Daily Lesson Log in QUARTER 1 TEACHING DAY/DATES

21st Century Literature from the July 1 July 2 July 3 July 4 July 5
Philippines and the World MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
CONTENT STANDARDS The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the
regions.
PERFORMANCE STANDARDS The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions
through: • ICL
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. • Paper
LEARNING COMPETENCIES Writing a close analysis and critical interpretation of literary texts
and doing an adaptation of these require from the learner the
identify representative texts and authors from each region
(e.g. engage in oral history research with focus on key Works
ability to: personalities from the students’ region/province/ town)

1. identify the geographic, linguistic, and ethnic dimensions of

Philippine literary history from pre-colonial to the contemporary
• Checking
LEARNING COMPTENCY CODE EN12Lit-Ia-21 EN12Lit-Ib-22 of Outputs
I. OBJECTIVES (KSAV) identify the different identify representative text recognize the different
Knowledge dimensions of Philippine and author from Balamban in Cebuano trademark found in
literary history from pre- a form of balak and tigmu the song “Suroy-suroy”
colonial to contemporary with with emphasis on oral
emphasis on geographic, literature
linguistic, and ethnic
• Checking
dimensions of Students
Skills outline a diagram showing the interpret the meaning of balak interpret the meaning of the
different literary movement and tigmu presented song Written Works
from the different Philippine
historical literary background
Values display independence in demonstrate critical thinking in demonstrate critical thinking • Lesson
synthesizing information found the analysis of the text in the analysis of the text
Plan Making
in the outlined diagram
QUIZ representing the students’
region, province, and town
representing the students’
region, province, and town
Attitude

II. CONTENT Various dimensions of canonical authors and canonical authors and
Philippine literary history works of Philippine works of Philippine • Preparing
from pre-colonial to National Artists in National Artists in
contemporary Literature Literature Lessons
Suroy-suroy by Missing
Felimon
III. LEARNING RESOURCES Strips of Paper Strips of paper Lyrics of the song “Suroy-
PPT Visual Aids suroy” by Missing Felimon
Visual Aids Texts from different locals of Audio
Images of the Different Era in Balamban Pictures
Philippine History
 IV. PROCEDURES 1. Post pictures on the board
PREPARATION showing the different era in
Philippine history.
2. Students are tasked to
match correctly the set of
pictures with its corresponding
era
PRESENTATION 1. Students are group into 7
and each group is given a strip
of paper.
2. Each group is given 20
minutes to share what they
have understood on the paper
strip.
3. After the time allotment let
the students explain the
different movement of
literature starting from pre-
colonial to contemporary
4. Elicit students’ ideas through
asking questions
PRACTICE Synthesize the different
historical literary background
from each of the mentioned
era
V. ASSESSMENT outline a diagram showing the
different literary movement
from the different Philippine
historical literary background
VI. ASSIGNMENT
VII. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for remediation
3. Did the remedial lesson work?
No of learners who have caught up
with the lesson.
4. No. of learners who require to
continue remediation
5. Which of my teaching strategies
worked well?
6. What difficulties did I encounter
which the principal or supervisor
can help me solve?
1.Group the class into 2
2. Each group is given a strip
of paper with jumbled letters
and they have to solve the
letters to form a word
3. The group who can solve
the jumbled words will be the
winner
1. Present the sample balak
and let the students interpret
QUIZ it through answering guide
questions given by the teacher
2. Present a sample of a local
tigmu (riddles) and let the
students think for the answer
3. Elicit students’ ideas
through asking questions
Synthesize the interpretations
of the given samples of
Balambanganun’s oral
literature
Make a critical literary analysis
of the given another set of
balak and tigmu
Read about the local band
“Missing Felimon”
1. Post pictures of different
places from Cebu
2. Let the students guess
what is in the picture and
from which in particular
1. Present the song and have
the students read in silence
2. Let the students read the
song aloud
3. Have the students listen to
the audio
4. Let the students sing along
with the audio
5. Interpret the meaning of
the song by asking questions
6. Elicit students’ ideas
through answering the
questions
Synthesize the meaning of
the song
Make a critical literary
analysis of the poem “Ang
pansit” by Adonis Durado
Read the short story
“Sugmat” by Cora Almerino
7. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
REMARKS

Prepared by: Submitted to:

XXXX
XXXX SHS Assistant Principal II
Subject Teacher
Bibliography: