School: Lumangbayan National High School
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards:
C. Learning
Competencies/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 Resources
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Grade Level: 11
Teacher: Jared A. Leynes Learning Area: 21st Century Literature
Teaching Dates and
Time: September 11-14, 2023 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 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 21 st century Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions through
Write a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to identify the
geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary representative texts and authors from
each region (e.g., engage in oral history research with focus on key personalities from the students’ region/province/town)
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.
Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3: Quarter 1 – Module 3:
Historical Overview of Historical Overview of Historical Overview of Historical Overview of
Philippine Literature: Philippine Literature: Philippine Literature: Philippine Literature:
Colonial Period Colonial Period Colonial Period Colonial Period
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
CO_Q1_21st Century Lit CO_Q1_21st Century Lit CO_Q1_21st Century Lit CO_Q1_21st Century Lit
SHS_ Module 3 SHS_ Module 3 SHS_ Module 3 SHS_ Module 3
The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
students to recall the students to recall the lesson students to recall the students to recall the
lesson. through a title of a lesson. lesson.
MAKABAYAN song.
Explain to the learners that What I Know
knowing the various Choose the letter of the best
influences brought to us by answer. Write your answer
the colonizers can further on a separate sheet of
lead us to better paper.
understanding of the
experiences and life of

C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
Filipino during those periods
which reflect our literature of
the past and of the present.
What’s In
What do you know about
the Philippines during each
colonial period in our
country's history? Spanish
period? American period?
Japanese period? Answer
briefly. Answer on a
separate sheet of paper.
DISCUSSION
Philippine literature had
been polished by colonial
experiences of Filipinos
during Spanish Period,
American Period, and
Japanese Period. Moreover,
foreign encounters with
neighboring countries were
also significant parts of
Filipinos' lives. All of these
Eastern (Asia and Middle
East) and Western
influences (Europe and
North America) have
uniquely shaped the
geopolitical, as well as
economic conditions of the
Philippines. Eastern culture
is more conservative and
traditions, while Western
culture is liberal, open, and
blunt. Great consideration
and respect for the elders is
emphasized among Asian
countries.
What is It An emphasis on
Christian doctrine was
manifested through various
types of texts which
replaced stories about
heroes and animated
creatures to Biblical
characters and saints as
evidenced by novenas,
prayer books, and other
printed materials. This
makes literature during the
Early Spanish Period
didactic or intended for
teaching morality and
conduct for good behavior.
Dimensions of Philippine
Literature
✔ The type of literature
produced during this period
used Spanish, Tagalog, and
the vernacular form of
languages.
✔ Spanish was introduced
as the medium of
communication and later
shifted to Tagalog when a
sense of nationalism arose
during the revolutionary
period.
✔ The introduction of the
printing equipment called
xylographic press by the
Dominicans resulted in
publication of various
religious materials and
earliest books.
Emergence of Other Types
of Literature during Spanish
Colonial Period
✔ Books. In 1593, the book
written by Fr. Juan de
Placencia and Fr. Domingo
Nieva entitled "Doctrina
Cristiana" (The Christian
Doctrine) was first printed.
Among the other notable
books printed are "Nuestra
Señora del Rosario" by Fr.
Blancas de San Jose,
"Barláan at Jósaphát" (first
published in 1708)
translated from Greek to
Tagalog by Fr. Antonio de
Borja, and "Urbana at
Felisa" by Modesto de
Castro who is considered as
the Father of Classic Prose
in Tagalog.
✔ Folk Songs. These were
songs modified based on
the folkways of Filipinos
during this period.
✔ Recreational Plays.
These were mostly poetic in
nature and intended to be
performed during the
Spanish era. Cenaculo,
Carillo, Zarzuela, Moro-
Moro, Balagtasan, Duplo,
and Karagatan are among

IV.PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
the examples.
✔ Novels. These are
fictitious prose usually
lengthy and complex in
nature. Pedro Paterno's
work entitled "Ninay" is the
first novel published by a
Filipino author. This was
originally written in Spanish
language and translated
into English and Tagalog in
1907 and 1908.
✔ Newspapers. There has
been a debate on whether
newspapers should be
categorized as literature or
not. However, according to
Britannica, some high level
journalism like articles
written in a newspaper such
as columns and feature
articles can be considered
as literature for as long as
they achieve a certain level
of satisfaction under
aesthetic, chronological,
and psychological
characterization. Bulk of
Filipino writings produced
were mostly published in
Diaryong Tagalog. The
underground newspaper La
Solidaridad is considered as
the mouthpiece of the
Reform Movement.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
I. SPANISH COLONIAL
PERIOD (1565-1898)
✔ This can be divided into
two major periods: Early
Spanish Period (1565-1863)
and Later Part or

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
WHO AM I CHECKLIST:
How many of your interests,
traits, and characters can
you identify as to Eastern
and Western influences?
Answer this survey checklist
by putting a check on the
column category that
applies to you.
After accomplishing the
checklist, what important
insights have you gained
about yourself? Elaborate.
Revolutionary Period (1864-
1896).
✔ Early Spanish Period can
be categorized as either
religious or secular.
What’s More
Activity 1: Colonial Period at
a Glance
If one wants to study the
entire history of our country
during the colonial period,
this requires intensive and
complex time, energy, and
effort. In the below
activities, we will try to go
back to history focusing only
on what is essential
especially in the progress
and development of
literature in the Philippines.

V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
VI. REMARKS
VII. REFLECTION
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.
The students are task to The students are task to The students are task to The students are task to
generalize the topic based generalize the topic based generalize the topic based generalize the topic based
on what they have learned. on what they have learned. on what they have learned. on what they have learned.
ASSESSMENT 1a: ASSESSMENT 1b: Since ASSESSMENT 2a:
Complete the table below you have already reviewed Describe the characteristics
by filling in the needed some major influences of education based on the
information based on the brought to us by the three essay of Francisco Benitez
discussion about Philippine countries, it is now time to "What Is an Educated
literature during the colonial examine positive and Filipino".
period. negative results of each
period of colonialism among
Filipinos in general during
that time.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
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 work

well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared by: Inspected by:

JARED A. LEYNES JONATHAN M. POLITICO

SHS – Teacher II Teacher-in-Charge / Teacher III