School San Luis National High School
Grades 1 to 12 Daily
Lesson Log
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
Teacher ROSELLE ANNE CRISOSTOMO
Teaching Dates and Time July 17-21,2017
Session 1
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. various
dimensions of Philippine literary
history from precolonial to
contemporary;
an adaptation of a text into other
creative forms using multimedia
identify the geographic, linguistic,
and ethnic dimensions of
Philippine literary history from
precolonial to the contemporary
EN12Lit-Ia-21
“Apo3 On the Wall” by Bj Patino
21ST CENTURY LITERATURE FROM
THE PHIL. AND THE WORLD
REX BOOKSTORE
Grade Level GRADE 11
Session 2
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.
various dimensions of Philippine literary
history from precolonial to contemporary;
an adaptation of a text into other creative
forms using multimedia
identify the geographic, linguistic, and
ethnic dimensions of Philippine literary
history from precolonial to the
contemporary
EN12Lit-Ia-21
21ST CENTURY LITERATURE FROM THE
PHIL. AND THE WORLD
REX BOOKSTORE
Learning Area 21ST CENTURY LITERATURE FROM THE
PHIL. AND THE WORLD
Quarter 1ST-SEM
Session 3
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.
various dimensions of Philippine literary
history from precolonial to contemporary;
an adaptation of a text into other creative
forms using multimedia
identify the geographic, linguistic, and
ethnic dimensions of Philippine literary
history from precolonial to the
contemporary
EN12Lit-Ia-21
21ST CENTURY LITERATURE FROM THE
PHIL. AND THE WORLD
REX BOOKSTORE
Session 4
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. various
dimensions of Philippine
literary history from
precolonial to contemporary;
an adaptation of a text into
other creative forms using
multimedia
identify the geographic,
linguistic, and ethnic
dimensions of Philippine
literary history from
precolonial to the
contemporary
EN12Lit-Ia-21
21ST CENTURY LITERATURE
FROM THE PHIL. AND THE
WORLD
REX BOOKSTORE
 3. Textbook pages 5-10 5-10 5-10 5-10
4. Additional Material
from

Learning Resource (LR)

Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous 1. What do you know about Jose Review
lesson or presenting the Rizal? What do you feel about Jose
new lesson. Rizal? “Apo3 On the Wall” by Bj
Patino
2. Why do people often compare
and contrast Rizal and Bonifacio?

3. Do you consider Jose Rizal a

B. Establishing a purpose
for the lesson
revolutionary? Why or why not?
In order to appreciate the poem
about martial law and former
President Marcos, try to fi nd out
what older people think or feel
about martial law. Interview two
people and ask them the following
questions:
1. What do you remember about
Ferdinand Marcos?
Share the results of your interview with
the rest of the class.
Read about martial law and former
President Marcos on the Internet. Print
and bring to class the pictures that you
think best illustrate the period of martial
law.

2. What do you remember about

martial law?

3. Do you think martial law was a

good or a bad time in Philippine
history? Why do you say so?

4. Why should we study this period

in our history?
C. Presenting Examples/
instances of the new lesson
There are many different perspectives
regarding martial law. In the history
books, martial law is seen as a great evil
under the reign of former President
Ferdinand Marcos, but there are some
Filipinos who look at our martial law past
with fondness. Why do you think this is
the case?
__________________________________
__________________________________
_______
__________________________________
__________________________________
_______
__________________________________
__________________________________
_______
__________________________________
__________________________________
_______
__________________________________
__________________________________
_______
__________________________________
__________________________________
_______
Martial law began in September 21, 1972
under Proclamation No. 1081, and the
Marcos babies (those who were born from
1964 to 1986) are only beginning to write
about this segment of the past. When
martial law began, there was not much
resistance to it, as people believed that it
would curb the insurgency2 of various
rebel groups at the time. Although it did
lessen crimes in the country, anyone who
went against President Marcos was jailed,
and in many cases, disappeared without a
trace. According to Philippine-History.Org,
30,000 politicians, students, and

D. Discussing new concepts
and practicing new skills #1
journalists were “detained by[sic] military
compounds under the President’s
command,” and many news publications
and television news broadcasts were
closed or controlled by the Marcos
government. Numerous human rights
violations were made during this time. You
can read more about martial law in the
following URLs: • http://www.philippine-
history.org/martial-law-philippines.htm •
http://www.britannica.com/EBchecked/to
pic/456399/ Philippines/23721/Martial-
law
The following poem explores the The following poem explores the
experience of martial law and what came experience of martial law and what came
after it. It is written using a child’s point of after it. It is written using a child’s point of
view and is complicated by his relationship view and is complicated by his relationship
with his father. with his father.

2 Insurgency – a usually violent attempt to 2 Insurgency – a usually violent attempt to

take control of a government; a rebellion take control of a government; a rebellion
or uprising. or uprising.

“Apo3 On the Wall” by Bj Patino “Apo3 On the Wall” by Bj Patino

E. Discussing new concepts

and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
1. How would you describe the persona
and the persona’s father? How would you
describe their relationship? Would you say
that your relationship with your father is
similar or diff erent? Explain.
2. In lines 12 and 13 in the poem, there is
the use of the words “snappy” and
“snapped,” respectively. What do these
words mean? How do they add to the
poem in terms of sound? How do they add
1. How would you describe the persona
and the persona’s father? How would you
describe their relationship? Would you say
that your relationship with your father is
similar or diff erent? Explain.
2. In lines 12 and 13 in the poem, there is
the use of the words “snappy” and
“snapped,” respectively. What do these
words mean? How do they add to the
poem in terms of sound? How do they add
 to your understanding of the relationship
between father and son?
3. Who is Apo in the poem? Cite evidence
to support your answer.
4. How would you describe the
relationship between the persona’s father
and Apo? What does this tell us about the
father’s perspective about martial law?
5. What kind of values does the persona’s
father want to teach his child, specifi cally,
about what it means to be a man? Do you
agree with these values? Why or why not?
6. Why is Apo compared to the “scary”
Jesus in the hallway? What do they seem
to have in common?
7. What do the father, Apo, and the
“scary” Jesus have in common?
8. Read the last line of the poem. What
does it mean? How does this regulate the
persona’s behavior?
9. Do you think the persona’s perspective
about martial law is the same as his
father’s? Why or why not?
10. How does this poem provide the
reader a glimpse of what martial law was
like? How did the poem make you feel
G. Finding practical
applications of concepts
and skills in daily living
to your understanding of the relationship
between father and son?
3. Who is Apo in the poem? Cite evidence
to support your answer.
4. How would you describe the
relationship between the persona’s father
and Apo? What does this tell us about the
father’s perspective about martial law?
5. What kind of values does the persona’s
father want to teach his child, specifi cally,
about what it means to be a man? Do you
agree with these values? Why or why not?
6. Why is Apo compared to the “scary”
Jesus in the hallway? What do they seem
to have in common?
7. What do the father, Apo, and the
“scary” Jesus have in common?
8. Read the last line of the poem. What
does it mean? How does this regulate the
persona’s behavior?
9. Do you think the persona’s perspective
about martial law is the same as his
father’s? Why or why not?
10. How does this poem provide the
reader a glimpse of what martial law was
like? How did the poem make you feel
The following poem explores the
experience of martial law and what came
after it. It is written using a child’s point of
view and is complicated by his relationship
with his father.
2 Insurgency – a usually violent attempt to
take control of a government; a rebellion
or uprising.
“Apo3 On the Wall” by Bj Patino
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning With your group, dramatize
the poem while one member
reads it aloud. Make sure that
certain metaphors or symbols
in the poem stand out.
Afterward, one member
should explain the theme of
the poem, and how this was
shown in your skit.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who
earned 80% on the
formative assessment
B. No.of learners who
require additional activities
for 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
strategiesworked 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?