SUBJECT School Bado Danga NHS Grade level GRADE 11

DAILY LESSON ELENOR MAY CHANTAL

Teacher Learning Area 21st century Literature
LOG MESSAKARAENG
Teaching Dates
June 1-2, 2023 Quarter 4th Quarter
and Time
THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of: contemporary

Philippine literature as a means of responding to the demands
of the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance,
and behavior; and use of imperatives, prepositions, verbs, and
wh-questions.
B. Performance The learner transfers learning by: explaining the need to be
Standards cooperative and responsible in today’s global village; using
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 21 century literature of the world through: 1. a written close
st

C. Learning Competencies/
Objectives (Write the LC Code
for each)
appropriate strategies to comprehend extended text types;
using lexical and contextual clues to understand unfamiliar
words and expressions; using imperatives, prepositions, and
appropriate and polite oral language, stance and behavior in
various information-sharing formats.
Distinguish features of academic writing
analysis and critical interpretation
2. critical paper that analyzes literary texts in relation to the context of
the reader and the writer or a critical paper that interprets literary texts
using any of the critical approaches; an adaptation of a text into other
creative forms using multimedia.
Writing a Close Analysis and Critical Interpretation of Literary Texts
Applying a Reading Approach

OBJECTIVES A. Identify academic writing a. Write a close analysis and critical interpretation of literary
B. Appreciate the lesson through application in real texts using a reading approach and identify representative
situation text from Africa and Asia
C. b. Create/produce a creative representation of a literary text
by applying multi-media skills
c. Show appreciation of different representative literary texts

II. CONTENT Features of Academic Writing Interpretation of literary text applying the reading approach
III. LEARNING
RESOURCES
A.References
1. Teacher’s Guide
pages
2. Learner’s Materials English 7 learners material
pages
3. Textbook pages
4. Additional Materials SLM SLM
from Learning Resource
(LR) portal
B. Other Learning n/a n/a
Resources
IV. PROCEDURES
A. Reviewing previous Review of the past lesson about assertion and reaction What is the use of multimedia to relatively interpret a
lesson or presenting the literary text?
new lesson
B. Establishing a Show a sample short story and an essay. Let the students rad Activity: Let the students read a text instructing them to read at
purpose for the lesson and analyze the text. moderate speed and fast
C. Presenting examples/ Give some question to show the difference of the two text. Ask what reading let them understand the text. Process the discussion.
instances
D. Discussing new Present the lesson about academic writing. Presentation of the lesson about reading approaches used in
concepts and practicing interpreting literary text.
new skills #1
E. Discussing new Discussion of the different features of academic writing. Discuss the topic on the different reading approaches used for different
concepts and practicing purposes particularly in interpreting literary text.
new skills #2
F. Developing mastery Some example are presented to show the features of Present a text and let students do the activity .
(Leads to Formative academic writing. a.Fill out the table with setting and character. Use skimming as a reading
Assessment 2) technique.
b. What descriptions were given about the setting of the story?
c. What seems to be the conflict surrounding the story?
G. Finding practical Process their responses.
applications of concepts
and skills in daily living
H. Making Give the summary of the lesson. Give the summary of the lesson.
generalizations and
abstractions about the
lesson
I. Evaluating learning Short seatwork about the lesson. Activity:Critical Analysis of the verse: Analyze the verse and explore
the content, theme, setting, and message of the poem by creating a
visual poem. Include a short background of the author in the visual
poem. Search for images that support the required elements of the
poem. You may select any multi-media tools that suits your skills and
 availability of gadget.
J. Additional activities N/A N/A
for application
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who
scored below
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: Reviewed by: Noted by:

ELENOR MAY CHANTAL MESSAKARAENG GINA A. GASADAN CAROLINE O. TORRES

Master Teacher I Head teacher II Principal II
 SUBJECT
DAILY LESSON
LOG
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
Code for each)
OBJECTIVES
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
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
School Bado Danga NHS Grade level Grade 11
ELENOR MAY CHANTAL L.
Teacher Learning Area 21st Century Literature
MESSAKARAENG
Teaching Dates and
May 29-30, 2023 Quarter 2nd semester 4th Quarter
Time
TUESDAY WEDNESDAY
The learner demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands of the global
village; various extended text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.
The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using appropriate
strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using
imperatives, prepositions, and appropriate and polite oral language, stance and behavior in various information-sharing formats.
Crafting an Adaptation of a Literary Text Using Multimedia and ICT
A. Explain literary adaptation in their own words 1) identify what is asserted or expressed in the text;
B. Show appreciation in the lesson 2) make a stand regarding the issue/idea in the text read, and
C. Create a literary adaptation following the types. 2) write an editorial column applying the simple pattern
discussed.
Lesson 1: Literary Adaptation Lesson 2: Applying Multimedia and ICT Skills in Crafting
Adaptation of Literary Texts
SLM SLM
To start off the lesson, are you familiar with “Diary Ng Review of the past lesson on Literary adaptation
Panget” and “She’s Dating the Gangster?”
I would like you to describe a particular scene in any of Look at the pictures posted, 4 pics one word!
for the lesson the aforementioned film.
C. Presenting examples/ Processing of their answers.
instances
D. Discussing new Present the lesson about the literary adaptation Presentation of the lesson about Applying Multimedia and ICT Skills
concepts and practicing in Crafting Adaptation of Literary Texts.
new skills #1
E. Discussing new Discussion of the lesson about the types of literay multimedia is a broad term for combining multiple media formats.
concepts and practicing adaptation and its ways and giving some examples. Whenever text, audio, still images, animation, video and interactivity
new skills #2 are combined together, the result is multimedia. Slides, for example,
are multimedia as they combine text and images, and sometimes
video and other types.
F. Developing mastery From Text To Film! Four characteristics of multimedia systems
(Leads to Formative For this part of the lesson, I’d like you to:  Multimedia systems must be computer controlled.
Assessment 2) 1. Choose a novel that has an appropriate film  They are integrated.
adaption.
 The information they handle must be represented digitally.
2. Read the selected book completely and discuss it
with any appropriate person at home: its main  The interface to the final user may permit interactivity.
points/literary elements such as plot, characters,
tone, and conflict.
3. Acquire the appropriate film adaptation and the
technology needed to view it. Using a Venn
diagram, describe similarities and differences
between elements of the book and the movie.

G. Finding practical Process their responses.

applications of concepts
and skills in daily living
H. Making generalizations Same or Different? When you do literary adaptation, you take into consideration the
and abstractions about This time, how do you think film and literature are original. You start by picking out a pivotal idea from the original text
the lesson alike and different? List as many similarities and such as certain themes and produce them in a new and original
differences between these medias as you can. You way, but not changed enough that the traditional roots/influences
may consider: of the original text are lost.
A. The tools an author and filmmaker uses to tell a
story and to draw in its audience.

B. How each handles aspects of storytelling such as

point of view, narrative structure, and time frame
I. Evaluating learning What’s in A Version? My D Stands for Dynamism: how can you show dynamism in order
 if you were to make a version of yourself, how would you that you enrich yourself and others? Write your 3-sentence
do it? Would you retain most of your original self or put explanation on your answer sheet
some twist to it?
J. Additional activities for
application
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below
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: Reviewed by: Noted by:

ELENOR MAY CHANTAL MESSAKARAENG GINA A. GASADAN CAROLINE O. TORRES

Master Teacher I Head teacher II Principal II