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GRADES 12 School Batasan Hills National High School Grade Level Grade 12
DAILY LESSON LOG Teacher Gladys A. Pelotin Learning Area 21st Century Literature From the Philippines and the
World
Teaching Dates and Time Sept. 18-22,2017 , 6:50-7:40; 10:40-11:30 Quarter Second

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives Write
the LC code for each
II. CONTENT
The learner will be able to
understand and appreciate literary
texts in various genres across
national literature and cultures.
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;
The learner:
1.  identifies representative texts
and authors from Asia, North
 America, Europe, Latin
 America, and Africa
EN12Lit-IIa-22 B
2. appreciate the cultural and
aesthetic diversity of
literature of the world
Content is what the lesson is all about. It pertains to the subject matter that the teache r aims to teach in the CG, the content can be tackled in a week or two.
Literary Landmarks
The learner will be able to
understand and appreciate literary
texts in various genres across
national literature and cultures.
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 textcritical interpretation of a literary text interpretation of a literary text in critical interpretation of a literary
in terms of form and theme, with a
description of its context derived
from research;
The learner:
1. explains the texts in terms of
literary elements, genres, and
traditions EN12Lit-IIb-32
2. situates the texts in the
context of the region, nation,
and the world EN12Lit-IIc-29
Literary Landmarks
The learner will be able to
understand and appreciate literary
texts in various genres across
national literature and cultures.
The learner will be able to
demonstrate understanding and
appreciation of 21st century
literature of the world through:
1. a written close analysis and
in terms of form and theme, with a
description of its context derived
from research;
The learner:
1.  demonstrates a more
appreciative way of looking
at landmarks and other
cultural icon
2.  responds critically to the
poem through a mini
readathon and consequently
articulate this response
through an educational
brochure of a landmark or
tourist spot of his choice
Stonehenge by Rio Alma
The learner will be able to The learner will be able to
understand and appreciate literary understand and appreciate
texts in various genres across literary texts in various genres
national literature and cultures. across national literature and
cultures.
The learner will be able to The learner will be able to
demonstrate understanding and demonstrate understanding and
appreciation of 21st century literatureappreciation of 21st century
of the world through: literature of the world through:
1. a written close analysis and critical
1. a written close analysis and
terms of form and theme, with a text in terms of form and theme,
description of its context derived from
with a description of its context
research; derived from research;
The learner: The learner:
1.  formulates responses to 1.  creates a sensible
questions reflection paper of the
2.  score each part of the test to text
have a clear picture of how 2.  use literary devices in
you fared in order to determine reflection paper
areas you failed to master
Summative Test Writing a Reflection Paper

III. LEARNING RESOURCES   List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson andni learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages 

2. Learner’s Materials page 

3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES   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 by the students which
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
https://www.scribd.com/embeds/359771604/content#from_embed
Compass 21st Century Literature Compass 21st Century Literature Compass 21st Century Literature Compass 21st Century Literature Compass 21st Century Literature
from the Philippines and the World from the Philippines and the World from the Philippines and the World from the Philippines and the World from the Philippines and the
World
you can infer from 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.
Tell: Complete the following  Ask: Why does critica l appreciation Strategy: Carousel Brainstorming Trackback the previous lessons Trackback the Stonehenge
sentences as honestly as you can: of a genre is not just about knowing Purpose: To activate student’s prior
1. I have come to realize that life and understanding its generalities? knowledge of a topic through
abroad is movement and conversation.
2. I learned that to live in a
multicultural society, one should
Students identify representative Students explain the texts in terms Students demonstrates a more Students formulate responses to Students create a sensible
texts and authors from Asia, North of literary elements, genres, and appreciative way of looking at questions and score each part of the reflection paper of the text and
 America, Europe, Latin America, traditions and situate the texts in the landmarks and other cultural icon test to have a clear picture of how use literary devices in reflection
and Africa and appreciate the context of the region, nation, and and respond critically to the poem you fared in order to determine areas paper
cultural and aesthetic diversity of the world through a mini readathon and you failed to master
literature of the world consequently articulate this
response through an educational
brochure of a landmark or tourist
spot of his choice
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spot of his choice
C. Presenting We can say that the sport of Literary elements Use the carousel brainstorming for Present the directions of the test Present one example of
examples/instances for basketball has an entire language this activity. Questions are provided reflective essay
the new lesson in students’ station. 
D. Discussing new concepts and Have students give their Define the following allusion and Define the following: thru a part of Clarifications of vocabularies Define reflection
practicing new skills # definition/understanding literary couplet the readathon discussed in the previous lesson
landmarks    Stonehenge
   edifice
   exactitude
   etc
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Discussion of the introduction of the Tour the world through discussing Discussion of the poem thru Discussion of test parts Discuss one example of
(Leads to Formative chapter varied landmarks. retelling by each group’s reflection paper
Assessment 3) representative
G. Finding practical applications  Ask: How does a mod e of  Ask: How can we u tilize allusion in How significant are landmarks in  Ask: Why do we have to be
of concepts and skills in daily expression tied intricately with imagining landmarks? our lives? reflective
living postmodern philosophies?

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Tell: The genre and the elements
that make it up form a symbiotic
relationships of sort
Write a semantic web on nonlinear
writing
Tell: Familiarizing ourselves with the  Ask: How element and genre come
cultural significance of persons, together through the poem,
places, or events is necessary to “Stonehenge” by Rio Alma?
understand allusions in literature.
Draw or write famous landmarks in Readathon: Quiz Bee Summative Test Writing reflections on the
the world and discuss their cultural previous lesson.
significance.

J. Additional activities for

application
for remediation
V. REMARKS  
VI.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 supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
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 myme
can help principal
solve? or supervisor
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Checked by: Noted:

GLADYS A. PELOTIN MARIA CECILIA R. BAUTISTA DR. MERYGEE L. JAVIER

Teacher III- HUMSS Subject Coordinator- English  Assistant Principal II 

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