School MABALBALINO NATIONAL HIGH SCHOOL Grade:  

12-TVL;11-GAS KBC & ZGL

Grades 1 ST
Learning Area: 21 CENTURY OF THE PHLIPPINE LITERATURE AND
to 12 Daily ZYRA MAE G. LAGOY THE
Lesson Log
Teacher WORLD
Teaching
September 12-16,2022
Dates Quarter:  1ST
and Time 2:00-3:00; 3:00-4:00
MONDAY TUESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content
Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.

B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Standards 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 identify representative texts
Competencies/ and authors from each
appreciate the contributions of
Objectives region (e.g. engage in oral value the contributions of local writers appreciate the contributions of the
the canonical Filipino writers to
history research with focus to the development of regional literary canonical Filipino writers to the
the development of national
on key personalities from traditions development of national literature
literature
the students’ EN12Lit-Ic-23 EN12Lit-Ic-24
EN12Lit-Ic-24
region/province/ town)
EN12Lit-Ib-22
II. CONTENT Canonical authors and Works of Philippine National Artists in Literature
Written Test
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials pages
3. Text book pages Literatura: 21st Century Literatura: 21st Century Philippine & Literatura: 21st Century Philippine & World Literatura: 21st Century Philippine
Philippine & World World Literatures Literatures & World Literatures
Literatures
4. Additional
Materials from
Learning Resources
B. Other Learning PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
Resources
IV. PROCEDURES
A. Reviewing
previous lesson or Ask one student to recapitulate the Review about the previous
Review about the Review about the previous lesson.
presenting the new discussion last meeting in front of the lesson.
previous lesson. class.
lesson
B. Establishing a Let’s try to find out if you
purpose for the can still remember the Translate the poem, “Bonsai”,
lesson elements of poetry. using our dialect. Identify at
Discuss the different elements of Poetry.
Read and analyze the least two figurative language in
given stanza and answer the poem.
the questions that follow.
C. Presenting Read the poem and
Examples/instance answer the questions Read the poem and discover if you Read again the poem bonsai by Edith L.
s of new lesson that follow. have the same experience Tiempo.
“Third World Geography” with the persona.
By: Cirilo F. Bautista
D. Discussing new Discuss about the author Answer the questions about the Answer the following questions.  Written Examination
concepts and Edith L. Tiempo poem. 1. What image does the speaker in the
practicing new 1. Who is the poetic persona of the poem begin to present in the first
skills #1 poem? stanza?
2. What is that line in the first 2. What does “Bonsai”, symbolize?
stanza that is repeated in the 3. What is the message/ theme of the
second? What poem?
is the difference in meaning 4. What figurative language is presented
between the two? Why is there a in this line? To a cupped hand’s
question mark? size” in the third stanza.
3. We have the lines “Till seashells
are broken pieces/From God’s own
bright
teeth” in the last stanza. What does
this imply? How does God show His
great love? Can you cite evidences
or stories that affirm His love?
 4. How is love being portrayed in
the poem?
5. In the third stanza, why do you
think the speaker mentions that all
love is
to be scaled down? How do you
scale down your love?
E. Discussing new
concepts and
Discuss the meaning of poetry.
practicing new
skills #2
F. Developing What do you value in life?
mastery Do you value the same What is all about the poem?
What are the elements of Poetry?
thing the persona What is poetry?
in the poem holds dear?
G. Finding Practical write your reflection in your notebook
applications of by finishing up the unfinished
concepts and skills statements below.
I have learned that
I have realized that
I will apply

H. Making Poetry, literature that evokes a

generalizations concentrated imaginative Elements of poetry are Imagery,
and abstractions Who is Edith L.Tiempo? awareness of experience or a
Alliteration, Assonance, Denotation,
about the lesson What is the famous poem specific emotional response
through language chosen and Connotation, Symbolism, theme,
of Edith L. Tiempo?
arranged for its meaning, sound, Repetition, Figurative Language.
and rhythm.
I. Evaluating From the poetry of Edith L. Tiempo,
Learning answer the following question.

Questions:
1. Who is the poetic persona of the
poem?
2. What is that line in the first
stanza that is repeated in the
second? What
is the difference in meaning
between the two? Why is there a
question mark? In a 1/2 sheet of pad paper
3. We have the lines “Till seashells crosswise, summarize the lesson
are broken pieces/From God’s own briefly by providing relevant
bright examples and comprehensive
teeth” in the last stanza. What does explanation of every topic.
this imply? How does God show His
great love? Can you cite evidences
or stories that affirm His love?
4. How is love being portrayed in
the poem?
5. In the third stanza, why do you
think the speaker mentions that all
love is
to be scaled down? How do you
scale down your love?
Give examples.
J. Additional
Interpret the meaning of the poem, “
activities for
Bonsai” through a drawing
application or
remediation or a poster.
V. REMARKS

VI. REFLECTION

A. No. of learners who ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
earned 80% on the 80% above above
formative assessment
B. No. of Learners who ___ of Learners who require ___ of Learners who require
require additional ___ of Learners who require additional ___ of Learners who require additional
activities for
additional activities for additional activities for
activities for remediation activities for remediation
remediation remediation remediation
C. Did the remedial
lessons work? No. of  ___Yes ___No  ___Yes ___No  ___Yes ___No
 ___Yes ___No
learners who have ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up
caught up with the ____ of Learners who caught up the lesson
up the lesson lesson the lesson
lesson.
D. No. of learners who ___ of Learners who
continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to
continue to require
remediation require remediation remediation require remediation
remediation
E. Which of my Strategies used that work
teaching strategies well:
worked well? Why did Strategies used that work well: Strategies used that work well:
these work? Strategies used that work well:
___ Group collaboration
___ Games
___ Group collaboration ___ Group collaboration
___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw
___ Games
___ Answering preliminary
___ Solving Puzzles/Jigsaw ___ ___ Solving Puzzles/Jigsaw ___
activities/exercises
Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering Answering preliminary
___ Carousel
activities/exercises preliminary activities/exercises activities/exercises
___ Diads
___ Carousel ___ Carousel ___ Carousel
___ Think-Pair-Share (TPS)
___ Diads ___ Diads ___ Diads
___ Rereading of
___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS) ___
Paragraphs/ Poems/Stories
Rereading of Paragraphs/ Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/
___ Differentiated
Poems/Stories ___ Differentiated Differentiated Instruction Poems/Stories ___ Differentiated
Instruction
Instruction ___ Role Playing/Drama Instruction
___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama
___ Discovery Method
___ Discovery Method ___ Lecture Method Why? ___ Complete ___ Discovery Method
___ Lecture Method Why?
___ Lecture Method Why? ___ IMs ___ Lecture Method Why? ___
___ Complete IMs
Complete IMs ___ Availability of Materials ___ Pupils’ Complete IMs
___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___
___ Pupils’ eagerness to
eagerness to learn ___ Group member’s Cooperation in doing Pupils’ eagerness to learn
learn
___ Group member’s Cooperation in their tasks ___ Group member’s
___ Group member’s
doing their tasks Cooperation in doing their tasks
Cooperation in doing their
tasks
F. What difficulties did __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
I encounter which my
principal or supervisor
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Colorful __ Pupils’ behavior/attitude __ Colorful IMs __ Pupils’ behavior/attitude __
can help me solve? __ Colorful IMs IMs Colorful IMs
 __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials did
__ Localized Videos
I use/discover which I
wish to share with __ Making big books from
other teachers? views of the locality
__ Recycling of plastics to be
used as Instructional
Materials
__ local poetical composition
Prepared by:
ZYRA MAE G. LAGOY
Teacher
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from views of the
locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
RACQUEL C. DELA CRUZ
__ Unavailable Technology Equipment
(AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from views of the
locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Noted:
Principal I
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition