Republic of the Philippines

Department of Education
REGION VII
ANITO NATIONAL HIGH SCHOOL
GAMAY DISTRICT I
Anito, Gamay N. Samar
SCHOOL Anito National High School GRADE LEVEL Grade 11- Shakespeare
GRADES 1 TO 12 TEACHER Maricris R. Ada LEARNING AREA 21st Century Literature from the
DAILY LESSON LOG Philippines to the World
TEACHING DATES AND TIME June 3 -7, 2019 QUARTER First/ Week 1

Session 1 Session 2 Session 3 Session 4

I.OBJECTIVES
A.Content Standards
The learner will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the regions.

B.Performance Standards The learner will be able to demonstrate understanding and appreciation of 21 st 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.

C.Learning
Competencies/Objectives Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to:
Write the LC Code for each 1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary

EN12Lit-Ia-21

II.CONTENT
Philippine literature from precolonial to contemporary period
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional Materials
from Learning Resources
(LR) portal
B.Other Learning
Resources
IV.PROCEDURES
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)
G.Finding
practical/applications of
concepts and skills in daily
living
H. Making generalizations
and abstractions about
Powerpoint, chalk, board, pentel,
metacards
Introduction to class
K-W-L Activity
Students will group in 4
They will answer the K-W-L activity
about Philippine literature.
Discuss introduction to Philippine
literature: What is literature?
Discuss general types of literature:
prose and poetry
Fill in the blank: the group will
guess the missing words to
complete the paragraph
Ask:
What form of literature reflects the
common values of the people of N.
Samar?
Students will give a general
statement about the things they
Powerpoint, chalk, board, pentel,
metacards
https://en.wikipedia.org/wiki/Philippine_literature
The class reviews yesterday’s lesson.
Show students some picture and
asked what literary titles each
picture signify, the leading
characters, and the general setting.
Discuss Literary Periods in Philippine
History
Discuss the precolonial literature:
folk speech, riddles, proverbs, folk
songs, folk tales, epics
Students will be grouped into 4:
Students will choose a local folk
song and sing it to the class.
Ask:
What form of pre-colonial literature
still applies to the locals of Northern
Samar today?
Students will give a general
statement about the things they
Powerpoint, chalk, board, cellphone
The class reviews yesterday’s lesson.
Students will play Kahoot link:
https://create.kahoot.it/share/literary-
periods-in-philippine-
history/d5a2c2ec-efe3-47a0-9a81-
65a7e834f6e4
Discuss Philippine literature during the
Spanish period.
Discuss Spanish influences in
Philippine literature.
Students will take a short quiz.
Ask:
What Spanish influence is evident to
the people of Northern Samar?
The learners summarize what they
learned.
Powerpoint, chalk, board, cellphone
The class review the yesterday’s lesson.
Students will play Kahoot link:
https://create.kahoot.it/share/philippine-
literature-during-the-spanish-
period/d3b070c1-4c15-4dbd-8a6d-
188c89cb794f
Discuss the American to contemporary
literature.
Discuss influences of American and
Japanese in Philippine contemporary
literature.
Students will make haiku in vernacular
language and translate it to English using
a dictionary installed in their cellphone.
Ask:
In Northern Samar, what values they
noticed was derived from Americans and
Japanese?
The learners synthesize what they
learned.
the lesson
I.Evaluating Learning
J. Additional activities for
application or remediation
have learned in today’s lesson. have learned in today’s lesson.
The learners will have a quiz.
Groupwork:
Ask students to interview their grandparents and collect local examples (from Gamay-Mapanas – Lapinig – Palapag) for
each category:

Group 1 – 10 Riddles
Group 2 – 10 Proverbs
Group 3 – 5 Folk Tales
Group 4 – 5 Folk Songs

Students will present their homework on week 2.

V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% of the
formative assessment
B.No. of learners who
require additional
activities to 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 material did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by:

MARICRIS R. ADA RENATO C. CASUCO

Subject Teacher School Head
Reference: Beyond Borders (Reading Literature in the 21 st Century by Maria Gabriela P. Martin, Alona U. Guevarra, Emar Ivery Del Campo, and Ma. Socorro Perez, Ph.D.