SCHOOL Dauin National High School GRADE LEVEL 11/ ABM, BP/CSS, EIM, HUMSS, HK

TEACHER BREGETTE TUBALLA LEARNING AREA 21st Century Literature from the Phil. And the World
DAILY
LESSON
July 1 - 4, 2019
LOG
ABM – 8:30 – 9:30
BP – 9:45 – 10: 45
TEACHING DATES AND TIME CSS/EIM – 10:45 – 11:45
QUARTER Quarter 1/ Week 5
HUMSS – 1:00 – 2:00
HK – 2:00 – 3:00

SESSION 1 (Monday) SESSION 2 (Tuesday) SESSION 3 (Wednesday) SESSION 4 (Thursday)

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 to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Standards 1. Compare and contrast the various 21st century literary genres from those of earlier periods, citing their elements, structures, and traditions.
2. Contrast the said elements and conventions with Philippine essays from earlier periods.
3. Respond critically to the essay and articulate this response through a PowerPoint presentation.
C. Learning Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and Writing a close analysis and critical
Competencies interpretation of literary texts and interpretation of literary texts and doing an critical interpretation of literary interpretation of literary texts and
/Objectives doing an adaptation of these require adaptation of these require from the learner texts and doing an adaptation of doing an adaptation of these require
from the learner the ability to: the ability to: these require from the learner the from the learner the ability to:
Compare and contrast the various Compare and contrast the various 21st ability to: Compare and contrast the various
21st century literary genres from century literary genres from those of earlier Compare and contrast the various 21st century literary genres from
st
those of earlier periods, citing their periods, citing their elements, structures, and 21 century literary genres from those of earlier periods, citing their
elements, structures, and traditions. traditions. (EN12Lit-a-ld-25) those of earlier periods, citing their elements, structures, and traditions.
(EN12Lit-a-ld-25) elements, structures, and (EN12Lit-a-ld-25)
traditions.
(EN12Lit-a-ld-25)
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:
II. CONTENT Study and appreciation literary texts Names of author and their works and the Names of author and their works Names of author and their works
from different regions written in background of the literature from the region and the background of the literature and the background of the literature
different genres covering: where the high school is located; from the region where the high from the region where the high
1. Regions in Luzon, Visayas, school is located. school is located.
Mindanao
2. Major genres (poetry, fiction,
drama, creative nonfiction, as
well as hyper poetry, blogs,
 mobile phone, testtula, chick
lit, speculative fiction, flash
fiction. Etc.)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING concrete and manipulative materials as well as paper- based materials. Hands- on learning promote concept development.
RESOURCES

A. References TG, LM TG, LM TG, LM TG, LM

1. Teacher’s
Page 33-37 Page 33-37 Page 33-37 Page 33-37
Guides/Pages

2. Learner’s Materials Page 44 - 49 Page 44 - 49 Page 44 - 49

Page 44 - 49
Pages

3. Textbook Pages Page 44 - 49 Page 44 - 49 Page 44 - 49 Page 44 - 49

4. Additional Materials
from Learning https://www.slideshare.net/Jocklyn77/jriorion https://www.slideshare.net/Jockly https://www.slideshare.net/Jockly
Resources (LR) stema21stlitarmm n77/jriorionstema21stlitarmm n77/jriorionstema21stlitarmm
portal
B. Other Learning slideshare.com slideshare.com slideshare.com
Resources Projector, laptop, chalkboard
Projector, laptop, chalkboard Projector, laptop, chalkboard Projector, laptop, chalkboard
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
IV. PROCEDURES 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 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 Essential Question: Essential Question:
lesson or presenting Review of the previous lesson Aside from the purpose of shelter and What do you feel when you first
the new lesson Picture analysis: protection, what is home to you? settle in your house?
What is the impact of your home
to your life?
B. Establishing a
purpose for the Video presentation Sharing of ideas and insight about Start of the presentation to each
lesson what is home for them. group
https://www.youtube.com/watch?
v=EzpS14vpFu4

Ask
Home - Malaysia Drama Short
the Film // Viddsee.com

students the
connection of the 2 pictures above.

C. Presenting Unlocking Difficulties: PowerPoint Presentation PowerPoint Presentation

examples/instances Description – it refers to the
of the new lesson impression of a person, objective, Discussion of the video in connection with the Additional discussion about the Continuation of the presentation
or event that enables the reader to excerpt of the essay excerpt of the essay in connection
get a clear picture of what is being with a home who has an OFW
described. member.
Narration – it is the act of telling a
story.
Anecdote – it refers to a short story
based on true accounts.
Dialogue – it refers to a
conversation found in written works
such as books, plays, or films.
Insight – it is the expansion of
understanding gained by the
narrator or reader.
D. Discussing new Essential Question: Process: Sharing of insights from the students.
concepts and Why do you call a place you live in
practicing new skills now “home”? 1. What was Abola’s attitude towards the
#1 tradition of essay writing?
2. Did you notice your discovery in Abola’s
essay? Expound your answer.
E. Discussing new Reading of the excerpt of the Group the students into three. Each group will
concepts and essay: do the following : Giving Rubrics and reminders
practicing new skills “Five Brothers, One Mother” BEGINNING INTERMEDI ADVANCED
#2 ATE
 Describe the Give the Explain the
manner of characteristic message
the author in of the people that Abola
telling his mentioned in wants to
experiences the essay deliver in the
in his home essay.

F. Developing mastery PowerPoint presentation Group the students into 6.

(Leads to formative (Discussion of the excerpt essay They are going to have a short
assessment) dramatization play presentation.
Topic are as follows:
Doing the activity through sharing ideas. 1. A home with an OFW
2. A home with the advent of social
media like FB, instagram, and
Twitter
3. A home with professionals
4. A home where the heart is
5. A home with incomplete parents
6. A home with grandparents

G. Finding Hook the students’ through picture
practical/application presentation about homes and
s of concepts and house and ask the students to
skills in daily living describe and compare each picture.
H. Making “Think – pair – share”
generalizations and Ask the students to have a dialogue
abstractions about with classmate regards the excerpt
the lesson of the essay through the following
questions:
1. What is your favourite part of
your house?
2. What makes your house
special?
3. How does home define you as
a person?
I. Evaluating Learning Presentation of the think – pair -
share
J. Additional activities
for application or
remediation
What did you find out in the sharing?
Presentation proper
Continuation of the presentation
Practice of the short dramatization
Sharing of concepts and ideas.
Compare and Contrast. Reflect of
what is really home for them.
Dramatization will be presented next
meeting
What did you discover in the
activity?
What did you feel in your
discovery?
How do you see your home thirty
years from now?
Essay test: (10 pts.) with Rubircs
1. Compare and contrast the 6
different types of home in the
short dramatization.
Read in advance the essay “The
Love of Magdalena Jalandoni”
page 52.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by:

BREGETTE TUBALLA JOELOU M. AGUIRRE

Teacher 1 PRINCIPAL I
Division of Negros Oriental, DNHS