You are on page 1of 8

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level 11-HUMSS, BPP, CSS1, CSS2, SMAW,
Senior High School Department EIM/DOMRAC
Daily Lesson Log Teacher
JENNIFER M. OESTAR Learning Area 21st Century Literature of the Philippines
and the World
Teaching Dates and Time March 6-10, 2017 Quarter Second Semester, Second Quarter

Session 1 Session 2 Session 3 Session 4


1. OBJECTIVES Objective 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 learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.

B. Performance Standards 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;
2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper that interprets literary texts using any of the critical approaches; and
3. an adaptation of a text into other creative forms using multimedia.

C. Learning Competencies/ Objectives At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are
expected to: expected to: expected to: expected to:

1.Express the theme of the story by means of 1.Situate the text in the context of the 1.Demonstrates communicative
differentiated instruction. region and the nation. competence through his/her
understanding of literature for a deeper
2. Show enthusiam in participating in group 2. Identify representative texts (originally appreciation of World Literature.
activities. written in the 21stcentury) and authors from
Asia, North America, Europe, Latin 2..Produce a creative representation of a
3. Reflect on the values exemplified on the America, and Africa. literary text by applying multimedia skills.
selected literary text.
3.Explain how a selection may be 3. Apply creativity skills in crafting an
influenced by culture, history, environment, adaptation of a literary text.
or other factors.

THE STRANGENESS OF BEAUTY CONTNUATION


CONTINUATION OF SEATWORK THE STRANGENESS OF BEAUTY
1. 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.
Various dimensions of Philippine literary history from pre-colonial to contemporary. Literary pieces from the Philippines.

Unit 8-Module 1: The Other Family Unit 8-Module 1: The Other Family Unit 8-Module 2: The Runaway Unit 8-Module 2: The Runaway
Coraline (Excerpt) by Neil Gaiman from Coraline (Excerpt) by Neil Gaiman from The Boy Named Crow (Excerpt from The Boy Named Crow (Excerpt from
England England Kafka on the Shore) by Haruki Kafka on the Shore) by Haruki
Murakami from Japan Murakami from Japan
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulate materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References 21st Century Literature from the Philippines and 21st Century Literature from the Philippines 21st Century Literature from the Philippines 21st Century Literature from the
the World CG (updated December 2013) and the World CG (updated December 2013) and the World CG (updated December Philippines and the World CG (updated
2013) December 2013)
21st Century Literature from the Philippines and 21st Century Literature from the Philippines and
the World by Marikit Tara A. Uychoko, First the World by Marikit Tara A. Uychoko, First 21st Century Literature from the Philippines 21st Century Literature from the
Edition Edition and the World by Marikit Tara A. Uychoko, Philippines and the World by Marikit Tara
First Edition A. Uychoko, First Edition

1. Teachers Guide pages


2. Learners Materials pages
3. Textbook pages pp. 148-150 pp. 92-95. pp. 101-109 pp. 96-100.
4. Additional Materials from Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D.
Learning Resource (LR) portal
A. Other Learning Resources Materials Materials Materials Materials
a. Video of the material A. Video of the material A. Video of the material A. Video of the material
b. Laptop and speaker B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker
c. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and C. Strips of Colored Paper, Tape and
Marker Marker
D. Copy of the Material
3. PROCEDURES These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the 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 lesson or Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking Preliminary Activities/ Preliminary Activities/
presenting the new lesson Attendance/Classroom Management Etc. of Attendance/Classroom Management Etc. Routines/Checking of Routines/Checking of
Attendance/Classroom Management Attendance/Classroom Management
SOMETHING TO PONDER SOMETHING TO PONDER Etc. Etc.

1. Giving of Literary Quotation of the Day/ 1. Giving of Literary Quotation of the Day/ SOMETHING TO PONDER SOMETHING TO PONDER
Reflection based on the given quotation. Reflection based on the given quotation.
1. Giving of Literary Quotation of the Day/ 1. Giving of Literary Quotation of the Day/
Reflection based on the given quotation. Reflection based on the given quotation.

2. Checking of Previous Activities UNFREEZING ACTIVITY


UNFREEZING ACTIVITY 2. Review on the Previous Lesson
UNFREEZING ACTIVITY Introduction to World Literature To catch students attention, the teacher,
1. To catch students attention, the teacher plays the teacher plays a video clip of the
a video clip of the TAICHI BREATHING 3. To catch students attention, the teacher STRETCHING SONG.
plays a video clip of the SKELETON DANCE.
exercise. UNFREEZING ACTIVITY
4. The teacher gives intruction on what the 6. The teacher gives intruction on what
2. The teacher gives instruction on what the students should do during the song. To catch students attention, the teacher, the students should do during the song.
students should do during the song. the teacher plays a video clip of the
The students perform the activity. WALKING SONG. The students perform the activity.
The students perform the activity.
5. The teacher gives intruction on what the
students should do during the song.

The students perform the activity.

B. Establishing a purpose for the MOTIVE QUESTIONS CHECKING OF ASSIGNMENT MOTIVE QUESTIONS REVIEW OF THE PREVIOUS LESSON
lesson
1. Have you ever wish that you ever wish that GUIDE QUESTIONS 1.What do you know about Japanese 1.The teacher will ask somebody to
you have a different mother or father? literature? narrate the summary of the story with the
1. The protagonist has an unusual name. Why following pattern.
2.What would you like to change about your do you think it is spelled that way? 2. What stereotypes exist when we talk
Title:
parents? about samurai? Author:
2.How would you describe the other mother?
3. Would you ever want to spend time with Why do you feel that way? 3. What are your expectations when it Setting:
Time:
another mother, someone like your mother but comes to samurai women? Why do you Place:
more interesting? Why or why not? 3.Why does the other mother have significant expect this? Characters:
differences in appearance from her real Major:
Minor:
mother? What could this mean? Plot:
Exposition:
3. Why does the other mother have significant Rising Action:
Complication:
differences in appearance from her real Climax:
mother? What could this mean? Falling Action:
Denouement:
4.How do you feel about the button eyes?
What could this signify in the story?

5.Have you ever fantasized about having


another mother or father? Why?

6.How does this story feed this fantasy?

7.How does the chicken in the other family


different from how chicken is usually served in
her household?

8. What does the chicken symbolize?

9. The other mother encourages Coraline to


play with rats. What does this tell us about the
other mothers character?
10.Why does Coraline respond the way she
does?

(Students discuss their answers).

C. Presenting examples/instances of PRE-READING REVIEW OF PREVIOUS LESSON PRE-READING EVALUATION


the new lesson
Exploring the Storys Web Life Tell something about the following terms and Vocabulary Building Guide Book
Coraline was adapted to an animated film after it characters.
was released as a childrens novel. Focus Using the translation you wrote earlier,
features, the producer of the film, created a 1.Coraline create a Guide Book to Japan with a
website for Coraline 2.Real parents small group. Find pictures or illustrations,
(http://www.focusfeatures.com/coraline), which 3.Imaginary parents or sketch and color images that can help
includes their official trailers, puzzles, and 4. Roast Chicken readers understand the meanings of the
cartoons. 5. Rats words, bind these, and then submit it to
Watch the trailers, play the puzzles, and enjoy your teacher.
surfing the website in preparation for reading the
excerpt of the story.
D. Discussing new concepts and BACKGROUND KNOWLEDGE COMPARE AND CONTRAST BACKGROUND KNOWLEDGE CONTINUATION..
practicing new skills #1
Coraline is a novel that deals with the macabre, 1.Give the comparison and the contrast of the
real parents and the imaginary parents of 1.After the continuous story telling, the
as reflected in the mirror images of reality. What
Coraline. teacher will give a backgrounder about the
makes it especially effective is the fact that these
situation of the story for this day.
mirror images are reflections of the protagonists
own desires. For example, she spends her own REAL PARENTS IMAGINARY
mothers lack of cooking skills to create an PARENTS In ancient times, arranged marriages
Other mother who is able to make roast were considered the norm in Japanese
chicken and mashed potatoes for her. Although society. According to onica Bincsik
it is a fantasy, it is also a psychological journey (2015), The social structure of the Edo
inside the protagonists heart and mind. period (1615-1868) developed under the
strict control of the Tokugawa military
regime. During this period, the families
of the shogunate and provincial leaders
(daimyo) arranged marriages based on
political interesrs, and the consent of the
shogunate was a necessary for a
daimyo wedding. The betothed always
came from the same social strata.

E. Discussing new concepts and INDIVIDUAL SILENT READING AFTER READING INTRODUCTION CLASS PRESENTATION
practicing new skills #2
The story that you are about to read is about Compare and contrast watching the trailers In the excerpt you are about to read, you 1. The teacher picks the arrangement of
Coraline and her other parents. She unlocks a with reading the excerpt. Which medium did will learn what samurai women were like. the performances through draw lots.
forbidden door in her new house and steps into a you enjoy more? Discuss this as a small group This part follows the samurai woman, Chie,
living room that eerily looks like her own, but and share the outcome of your discussion with 2. Each group are given 5-10 minutes for
and how she was able to marry her
different. class. the performance-based assessment.
husband, Kan.
3. All students will be judge according to
1.The teacher asks the students to read the the given criteria.
story silently.

2. Discussion immediately follows after the RUBRICS FOR THE SHORT PRESENTATION
silent reader.
Presentation....................................................... 10
Content................................................................10
3. Questions will be raised to better Creativity..............................................................10
understand the story. TOTAL 30

4. The story will be discussed using the


story grammar technique.
F. Developing mastery GUIDE QUESTIONS EVALUATION GUIDE QUESTIONS ENRICHMENT
(Leads for Formative
Assessment 3) 1. The protagonist has an unusual name. Why Make a prediction about what happens next in 1.How do you describe Chie? Have all the guidebooks in front of the
do you think it is spelled that way? the story. Consider what will happen with 2.Why do you think she is that way? class and read each others books.
Coralines relationship with the other mother. 3. Were you surprise about anything when Discuss with the class which book you
2.How would you describe the other mother? With your group, create an illustrated version of you read the history of the Fuji family? Why thought was the best one, and why.
Why do you feel that way? your story and present it in class. The rubric is were you surprised?
as follows: 4. Why is it valuable to point out that
3.Why does the other mother have significant samurai women used to be trained for
50% creativity battle?
differences in appearance from her real mother?
50% critical thinking 5. How does this change or alter the way
What could this mean? you look at samurai?
6. How does this change or alter the way
3. Why does the other mother have significant you look at women?
differences in appearance from her real mother? ENRICHMENT 7. Why is the go-between so upset? What
What could this mean? did they do to upset her?
Buy and read the novel Coraline by Neil 8. What insights about Japanese society
4.How do you feel about the button eyes? What Gaiman. Find out whether your predictions did you get from the story?
could this signify in the story? came true. Do you think your ending was better 9. Why should samurai women blacken
than the novels? Write this on your journal. their teeth? What was their message in
5.Have you ever fantasized about having doing this?
another mother or father? Why? 10. Do you think Chie and Kan will have a
happy marriage? Why or why not?
6.How does this story feed this fantasy?

7.How does the chicken in the other family


different from how chicken is usually served in
her household?

8. What does the chicken symbolize?

9. The other mother encourages Coraline to play


with rats. What does this tell us about the other
mothers character?

10.Why does Coraline respond the way she


does?

G. Finding practical applications of INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING
concepts and skills in daily living
1. Have each student discuss his/her ideas with 1.Have each student discuss his/her ideas with 1.Have each student discuss his/her ideas 3.Have each student discuss his/her ideas
a partner. a partner. with a partner. with a partner.

2. Have each pair join another pair to expand 2.Have each pair join another pair to expand 2.Have each pair join another pair to 4.Have each pair join another pair to
their sharing. their sharing. expand their sharing. expand their sharing.

3. Call on a few students to share their small 3. Call on a few students to share their small 3. Call on a few students to share their 3. Call on a few students to share their
group discussion. group discussion. small group discussion. small group discussion.

4. Synthesize the output of the activity. 4. Synthesize the lesson. 4. Synthesize the lesson. 4. Synthesize the lesson.

H. Making generalizations and DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER
abstractions about the lesson
1. Have the students summarized what they 1. Have the students summarized what they 1. Have the students summarized what 1. Have the students summarized what
have learned for todays lesson. have learned for todays lesson. they have learned for todays lesson. they have learned for todays lesson.

2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the
lesson. lesson lesson lesson

I. Evaluating learning CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records 1. The teacher checks and records students 1.The teacher checks and records students
students work. work. work. 1. The teacher checks and records
students work.
2. The teacher makes necessary comments 2. The teacher makes necessary comments or 2.The teacher makes necessary comments
or suggestions on the students output. suggestions on the students output. or suggestions on the students output. 2. The teacher makes necessary
comments or suggestions on the students
output.

J. Additional activities for ASSIGNMENT ASSIGNMENT ASSIGNMENT ENRICHMENT


application for remediation
COMPLETE THE FOLLOWING STORY 1. The teacher instructs the students to pick at Translations Research on the internet about semiotics
GRAMMAR TECHNIQUE FOR THE STORY least three important lines from the story. and the system of signs. Theories about
CORALINE The excerpt has numerous translations of semiotics were first articulated by
Title: 2. Tell the students that they will deliver the Japanese words or concepts into English. Ferdinand de Saussure. Find out what he
Author:
chosen lines from the story. Write all of them in your notebook, as well has to say about the language and its
Setting: as the meaning of each word. arbitrariness, and write what you think
Time: about this in your notes. You can touch
Place: one of the following topics:
Characters:
Major:
Minor: 1.The arbitrary nature of body language in
Plot: different cultures.
Exposition:
Rising Action:
2.The arbitrary nature of interjections or
Complication:
Climax: onomatopeia in different cultures.
Falling Action:
Denouement: 3. The arbitrary nature of love languages
between couples of family members.
4. REMARKS
5. 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 supervisor can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80% on SMAW- SMAW- SMAW- SMAW-
the formative assessment HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
B. No. of learners who require additional SMAW- SMAW- SMAW- SMAW-
activities for remediation. HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
C. Did the remedial lessons work? No. of SMAW- SMAW- SMAW- SMAW-
learners who have caught up with the HUMSS- HUMSS- HUMSS- HUMSS-
lesson. CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
D. No. of learners who continue to SMAW- SMAW- SMAW- SMAW-
require. HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
E. Which of the teaching strategies
worked well? Why did these work?

F. What difficulties did I encountered


which my principal or supervisor can
help me solve?

G. What innovation or localized


materials did I used/ discover which I
wish to share with other teachers?

Narrative Reflection

(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by: Checked by:

MRS. JENNIFER M. OESTAR MRS. MELBA S. REMOJO


Secondary School Teacher I Senior High Academic Coordinator
Noted by:

MR. ALLAN E. DATA


Secondary School Principal II