Grades 1
to 12 School
DAILY
LESSON LOG
Teaching Dates and
I. OBJECTIVE
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. Learning Resources
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Baquilan Resettlement High School Grade Level 11 (GAS & TVL)
Teacher Abegail A. Asuncion Learning Area 21st Century from the Philippines to the World
November 3-4, 2019 Quarter 3rd (2nd Semester)
Time
Monday Wednesday Thursday Friday
November 4, 2019 November 5, 2019 November 6, 2019 November 7 , 2019
The learners demonstrates:
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
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;
Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical interpretation Writing a close analysis and critical
interpretation of literary texts and doing an interpretation of literary texts and doing an of literary texts and doing an adaptation of these interpretation of literary texts and doing an
adaptation of these require from the learner adaptation of these require from the learner the require from the learner the ability to: adaptation of these require from the learner the
the ability to: ability to: 1. identify the geographic, linguistic, and ethnic ability to:
1. identify the geographic, linguistic, and 1. identify the geographic, linguistic, and dimensions of Philippine literary history from pre- 1. identify the geographic, linguistic, and ethnic
ethnic dimensions of Philippine literary ethnic dimensions of Philippine literary history colonial to the contemporary (EN12Lit-Ia-21) dimensions of Philippine literary history from
history from pre-colonial to the from pre-colonial to the contemporary pre-colonial to the contemporary (EN12Lit-Ia-
contemporary (EN12Lit-Ia-21) (EN12Lit-Ia-21) 21)
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 pre-colonial to contemporary;
www.youtube.com. www.youtube.com. www.scribd.com
www.slideshare.com
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to Group Activity using a concept
Formative Assessment 3)
video clip, pictures of famous writers
Picture puzzle on the famous
writers and elicit from the students
what they have in common, and
then the teacher gives them the
bird's eye view of the subject
(1) Define literature and other
words related to it, (2) enumerate
previously learned writers and
identify the genres of their literary
pieces
(1) Elicit from the students their
knowledge on the definition of
literature based from L I T E R A T
U R E, (2) let students watch a
video clip on the etymology of
literature
Teacher discusses the definition of
literature, and then allows
students to name famous writers
they have learned and what their
masterpieces are.
map/semantic web. . Group class
then a representative draws a
paper containing a word and let
each group brainstorm on what it
means, then one will report to the
video clip, power point presentation
Recall of the previous lesson.
(1) Identify the forms of literature
produced during the pre-colonial
period (2) appreciate a literary piece Period
through oral reading
A teacher gives a background what
pre-colonial means.
A teacher shows a power point
presentation on the literature
produced during the pre-Spanish
period.
A video clip of "Biag ni Lam Ang
(epic)
Teachers shows in a power point
presentation of the Iloko version of
Biag ni Lam-ang.
power point presentation questionnaire
Recall of the past lesson
Identify writers and their works during
the Spanish , Japanese and American
A bit background during the
Spanish, Japanese and American
Occupation
Teacher presents the slides containing
the lesson on the different periods.
Teacher shows a slide containing a
picture, if not available just the names
of writers and let each group (
previous grouping) identify their period
and their works.
 class their output. (Genres,
Cultures, Traditions, Structures)
G. Finding practical applications Sharing of ideas, observations and Teacher presents the Iloko version of
of concepts and skills in daily experiences that is related to the Biag ni Lam-ang and assigned per
living lesson. group to creatively read chosen
stanzas to imbibe appreciation of the
epic.
H. Making generalizations and Literature is….. The forms of literature produced
abstractions about the during the period are…
lesson
J. Evaluating learning What is literature? Genres? What are the forms of literature What are the periods discussed? Who Quiz
Culture? Structures? produced during the pre-colonial are the writers in each period?
period?
V. Remarks
VI. Reflections
A. No. of learners who earned
80% in the evaluation
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
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?

Grades 1
to 12 School Baquilan Resettlement High School Grade Level 11 (GAS & TVL)
 DAILY LESSON
LOG
Teaching Dates and
I. OBJECTIVE
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. Learning Resources
Teacher Abegail A. Asuncion Learning Area 21st Century from the Philippines to the World
November 11-15, 2019 Quarter 3rd (2nd Semester)
Time
Session 1 Session 2 Session 3 Session 4
November 11, 2019 November 12, 2019 November 13, 2019 November 14, 2019
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.
The learners demonstrates:
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions 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; and
2. an adaptation of a text into other creative forms using multimedia.
Writing a close analysis and Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
critical interpretation of literary interpretation of literary texts and interpretation of literary texts and doing interpretation of literary texts and
texts and doing an adaptation of doing an adaptation of these require an adaptation of these require from the doing an adaptation of these require
these require from the learner the from the learner the ability to: learner the ability to: from the learner the ability to:
ability to: identify representative texts and identify representative texts and identify representative texts and
identify representative texts and authors from each region (e.g. authors from each region (e.g. engage authors from each region (e.g.
authors from each region (e.g. engage in oral history research with in oral history research with focus on engage in oral history research with
engage in oral history research focus on key personalities from the key personalities from the students’ focus on key personalities from the
with focus on key personalities students’ region/province/ town region/province/ town students’ region/province/ town
from the students’ region/province/
town
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:
Canonical authors and works of Philippine National Artists in Literature.
21stCentury
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
slideshare.com
Projector, laptop, chalkboard
State the learning competencies.
Let the learners explain what an
artist for them is.
Discuss about National Artist
Award.
Discuss some of the National
Artist Awardees in Literature
slideshare.com
Projector, laptop, chalkboard
Recall of the previous lesson.
(1) Identify the forms of literature
produced during the pre-colonial
period (2) appreciate a literary piece
through oral reading
Continuation of discussion
A video clip of "Biag ni Lam Ang
(epic)
The learners will write something
about the National Artist Awardees in
Literature.
How the awardees can help you
express yourself nowadays?
https://www.britannica.com /biography/Nick- https://jhayelie.wordpress.com
Joaquin /2012/12/11/may-day-eve-nickjoaquin-
https://jhayelie.wordpress.com excerpt/
/2012/12/11/may-day-eve-nickjoaquin- Projector, laptop, chalkboard
excerpt/
Projector, laptop, chalkboard
Recall of the past lesson Review of the past lesson
Present the biography of Nick Joaquin
Teacher presents the slides containing Continuation of discussion
the lesson on the different periods.
The learners read May Day Eve. The
learners will answer guide questions.
Create a flow chart on how the story
happened.
How the work of Nick Joaquin
influence to know more about
 living Philippine literature?
H. Making generalizations and The learners state the works of the The learners generalize things about
abstractions about the awardees. Nick Joaquin.
lesson
I. Evaluating learning Quiz
V. Remarks
VI. Reflections
A. No. of learners who earned
80% in the evaluation
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
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?
 Grades 1
to 12 School Baquilan Resettlement High School Grade Level 11 (GAS & TVL)
DAILY
Teacher Abegail A. Asuncion Learning Area 21st Century from the Philippines to the World
 LESSON LOG
Teaching Dates and November 11-15, 2019 Quarter 3rd (2nd Semester)
Time
Monday Tuesday Wednesday Thursday
November 11, 2019 November 12, 2019 November 13, 2019 November 14, 2019
I. OBJECTIVE

The learners demonstrates:

A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
B. Performance Standard 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;

C. Learning Competencies
II. CONTENT
III. Learning Resources
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Identify from the representative
texts and authors from (e.g.
engage in oral history research
with focus on key personalities
from the students ‘
region/province/town) (EN12Lit-Ib-
22)
21st Century Literature Philippines and
the World Sanchez Vibal Publishing
House pp. 12-17
www.youtube.com.
laptop, projector, copy of the
story the Juan Manalakasan
Identify from the representative texts
and authors from (e.g. engage in oral
history research with focus on key
personalities from the students ‘
region/province/town) (EN12Lit-Ib-
22)
Canonical Authors and Works of Philippine National Artists in Literature
21st Century Literature Philippines and the 21st Century Literature Philippines and the 21st Century Literature Philippines and the
World Sanche Vibal Publishing House pp. World Sanchez Vibal Publishing House pp. World Sanchez Vibal Publishing House pp.
12-17 12-17 12-17
www.youtube.com. www.scribd.com
www.slideshare.com
laptop, projector, copy of the story
the Juan Manalakasan
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new lesson
 The learners will be group Recall of the previous lesson. Recall of the past lesson
into 5 and they will read and
analyze the story of Juan
Manalaksan
 Learners will interpret the
content of the story.

B. Establishing a purpose for
the lesson
Process Question
1. What is the Story All About?
2. Who is the main character
of the story?
3. Describe his way of living
4. What part of the story do
like?
5. How did he got his power?
6. If you get such power what
do you want do?
Aside from the story made Juan Identify writers and their works during
Manalaksan what other story do the Spanish , Japanese and American
you know that come from other Period
town or provinces?

H. Presenting
examples/instances of the
new lesson
I. Discussing new concepts
and practicing new skills #1
Do you know the song Ate ku
Pung Singsing? From what
province it originated?
Canonical Authors and Works of
Philippine National Artists in
Literature
•Other literary Works from the
Region
A teacher shows a power point
presentation on the literature
produced during the pre-Spanish
period.
A bit background during the
Spanish, Japanese and American
Occupation
Teacher presents the slides containing
the lesson on the different periods.
J. Discussing new concepts A video clip of "Biag ni Lam Ang
and practicing new skills #2 (epic)
K. Developing mastery (leads to Group Activity: Search other text Teachers shows in a power point Teacher shows a slide containing a
Formative Assessment 3) or author that engage in the oral presentation of the Iloko version of picture, if not available just the names
literature. Biag ni Lam-ang. of writers and let each group (
previous grouping) identify their period
and their works.
L. Finding practical applications What is the importance of knowing Teacher presents the Iloko version of
of concepts and skills in daily texts or literary pieces from your Biag ni Lam-ang and assigned per
living region? group to creatively read chosen
stanzas to imbibe appreciation of the
epic.
M. Making generalizations and The forms of literature produced
abstractions about the during the period are…
lesson
N. Evaluating learning What are the forms of literature What are the periods discussed? Who Quiz
produced during the pre-colonial are the writers in each period?
period?
V. Remarks
VI. Reflections
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
strategies worked well?
Why did these work?
T. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
U. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?