GRADE 1 to 12 School LAUREL SENIOR HIGH SCHOOL Grade Level GRADE 11

DAILY LESSON LOG Teacher WILLY ALBERT A. BRAZA Learning Area 21st CENTURY LITERATURE FROM THE
PHILIPPINES AND THE WORLD
Teaching Dates JULY 16-20, 2018 Quarter FIRST

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

7:00-8:00 11 GAS 11 GAS 11 GAS 11 GAS

8:00-9:00 11- TVL 1 11- TVL 1 11- TVL 1
9:15-10:15 11- TVL 1
10:15-11:15 11- HUMMS 3 11- HUMMS 3 11- HUMMS 3 11- HUMMS 3 11- HUMMS 4
12:00-1:00 11- HUMMS 6 11- HUMMS 6 11- HUMMS 6 11- STEM 11- HUMMS 5
1:00-2:00 11- HUMMS 5 11- HUMMS 4 11- HUMMS 4 11- HUMMS 4 11- HUMMS 6
2:00-3:00 11- STEM 11- STEM 11- HUMMS 5 11- HUMMS 5 11-STEM

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
A. Content Standard
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through a written close analysis and critical
B. Performance Standard interpretation of a literary text in terms of form and theme, with a description of its context derived from research and adaptation of text into other creative forms using
multimedia.
 Identify the representative  Identify the representative texts  Identify the representative texts Appreciate the contributions of the
texts and authors from each and authors from each region and authors from each region canonical Filipino writers to the
region (e.g. engage in local (e.g. engage in local history (e.g. engage in local history development of national literature
history research with focus research with focus only on key research with focus only on key
only on key personalities from personalities from the students’ personalities from the students’
C. Learning Competencies/
the students’ region/province/town). region/province/town).
Objectives
region/province/town).  Value the contributions of the  Value the contributions of the
 Value the contributions of the local writers to the development of local writers to the development
local writers to the regional literary traditions.. of regional literary traditions.
development of regional
literary traditions.
II. CONTENT
Canonical authors and works of Canonical authors and works of Philippine Names of authors and their works, and Names of authors and their works, and
Philippine National Artists in Literature. National Artists in Literature. background of the literature from the background of the literature from the

1|Page

III. A
21st Century Literature from the
A. References Philippines and the World (Second
Edition)
Solmerano et.al.
Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
CONSTRUCTIVIST
APPROACH
Identifying perspective using think,
group, share strategies.
 The students will be grouped
into 5 and each group will be
asked to share perspective
B. Establishing a purpose for the about a particular topic that the
lesson teacher will give them. e.g.
Love, family, friends, God,
teachers, classmates etc.
 The student will then create a
short story based on the
consolidated perspective of
each member.
C. Presenting examples/Instances CONSTRUCTIVIST APPROACH
of the new lesson
21st Century Literature from the Philippines
and the World (Second Edition)
Solmerano et.al.
CONSTRUCTIVIST APPROACH
Glimpse of the Past. The learners will
recall and share the lesson discussed on
the previous meeting.
The teacher will present the different
meta cards and ask the following
questions:
 What particular person/people
is/are being described in the
meta- cards?
 Do you think they play a big role
when it comes to studying
literature? Explain your answer.
region where the high school is located.
21st Century Literature from the
Philippines and the World (Second
Edition)
Solmerano et.al.
CONSTRUCTIVIST APPROACH
Glimpse of the Past. The learners will recall
and share the lesson discussed on the
previous meeting.
CONSTRUCTIVIST APPROACH
The students will be asked to get a book or
any reading materials.
 The teacher will ask the students to
close their eyes and point their
finger on the stories or articles
written on the reading material and
will let their hand move until the
stay say stop.
 The students will take down all the
words that will be pointed by their
finger and will make a statement or
idea about those words.
region where the high school is located.
21st Century Literature from the
Philippines and the World (Second
Edition)
Solmerano et.al.
CONSTRUCTIVIST APPROACH
Glimpse of the Past. The learners will
recall and share the lesson discussed on
the previous meeting.
CONSTRUCTIVIST APPROACH
The students will be asked to look for a
person in the class who inspire them and
write the good qualities and
characteristics of that person they love the
most. That will be discussed in front of
the class.
CONSTRUCTIVIST APPROACH
2|Page

The following questions
will be asked to the
students:
1. What are the qualities of
a good writer?
2. How does the writer create a good
literature?
3. What are the challenges of becoming
a writer?
CONSTRUCTIVIST APPROACH
Discussion Method.
The teacher will use the TGR Activity:
Tell –Discuss the students the
Canonical authors and the national
D. Discussing new concepts and
artists for literature.
practicing new skills # 1
Guide- Guide the students as they
identify the contribution of these authors
in the Philippine Literature.
Reflect – Fill out the character traits
chart.
E. Discussing new concepts and
practicing new skills # 2
CONSTRUCTIVIST APPROACH
The teacher will present a
piece of one of the
national artist and
F. Developing mastery the students will identify
(leads to Formative Assessment) the perspective of the
writer while writing the
piece.
G. Finding practical application of
The teacher will present 5 of the National
Artists for Literature in the Philippines
and their works.
CONSTRUCTIVIST APPROACH
Discussion Method.
The teacher will use the TDAR Activity:
Tell – Introduce F Sionil Jose’s Life and
his work.
Discuss – Present the story of “The God
Stealer”
Act – Guide the students as they write
the analysis of the story.
Reflect – Present the activity
REFLECTIVE APPROACH
CONSTRUCTIVIST APPROACH
Discussion Method.
The teacher will use the TDAR Activity:
Tell – Introduce Bienvenido Lumbera’s life
and his works.
Discuss – Present the essay “Taglish
hanggang saan?”
Act – Guide the students as they write the
analysis of the essay.
Reflect – Present the activity
CONSTRUCTIVIST APPROACH
The teacher will ask the students to
Complete the statements below:
I thought ____________________
I learned that ___________________
REFLECTIVE APPROACH
 The teacher will ask the students
to identify the good points in the
short story that their classmates
did with regards to their own
perspective from its form down to
perception.
COLLABORATIVE APPROACH
Intellectual Exchange.
The students will be grouped into five and
will be given different topics to discover.
Group 1- The martyr
Group 2- Prayer
Group 3- I am a Filipino
Group 4- Ang uod
Group 5- Payo sa bumabasa ng tula
Each group will be given materials to use
as they present their concepts in class.
COLLABORATIVE APPROACH
Group Presentation.
CONSTRUCTIVIST APPROACH
The teacher will give/add
input on the students’ idea of
their assigned topic
REFLECTIVE APPROACH
3|Page
 Self-test. If you will be Self-test. What have Self-test. What are the implications and
given a chance to be you realized when impact of these literary forms in the lives
awarded as a National reading the work of of every person?
concepts and skills in daily living
Artist, what story are Bienvenido Lumbera?
you going to write?
Why?
COGNITIVE APPROACH COGNITIVE APPROACH COGNITIVE APPROACH
Sum It Up. How will you Sum It Up. How will you Wrap It Up. How will you
H. Making generalizations and
wrap up your learning for wrap up your learning for wrap up your learning for
abstractions about the lesson
today? today? today?

Identify what is being asked.

1. Who has the pen name of
Quijano de Manila?
2. Who is the author of “The God
Stealer”?
3. What is the penname of Jose
Garcia Villa?
4. Who is the author of “The
Pretenders”?
5. What is the penname of
Virgilio S. Almario?
6. A poet, fictionist, teacher and
literary critic is one of the finest
I. Evaluating learning Filipino writers in English
whose works are
characterized by a remarkable
fusion of style and substance,
of craftsmanship and insight.
7. Who is the author of The Alien
Corn(1992)?
8. Who is the author of “Ang
Makata sa Panahon ng
Makina”?
9. He is also known for the
tartness of his tongue.
10. He has been called a
Philippine national treasure.
J. Additional activities for
application or remediation

4|Page
 V. REMARKS
VI. REFLECTION
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: CHECKED BY:

WILLY ALBERT A. BRAZA’ MA. LEONOR M. VERTUCIO, Ph.D

Teacher II Principal II

5|Page