RR. No. of learners who require

additional activities for
remediation who scored below
80%
SS. Did the remedial lessons work?
No. of learners who have
caught up with the lesson

TT. No. of learners who continue to

require remediation

34
UU. Which of my teaching strategies Use of Adobe Acrobat Reader pdf copy of the lesson. This type of presentation is a lot colourful than PPT.
worked well? Why did these
work?
VV. What difficulties did I encounter The vocabulary and the grammar of learners when they are asked to give examples, they seem very shy and unsure what to say.
which my principal or supervisor
can help me solve?
WW. What innovation or Better to give examples as a teacher to act as guide which learners can follow.
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked By:

CHESTENE Q. DURANTE GERARDO M. ANDAL

Senior High School Teacher OIC-Assistant Principal II

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