SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives (Write the LC code
for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials
School MARUING NATIONAL HIGH SCHOOL Grade Level ELEVEN (11)
Teacher RAZEL T. SUMAGANG – Teacher I Learning Area CREATIVE NONFICTION
Teaching Dates and Time September 17-21, 2022 Semester/Quarter First Semester Quarter (1)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
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.
 Review past lessons  Review past lessons  Review past lessons  Review past lessons
 analyze the literary text  analyze the literary text 1) Biographical Context . Objectives:
through linguistic contexts and through socio-cultural contexts 2) Linguistic Context A. Identify the literary approach used
discuss how they enhance the and discuss how they enhance 3) Socio-Cultural Context in a literary text,
text’s meaning and enrich the the text’s meaning and enrich B. analyze how different approaches
.
reader’s understanding; and the reader’s understanding; enhance the text’s meaning and
 Explain the relationship of and enrich the reader’s understanding
context with the text’s  Explain the relationship of that can be apply in real life, and
meaning. EN12Lit-Ie-28 context with the text’s C. enhance learners’ knowledge on
 situate the text in the context meaning. EN12Lit-Ie-28 literary approaches and on how it is
of the region and the nation  situate the text in the context relevant in various texts.
EN12Lit-Ie-29 of the region and the nation
 Participate actively in group EN12Lit-Ie-29
activity.  Participate actively in group
activity.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
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;
 Linguistic Context  Socio-cultural Context  Literary Context  Literary Approaches  Enrichment
Class/Reading
Intervention
a. ADM MODULES
None None None None
None None None None
None None None None
None None None None
by: Jhokar-IX
B. Other Learning Resource
IV. PROCEDURE
Preliminaries
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing 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
Handouts
Worksheets
powerpoint
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 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.
Prelimenaries:
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
Asking the learners about the past
lesson. What is literary Context?
What is biographical context?
Introducing the second literary
context that is the Linguistic Context. that is the Socio-Cultural Context.
Objectives of the lesson will be
presented.
Read the text entitled Shadows of
the Past By MJR – February 25,
200. This time, pay attention to the
highlighted word.
Teacher will discuss about Linguistic
Context through the text being read
by the learners.
Handouts
Worksheets
powerpoint
Management of Learning (MOL)
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
Asking the learners about the past
lesson. What is literary Context?
What is linguistic context?
Introducing the third literary context
Objectives of the lesson will be
presented.
Read the text entitled Pinikas” by
Jayson Parba. Answer the question
that follows.
1. What is the story all about?
2. What part of the story shows
socio-cultural context? Cite an
instance in the story.
3. Based on the story, how does
this show about the characteristics
of Filipinos?
Teacher will discuss about Socio-
Cultural Context through the text
being read by the learners.
Students will read another text
Handouts
Worksheets
Management of Learning (MOL)
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
Asking the learners about the past
lesson. What is literary Context?
What are different types of context?
Teacher will ask the learners the
importance of the different literary
Context in the different literary
genre. State 3 reasons.
BY GROUP:
Make comparison and contrast of
the three literary Context. They will
do it in a Manila Paper.
Handouts
Worksheets
powerpoint
Management of Learning (MOL)
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
Task 1: Heads Up!
Controlled Essay: In your own
words, answer the question below:
Q: How do you try to go about a
literary text that is difficult to
understand? What steps do you take
to fully comprehend
a literary selection?
Introducing the different literary
Approaches.
Objectives of the lesson will be
presented.
BY GROUP:
Each group will read the poem
entitled THE GODS WE WORSHIP
LIVE NEXT DOOR by: Bienvenido
Santos. Answer the question that
follow.
Text Analysis:
1. Describe the speaker (persona) in
the poem in relation to the gods
mentioned.
2. How are the gods described in the
poem?
3. What two social classes in conflict
are discussed in the poem?
4. Explain the last two lines “Oh, we
outlive them all, but there are junior
gods fast growing tall.”
Students will proceed to their
handouts. Teacher will facilitate the
discussion.
by: Jhokar-IX
 practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
ANALYSIS: Determine the meaning
of the word “cramped” based on the
surrounding words and phrases in
the text.
The class will then share insights
on the lesson discussed.
ESSAY:
1. What is linguistic context?
2. What is the concern of
linguistic context?
. Make a Point!
entitled Shadows of the Past By
MJR – February 25, 200. This time,
pay attention to the societal issues
presented in the text.
ANALYSIS: Make mental notes of
your answers to the following
questions, then
discuss your thoughts with your
friend or any of your family
members.
1. What is Andrea’s purpose for
going to the Internet café?
2. What past or present societal
issue among Filipino women is
depicted in the
story?
3. How does the Philippine society
view this issue? Is it something that
is widely practiced and accepted?
4. What is your own opinion about
the issue?
How does the literary piece depict
society?
• With what societal issues is it
concerned?
• Does the work describe real
events, or some that are strikingly
similar to real events?
The class will then share insights
on the lesson discussed.
ESSAY:
1. What is socio-cultural context?
2. How does societal issue affect the
literary piece that may produce by a
writer?
Directions: State whether you agree
or disagree with the sociocultural
contexts taken from the selection.
TRIBUTE: A Husband’s Letter on
Mother’s DayBy: Dr. Maugan P.
Mosaid – May 9, 2020
Write your answers in the
appropriate column. Then,
Each group will choose a
representative to discuss their
answer.
The students will be asked to write
their commitment in accomplishing
the desired outcome and completing
the course;
They will be asked to share what
they have written to their group.
Representative of each group will be
asked to share in the class.
BY GROUP:
Each group will be given 2 literary
approaches. They will give the
following
 Founder
 Definition
 Points in analyzing the text
using this theory.
 How to analyze literary
text using this approach.
 Example of literary text
that is relevant to this
approach
G1: formalism& Marxism
G2: structuralism & Deconstruction
G3: New Historism & Feminism
Reporting follows.
The teacher will ask the class what
is the significance of studying literary
approaches in learning and
understanding literary piece?
The class will then share insights
on the lesson discussed.
ASSESSMENT:
Paper and Pencil
The students will be asked to do
research on the emerging 21st
Century literatures.
by: Jhokar-IX
 defend your views in a panel
discussion or mini-debate through
FB messenger,
Zoom, or Google Meet. If you don’t
have Internet connectivity, express
your points to a friend or any of your
family members.
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 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?

Prepared by: Submitted to:

JOKARNYNE S. UDTOG ROLAND H. DAGANDANG
Teacher I Head Teacher III

by: Jhokar-IX
 SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives (Write the LC code
for each)
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 Resource
School MARUING NATIONAL HIGH SCHOOL Grade Level ELEVEN (11)
Teacher JOKARNYNE S. UDTOG – Teacher I Learning Area 21st Century Literature of the Philippines & the World
Teaching Dates and Time September 26-30, 2022 Semester/Quarter First Semester Quarter (1)
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
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.
 produce a creative  Review past lessons on the  infer literary meaning from  Cite functions and values of
representation of a elements of literature ; literal language based on literature to the aspects of
literary text by applying  Present an analysis of usage (EN12Lit-Id-26); human life;
multimedia skills literature citing the elements,  Analyze the figures of speech  Analyze the figures of speech
EN12Lit-Ie-31.1 structures and traditions. and other literary techniques and other literary techniques
 choose an appropriate (EN12Lit-Id-25); and devices in the text and devices in the text
multimedia format in  Participate actively in group (EN12Lit-Ie-27) (EN12Lit-Ie-27)
interpreting a literary activity.  Create text using figurative  Create text using figurative
text. language. language.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
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;
 Creative Literary Adaptation  Elements of Literature  Literary Devices  Figures of Speech  Enrichment Class
 Valuing Literature
a. ADM MODULES
None None None None
None None None None
None None None None
None None None None
Handouts PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
PowerPoint Presentation Exercise Sheets Exercise Sheets Exercise Sheets
Worksheets Reading Texts YouTube Videos YouTube Videos
by: Jhokar-IX
IV. PROCEDURE
Preliminaries
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing 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 application of
concepts and skills in daily living
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 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.
Management of Learning (MOL) Management of Learning (MOL)
to be done by the students to be done by the students
 Prayer  Prayer
 Energizer  Energizer
 Checking of Attendance  Checking of Attendance
 Recapitulation  Recapitulation
Recapitulation of the past lesson. Activity sheets will be provided to After presenting the lesson,
students to check their stock
knowledge on the lesson.
Objectives of the lesson will be Objectives of the lesson will be
presented. presented.
YouTube video on the emerging Basic elements of literature will
21st Century literary genre will be be discussed.
presented
Each group will be provided 2 The teacher will provide literary
samples of literature of different reading text. He will then ask
genre. They will then be asked to them to go to their group and
read and classify what type of discuss the assigned element
literature those are. presented in the selection:
Group 1 – Form
Group 2 – Theme
Group 3 – Characterization
Group 4 - Style
Each group will present their Each group will assign
output. Before they will give the representative to report what
literary genre, they will first ask they have discussed in their
the class the classification. group.
Management of Learning (MOL)
to be done by the students
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
activity will be done to make the
students recall their past lesson
in literary devices.
Objectives will be revealed.
YouTube video on literary
devices on movies will be shown. language will be done.
The students will be asked to
read literary text and identify
devices used.
The students will be asked to
answer the exercises presented
in you tube videos.
The students will be asked the
importance of studying literary
devices.
Management of Learning (MOL)
to be done by the students
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
Review activity of the literary
device lesson will be done.
Objectives of the day will be
presented.
Discussion on figurative
Video discussing figurative
language used in pop songs will
be shown.
The students will be asked to
create lines using figures of
speech.
The students will be asked to cite
three functions and values of
literature to humans in the
following aspects:
a. personal growth
b. socialization
c. education
d. cultural growth
by: Jhokar-IX
 e. national/economic progress

H. Making generalizations and The class will then share insights

abstractions about the lesson on the lesson discussed.
I. Evaluating learning Exercises on classifying literary Activity 2, p 5 of reference b Activity 3, p 8 of reference b
genre will be given.
J. Additional activities for application
or 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 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?

Prepared by: Submitted to:

JOKARNYNE S. UDTOG ROLAND H. DAGANDANG
Teacher I Head Teacher III

by: Jhokar-IX
 SENIOR HIGH SCHOOL School MARUING NATIONAL HIGH SCHOOL Grade Level ELEVEN (11)
DAILY LESSON LOG Teacher JOKARNYNE S. UDTOG Teacher I Learning Area 21st Century Literature of the Philippines & the World
Teaching Dates and Time September 5-9, 2022 Semester/Quarter First Semester Quarter 1

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance Standard 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.
C. Learning Competency /  . Identify representative texts  Analyzing a literary text and  Analyzing a literary text and  Introduction 21st Literary
Objectives (Write the LC code and authors from the region appreciating the contributions of appreciating the Genres’ Nature and Feature
for each) (e.g. engage in oral history the canonical Filipino writers to contributions of the  Discussion of the 21st Century
research with focus on key the development of national canonical Filipino writers to
Literary Genres feature.
personalities from the literature (En12Lit-Ic-24) the development of national
 .Noting of the 21st Century
students’ region, province,  Read one poem written by a literature (En12Lit-Ic-24)
and town, EN12Lit-Ib-22 Filipino writer entitled  Read the subanen epic “AG Readers characteristics.
 Research writers and SENCILIO. TOBIG NOG
introduce it in the class using  Write a 500-word critical KEBOKLOGON
the biographical description. interpretation of the poem, with  Write a 500-word
a description of its context REFLECTION on the epic
derived from research with a description of its
context derived from
research.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
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;
 21st Century Literature from the region where the school is based in  21st Century Literature from the region where the school is  Enrichment
relation to the literature of other regions in various genres and forms based in relation to the literature of other regions in various Class/Reading Class
in consideration of three (3) canonical authors and works of genres and forms in consideration of three (3) canonical authors Intervention

by: Jhokar-IX

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 Resource
IV. PROCEDURE
Preliminaries
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
Philippine National Artists in Literature
a. SAMAL by Ben Nillo
b. Ag Tobig Nog Keboklogon
None
None
None
None
Copy of the list of canonical
writers in the Region IX, hand-
outs, worksheets
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 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.
Management of Learning (MOL)
to be done by the students
 Prayer
 Energizer
 Checking of Attendance
 Recapitulation
Introduction:
Communicating learning
objectives and Historical
Criticism
Motivation: Showing of pictures
of Tourist Spots and Festivals
that can be seen in the region
Instruction: Introduction on the
Region IX: It’s Culture, People
and Literature.
and works of Philippine National Artists in Literature
None None None
None None None
None None None
None None None
Copy of the poem, handouts, Copy of the subanen epic, PowerPoint Presentation
worksheets Exercise Sheets
YouTube Videos
Management of Learning (MOL) to Management of Learning Management of Learning (MOL)
be done by the students (MOL) to be done by the to be done by the students
 Prayer students  Prayer
 Energizer  Prayer  Energizer
 Checking of Attendance  Energizer  Checking of Attendance
 Recapitulation  Checking of Attendance  Recapitulation
 Recapitulation
Review of the discussion the other Getting Started: The students
day will be asked to enumerate
steps on what they do to fully
comprehend literary selection
Objectives of the lesson will be Objectives will be revealed. Objectives of the day will be
presented. presented.
Motivation: Asking students their Motivation: Asking students on
observation in the different wharf their idea about the subanen
area. culture in the community.
Assign one item for each group to The students will be asked to Students will be asked to give the
study. read the poem ‘ Ag Tobig Nog different and feature of 21st
Each group needs to discuss the Keboklogon. Century Literary Genre and note
following questions:  Students will be the different characteristics of the
a. What is the poem all about? tasked to get the 21st Century Reader.
b. Who is the persona in the poem? structural value of the
c. How is the place being describe epic. Noting the
in the poem? characters, setting
d. What social problem is being and important details
depicted in the poem? in the epic.
by: Jhokar-IX
 .  What subanen
cultures that is
depicted in the epic?

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment)
Practice: Group Discussion
Ask them the following:
a. What was your experience in
reading the handouts and
listening to the information about
Region IX?
Practice: Individual Discussion
a. How do you feel after reading
the poem?
b. What words make it a difficult
poem?
c. What is the tone of the poem?
How does it sound like?
Text Analysis: The students will The following concept must be
be asked to note the details in masterered.
the epic. They will do the ff.; a. Nature and Feature of
1. Describe the main character 21ST Century Literary
in the epic. Genre
2. What are the subanen b. Characteristics of 21st
culture discussed in the poem? Century Reader
c. Importance of 21ST
Century Literarcy

G. Finding practical application of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
Paper and Pencil
Essay: How does the culture and
the people in a place affect the
literature of a certain region?
Paper and Pencil
Essay: How does the culture and
the people in a place affect the
literature of a certain region?
Make a Another reading text will be
presented. Students will be
asked to critique using the
literary approaches discussed.
The students will be reminded of
the performance standard to
meet at the end of the course.

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

by: Jhokar-IX
 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?

Prepared by: Submitted to:

JOKARNYNE S. UDTOG ROLAND H. DAGANDANG
Teacher I School Head

by: Jhokar-IX
 SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /
Objectives (Write the LC code
for each)
II. CONTENT
III. LEARNING RESOURCES
School MARUING NATIONAL HIGH SCHOOL Grade Level ELEVEN (11)
Teacher JOKARNYNE S. UDTOG Teacher I Learning Area 21st Century Literature of the Philippines & the World
Teaching Dates and Time September 12-16, 2022 Semester/Quarter First Semester Quarter 1
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
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 children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
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.
 Get acquainted with the  Review past lessons on the  infer literary meaning from  Cite functions and values of
emerging literary genre of the elements of literature ; literal language based on literature to the aspects of
21st Century;  Present an analysis of usage (EN12Lit-Id-26); human life;
 Identify the originating genre of literature citing the elements,  Analyze the figures of speech  Analyze the figures of speech
the 21st century literatures. structures and traditions. and other literary techniques and other literary techniques
(EN12Lit-Id-25); and devices in the text and devices in the text
 Participate actively in group (EN12Lit-Ie-27) (EN12Lit-Ie-27)
activity.  Create text using figurative  Create text using figurative
language. language.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
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;
 Emerging Literary Genre of  Elements of Literature  Literary Devices  Figures of Speech  Enrichment Class
the 21st Century  Valuing Literature
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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 Resource
IV. PROCEDURE
Preliminaries
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing 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
a. 21st Century Literature from the Philippines and the World for Senior High School by Mata et. al. pp. 1-10
b. 21st Century Literature from the Philippines and the World , Redefining Literature Across Nation and Time by Datu et. al. pp. 1-10
c. 21st Century Literature from the Philippines and the World by Marikit Tara A. Uychoco pp. xi-xiii
None None None None
None None None None
None None None None
None None None None
You Tube Videos PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
PowerPoint Presentation Exercise Sheets Exercise Sheets Exercise Sheets
Reading Texts YouTube Videos YouTube Videos
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 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.
Management of Learning (MOL) Management of Learning (MOL) Management of Learning (MOL) Management of Learning (MOL)
to be done by the students to be done by the students to be done by the students to be done by the students
 Prayer  Prayer  Prayer  Prayer
 Energizer  Energizer  Energizer  Energizer
 Checking of Attendance  Checking of Attendance  Checking of Attendance  Checking of Attendance
 Recapitulation  Recapitulation  Recapitulation  Recapitulation
Review activity on the literary Activity sheets will be provided to After presenting the lesson, Review activity of the literary
genre. students to check their stock activity will be done to make the device lesson will be done.
Presentation of the lesson: knowledge on the lesson. students recall their past lesson
in literary devices.
Objectives of the lesson will be Objectives of the lesson will be Objectives will be revealed. Objectives of the day will be
presented. presented. presented.
YouTube video on the emerging Basic elements of literature will YouTube video on literary Discussion on figurative
21st Century literary genre will be be discussed. devices on movies will be shown. language will be done.
presented
Each group will be provided 2 The teacher will provide literary The students will be asked to Video discussing figurative
samples of literature of different reading text. He will then ask read literary text and identify language used in pop songs will
genre. They will then be asked to them to go to their group and devices used. be shown.
read and classify what type of discuss the assigned element
literature those are. presented in the selection:
Group 1 – Form
Group 2 – Theme
Group 3 – Characterization
Group 4 - Style
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F. Developing mastery
(leads to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
Each group will present their
output. Before they will give the
literary genre, they will first ask
the class the classification.
Exercises on classifying literary
genre will be given.
Each group will assign
representative to report what
they have discussed in their
group.
The class will then share insights
on the lesson discussed.
Activity 2, p 5 of reference b
The students will be asked to
answer the exercises presented
in you tube videos.
The students will be asked the
importance of studying literary
devices.
The students will be asked to
create lines using figures of
speech.
The students will be asked to cite
three functions and values of
literature to humans in the
following aspects:
a. personal growth
b. socialization
c. education
d. cultural growth
e. national/economic progress
Activity 3, p 8 of reference b

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 my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which

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 I wish to share with other
teachers?

Prepared by: Submitted to:

JOKARNYNE S. UDTOG ROLAND H. DAGANDANG
Teacher I School Head

by: Jhokar-IX