GRADE 1 to 12 School FRANCISCO P.

TOLENTINO NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher XYRA LOU R. SEDA – Teacher Learning Area 21 st Century Literature of the Philippines & the World

Teaching Dates and Time July 15-19, 2019 Semester/Quarter Semester ONE (1) Quarter (1)

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. 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 and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance Standard 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.
C. Learning Competency / Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Situate the text in the context of the region
Objectives interpretation of literary texts and interpretation of literary texts and interpretation of literary text and doing and the nation.
doing an adaptation of these doing an adaptation of these require an adaptation of these require from the
require from the learner the ability from the learner the ability to: learner the ability to;
to:
1.infer literary meaning from literary
1.infer literary meaning from literary language based on usage.
language based on usage. Explain the literary, biographical,
2. analyze the figures of speech and linguistic and sociocultural contexts and
2. analyze the figures of speech and other literary techniques and devices in discuss how they enhance the meaning
other literary techniques and devices the text. and enrich the reader’s understanding.
in the text.
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.
A. 21stCentury 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:
1. Study and appreciation of literary texts from the different regions written in different genres covering:

1. Regions in Luzon , Visayas and Mindanao

2. Major genres (poetry , fiction , drama , creative non fiction ...;

IV. LEARNING RESOURCES

A. References 21st Century Literature from the Philippines and the World
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 None None None None
B. Other Learning Resource Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
You tube videos
V. PROCEDURE 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.
Preliminaries Prelimenaries: Prelimenaries: Management of Learning (MOL) Management of Learning (MOL)
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
 Checking of Attendance  Checking of Attendance  Checking of Attendance  Checking of Attendance
 Recapitulation  Recapitulation  Recapitulation  Recapitulation
Activity Students will interpret the literal The students will identify the meaning The student will match the word to it's The students will watch a short clip.
meaning of street signages. of the unfamiliar words taken from the correct definition.
selection.
Analysis Discussion will be done. Discussion will be done. Discussion will be done.

This lesson articulates the importance of

According to well known literary critic,
M.H. Abrams, symbol “signifies an
object or event which in it’s run it
signifies something or has a range of
reference beyond itsel
Another important trope is irony.
Abrams define it as “ the root sense of
dissembling or hiding what is actually
the case; not, however, in order to
deceive but to achieve special
rhetorical or artistic effect.
context especially the biographical,
historical and cultural characteristics of
the subject being tackled in a piece of
literature- in this case a poem. By
broadening the comprehensive ability of
the reader, the facts of African history is
taken to account and are used to
understand the poem.

Abstraction Question: Question : Define the following by interpreting how

Jim Pascual Agustin used the following
How does the poem symbolize the What is the importance of symbol in concepts in “ The Breath of Sparrow” The students will identify literary structures/
idea of progress in Singapore? understanding the context of a literary elements in the given text. .
work as well as the of the poem? 1. Simile
2. Metaphor
3. Context
4. Autobiography
5. Dramatic situation
Application 5 item quiz Writing activity Writing activity Poem writing

Compose your own “Tanaga” about
how valuable Filipino culture is and
use any kind of literary language to
make it more appealing to the readers.
Describe the importance of simile and Compose 4 stanza poem inspired
metaphor in shaping a personal by the Marawi incident.
experience in poetry. Describe how
important similes and metaphors in
shaping Jim Pascual Agustin’s personal Criteria
experience in South Africa as seen in “
The Breath of Sparrow”. Content 40%
 Write in no more than three paragraphs. Symbol 30%
Creativity 30%
Assignnment What are the different figurative Read and analyze the poem entitled “
languages commonly used by The Death of Sparrows” written by Jim
authors? Provide example for each. Pascual Agustin.

Do a little research on African

liberation and Nelson Mandela’s
fight for national independence in
South Africa.
VI. REMARKS

VII. 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%
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: Submitted to:

XYRA LOU R. SEDA BEVERLY B. GLORIA
Teacher Principal I