DLL BF 1

SENIOR HIGH SCHOOL SCHOOL: GALVAN NATIONAL HIGH Grade Level 12
SCHOOL
DAILY LESSON PLAN/LOG
TEACHER: CIARRA MAY M. Learning BUSINESS
BRIONES Area FINANCE
DATE: September 07, 2023 QUARTER 1
TIME: 9:45-11:45
I.OBJECTIVES Students will be able to define Finance and Financial Management,

explain the major role of financial management, and identify the
different individuals involved.
A.CONTENT The definition of finance, the activities of the financial manager, and
STANDARDS financial institutions and markets
B.PERFORMANCE 1.Define Finance

STANDARDS
2. Describe who are responsible for financial management within an
organization 3. describe the primary activities of the financial manager
C.LEARNING Explain the major role of financial management and the different
COMPETENCIES individuals involved
II. CONTENT Defining finance and financial management with the students.
III. LEARNING RESOUCES Business Finance pp.1-9

www.deped.com
OTHER SOURCES Deped Business Finance Modules.
IV. PROCEDURES
A.REVIEW/INTRODUCTION  Greetings, Prayer, Attendance Check…

 GETTING TO KNOW EACH OTHER
 Review: Students participate in a short musical clapping activity
without needing any instruments.
 The teacher will ask the learner what they know about the
Businesses in their hometown.
B.ESTABLISHING PURPOSE The teacher will show a video clip of successful entrepreneurs managing
their finances effectively.
C.PRESENTING Examples/ The teacher will discuss real-life examples of companies that faced
Instances of the NEW LESSON financial challenges due to poor financial management.
D.DISCUSSING NEW Begin the lesson by defining finance and financial management with the
CONCEPTS and Practicing NEW students.
SKILLS-1 2. Discuss the major role of financial management in organizations and
its impact on decision-making.
3. Provide handouts with key terms and definitions related to finance
and financial management.
4. Engage students in a class discussion to ensure understanding.
E.DISCUSSING NEW 1. Introduce the different individuals involved in financial management,
CONCEPTS and Practicing NEW such as CFO, accountant, financial analyst, and treasurer.
SKILLS-2 2. Discuss the responsibilities and roles of each individual in the
financial management process.
3. Provide handouts with detailed information about each role.
4. Engage students in a group activity where they match the
responsibilities with the corresponding roles.
F.DEVELOPING MASTERY Review the students' definitions and explanations of finance and
financial management. Address any misconceptions and provide
additional explanations if necessary.
G.APPLICATIONS Present a real-life financial management scenario, such as a company's

budgeting process, and ask students to identify the individuals involved
and their roles.
H.GENERALIZATIONS/ The teacher will ask the students to state their generalization about
business finance and its functions.
ABSTRACTIONS
I.EVALUATION Teachers can assess students' learning through quizzes or exams that
include questions related to the objective, such as defining finance and
financial management, explaining the major role of financial
management, and identifying the different individuals involved.
ACTIVITIES for Assign students a research project where they choose a specific
REMEDIATION individual involved in financial management and create a presentation
highlighting their responsibilities, qualifications, and the importance of
their role in organizations.
V. REMARKS
VI. REFLECTIONS
Prepared by: Checked by:
CIARRA MAY M. BRIONES LEILANI R. ERMITANIO/MT-II

SUBJECT TEACHER II SUBJECT GROUP LEADER
Noted by: Maribel B. Dizon, EdD

School Principal III
SENIOR HIGH SCHOOL SCHOOL: GALVAN Grade Level 12
HIGH SCHOOL
TEACHER: CIARRA Learning Area Philippine Politics and
MAY M. BRIONES Governance
DATE: September 4, 2023 QUARTER 1
TIME: 1:00-4:00
I.OBJECTIVES The students will be able to explain the definition of politics;.

differentiate the various views on politics; recognize the value
of politics; and differentiate governance from government.
A.CONTENT Demonstrate an understanding of politics and political science,

STANDARDS governance, political ideologies, power, states, nations, and
globalization.
B.PERFORMANCE Clearly identify a specific political phenomenon and how it can be
STANDARDS studied.
C.LEARNING Explain the concept, relationship and importance of politics,

COMPETENCIES governance and government.
II. CONTENT The Concepts of Politics and Governance
III. LEARNING RESOUCES Philippine Politics and Governance in context module 1
OTHER SOURCES studocu.com/polgovmodule1
IV. PROCEDURES

 Review:
B.ESTABLISHING PURPOSE The teacher will begin by defining politics, governance, and
government, emphasizing their distinct but interconnected nature.
C.PRESENTING Examples/ Engage students in a brainstorming session to generate examples of

Instances of the NEW LESSON each concept.
D.DISCUSSING NEW Provide an example of a political activity.

CONCEPTS and Practicing NEW
SKILLS-1
E.DISCUSSING NEW Explain the relationship between governance and government.

SKILLS-2
F.DEVELOPING MASTERY Assess students' comprehension by asking questions such as:

- What is the difference between politics and governance?
- How does government relate to politics and governance?
G.APPLICATIONS Analyzing the Relationship between Politics, Governance, and

Government
Divide the class into small groups and assign each group a news article
or case study.
In their groups, students will read and analyze the assigned material,
focusing on the political, governance, and government aspects.
H.GENERALIZATIONS/ Facilitate a class discussion to compare and contrast the different

examples presented.
ABSTRACTIONS Assess students' understanding through the following questions:
- How does politics influence governance and government in the
Philippines?
- Can governance exist without government?
I.EVALUATION Present students with real-life scenarios that require an understanding

of politics, governance, and government.
In pairs or small groups, students will analyze the scenarios, identify
the relevant concepts, and propose solutions or actions.
ACTIVITIES for Assign students to research and write a reflection paper on a political
REMEDIATION issue in Philippines and its impact on governance. They should also
propose strategies for improving governance relation to the issue
discussed.
V. REMARKS
VI. REFLECTIONS
CIARRA MAY M. BRIONES LEILANI R. ERMITANIO/MT-II

TEACHER II SUBJECT GROUP LEADER
Noted:
MARIBEL S. DIZON,Ed.D
SCHOOL PRINCIPAL-III
SENIOR HIGH SCHOOL SCHOOL: GALVAN HIGH SCHOOL Grade Level 12
DAILY LESSON PLAN/LOG TEACHER: CIARRA MAY M. Learning Area Introduction to
BRIONES World Religion
DATE: September 05-06, 2023 QUARTER 1
SECTION:
BRIONES,GALUPE,LAZATIN,
TIME: 7:30-8:30 8:30-9:30 10:00-11:45
I.OBJECTIVES  Differentiate the concept, elements, and characteristics of belief

system, worldview, religion, and spirituality
A.CONTENT The learner demonstrates understanding of belief system or worldview*, Religion,

STANDARDS Spirituality, Philosophy of Religion, and Theology.
B.PERFORMANCE The learner prepares character sketches of a person who is spiritual but not
STANDARDS religious and a person who is religious but not spiritual.
C.LEARNING Differentiate the concept, elements and characteristics of belief system, world
COMPETENCIES view, religion, and spirituality.
II. CONTENT Understanding the Nature of Religion (Part I)
III. LEARNING RESOUCES Textbook page: 1-5 from the book of “ Intro to the World Religion”
OTHER SOURCES studocu.com/introtowrmodule1
IV. PROCEDURES
 Greetings, Prayer, Attendance Check…

A.REVIEW/INTRODUCTION  Review:
 The teacher will recap about the past lesson.
B.ESTABLISHING The teacher will present picture and ask the student how they react to the
PURPOSE picture.
C.PRESENTING Examples/ Show a pictures that relates about different religion. Then ask them what
Instances of the NEW LESSON their reaction towards the pictures that they have seen lately.
D.DISCUSSING NEW Present a series of thought-provoking quotes about belief systems,

CONCEPTS and Practicing worldview, religion, and spirituality, and ask students to reflect and share
NEW SKILLS-1 their thoughts. Engage students in a group discussion about their own
personal beliefs and how it shapes their worldview.
E.DISCUSSING NEW Divide students into small groups and provide each group with a chart paper
CONCEPTS and Practicing and markers.Ask each group to create a concept map that illustrates the
NEW SKILLS-2 relationships between belief system, worldview, religion, and spirituality.
F.DEVELOPING MASTERY Ask each group to create a concept map that illustrates the relationships
between belief system, worldview, religion, and spirituality. Each group
should include definitions, elements, and characteristics of each concept.
G.APPLICATIONS The students will fill-in the following KWLH chart and
H.GENERALIZATIONS/ Provide each student with a case study scenario related to belief systems,
worldview, religion, or spirituality In pairs or individually, students analyze
ABSTRACTIONS the scenario and identify the concept(s) being portrayed.Students should
explain the elements and characteristics of the concept(s) in relation to the
case study.
I.EVALUATION Students create posters that visually represent the concept assigned to them.
Display the posters around the classroom and organize a gallery walk where
students can observe and take notes on each poster.
ACTIVITIES for Students will abstract the key points and concepts learned from the activities
REMEDIATION and summarize them in a written reflection. They should demonstrate a clear
understanding of the differences and relationships between belief systems,
worldviews, religions, and spirituality.
V. REMARKS
VI. REFLECTIONS
CIARRA MAY M. BRIONES LEILANI R. ERMITANIO

TEACHER II SUBJECT GROUP LEADER
Noted:
SENIOR HIGH SCHOOL SCHOOL: GALVAN HIGH Grade Level 11
SCHOOL
TEACHER: AMACARIN C. Learning Area Oral Communication in
MACARAEG Context
DATE: QUARTER 1
TIME:
I.OBJECTIVES  Explain the nature and process of communication

 Understand the relationship of the functions of communication to
everyday life; and
 Illustrate the process of communication
A.CONTENT The learner understands the nature and elements of oral communication
STANDARDS in context.
B.PERFORMANCE The learner designs and performs effective controlled and uncontrolled
STANDARDS oral communication activities based on context.
C.LEARNING Explains the functions, nature and process of communication

COMPETENCIES EN11/12OC-Ia-2
II. CONTENT The nature and process of communication
III. LEARNING RESOUCES Oral communication in context module 1
OTHER SOURCES studocu.com/oralcommunicationmodule1
IV. PROCEDURES

 Review:
B.ESTABLISHING PURPOSE The teacher will present picture and ask the student how they react to
the picture.
C.PRESENTING Examples/ The teacher will present another pictures and ask the students to identify
Instances of the NEW LESSON the different ways of communicating with others
D.DISCUSSING NEW Ask the student what is communication and why do we

CONCEPTS and Practicing NEW communicate.
SKILLS-1 Discuss what is communication ,process of
communication,function of communication
E.DISCUSSING NEW (Optional)

SKILLS-2
F.DEVELOPING MASTERY Ask the student to think of communication transactions in their daily life
and let them enumerate situations that takes place
H.GENERALIZATIONS/ Students will compose most important insights about definition, nature,
process and function of communication
ABSTRACTIONS
I.EVALUATION Create a comic strip showing how you would communicate to your
classmates and community. Students can cut-out pictures of people or
authorities to depict the character, and they write their original scripts
and texts.
ACTIVITIES for
REMEDIATION
V. REMARKS
VI. REFLECTIONS
AMACARIN C. MACARAEG ARLENE M. LAZATIN

TEACHER II SUBJECT GROUP
LEADER
Noted:
SCHOOL
MACARAEG Context
DATE: QUARTER 1
TIME:

everyday life; and

IV. PROCEDURES

 Review:
the picture.


SKILLS-2
ABSTRACTIONS process and function of communication
and texts.
ACTIVITIES for
REMEDIATION
V. REMARKS
VI. REFLECTIONS

LEADER
Noted:

DAILY LESSON PLAN/LOG SCHOOL

MACARAEG Context
DATE: QUARTER 1
TIME:

everyday life; and

IV. PROCEDURES

 Review:
the picture.


SKILLS-2
ABSTRACTIONS
and texts.
ACTIVITIES for
REMEDIATION
V. REMARKS
VI. REFLECTIONS

LEADER
Noted:
SENIOR HIGH SCHOOL SCHOOL: GALVAN NATIONAL HIGH Grade Level 11/12
SCHOOL
TEACHER: AMACARIN C. MACARAEG Learning Media and
Area Information
Literacy
DATE: Monday-Thursday QUARTER 1
TIME: 1:00-2:00
I.OBJECTIVES  Define communication

 Describe how communication is influenced by media and
information.
 Create a poster on how a 21st century learner view communication
process
A.CONTENT The learner demonstrates understanding of media and information

STANDARDS Literacy (MIL) and MIL related concepts
B.PERFORMANCE The learner organizes a creative and interactive symposium for the
STANDARDS community focusing on being a media and information literate individual.
C.LEARNING  Describe how communication is influenced by media and

COMPETENCIES information. MIL11/12lMIL-llla-1
II. CONTENT Communication as Influenced by Media and Information
III. LEARNING RESOURCES Media and Information Literacy Learning Activity Sheet
www.studco.com/mediainformationliteracymodule1
OTHER SOURCES Laptop television, crayon, bandpaper, pencil
IV. PROCEDURES

 Getting to know each other
B.ESTABLISHING Show a short video clip of a news anchor reporting a breaking news story
PURPOSE and ask students to identify the different elements of communication
present in the clip
C.PRESENTING Display a series of advertisement from various media platforms and ask
Examples/ Instances of the students to discuss how they effectively communicate messages to the
NEW LESSON audience
D.DISCUSSING NEW Conduct a class discussion on the impact of social media on interpersonal
CONCEPTS and Practicing communication, encouraging students to share their personal experiences
NEW SKILLS-1 and opinions

CONCEPTS and Practicing
NEW SKILLS-2
F.DEVELOPING Communication analysis

MASTERY
In pairs or small or groups, students will analyze different media texts and
identify the elements of communication present. They will discuss how the
media influences the message being conveyed.
G.APPLICATIONS Conduct a role-playing activity where students act out different scenarios
to demonstrate how media and information can influence communication
outcomes.
H.GENERALIZATIONS/ Ask the student how does the choice of language in a news article affect
the way information is communicated
ABSTRACTIONS
I.EVALUATION Poster creation
Individually, students will create a poster that visually represents how a 21st
century learner views the communication process. They should include key
elements and factors that influence communication in today’s digital age.
ACTIVITIES for Assign a group project where students create a short film or video that
REMEDIATION showcases the impact of media and information on communication in a
specific context.
V. REMARKS
VI. REFLECTIONS

LEADER
Noted:

SCHOOL
TEACHER: AMACARIN C. MACARAEG Learning 21st
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES
A.CONTENT The learner will be able to understand and appreciate the elements and
STANDARDS contexts of 21st century Philippine literature from the regions.
B.PERFORMANCE The learner will be able to demonstrate understanding and appreciation of

STANDARDS 21st Century Philippine literature from the regions through;
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
C.LEARNING identify the geographic, linguistic, and ethnic dimensions of Philippine

COMPETENCIES literary history from precolonial to the contemporary (EN12Lit-Ia-21)
II. CONTENT various dimensions of Philippine literary history from precolonial to

contemporary;
III. LEARNING RESOUCES www.deped.com 21st century literature from the Philippines and the from
the world CG pp 1 of 9
OTHER SOURCES 21st century literature from the Philippines and the world Marikit Tara A.
Uychoco pp.2-5
IV. PROCEDURES

 The teacher will ask the learner to recap past lesson
B.ESTABLISHING The teacher will ask the learner with the different Filipino author/writer that
PURPOSE they have encountered during their grade 10.
C.PRESENTING The teacher will present power-point presentation about the Filipino
Examples/ Instances of the authors and writers and their famous works through semantic map.
NEW LESSON
D.DISCUSSING NEW (Partner)

NEW SKILLS-1 The teacher will ask the learner to create a semantic map about everything
they know about Jose Rizal, and all his achievements and contributions to
Philippine society.
E.DISCUSSING NEW The learner will share their work to the class.
NEW SKILLS-2
F.DEVELOPING Engage the learner when discussing the different forms of literary genre.
MASTERY
G.APPLICATIONS If you were given a chance to be a writer what forms of literary genre you
choose and why?
H.GENERALIZATIONS/ The teacher will ask the learner to state their generalization about different
literary forms
ABSTRACTIONS
I.EVALUATION The learner will write a short essay entitled readers and society today. And
answer the following.
 Is reading still an important activity today? Why or why not?

 Is the experience of reading literature more important than googling
information on the internet? Why or why not?
Rubrics:
1. 6 points organize ideas,
2. 2 points grammar
3. 2 points on time, professionally completed
ACTIVITIES for Playing with the form (metafiction)

REMEDIATION
Imagine that you are benign in the story, and that you are a very religious
catholic who believes that the Philippines should be under spain. Write his
imagined reaction to reading noli me tangere, and show whether or not
there would be a shift in his perspective. Try writing it as a diary entry and
make it seem as if it was written in ancient times, either through the use of
art or any other methods you think of. Afterwards,paste this diary entry on a
piece of paper, and pretend that you are the historian who found it. Write
the observations and conclusions of the historian. The learner will pass the
false artifact to the teacher.
V. REMARKS
VI. REFLECTIONS
Learners earned 80% on Section Num. of Learners Total number of Learners
Formative Assessment
Learners Requiring
REMEDIATION
Which of the strategies used work well and why?
What Difficulties encountered which my principal or supervisor can help
What innovations/local materials used/discovered which can be shared with fellow teachers
AMACARIN C. MACARAEG LAILANI R.

ERMITANIO
LEADER
Noted:
NATIVIDAD F. MACARAEG
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES
STANDARDS contexts of 21st century Philippine literature from the regions

21st Century Philippine literature from the regions through: an adaptation of
STANDARDS a text into other creative forms using multimedia
C.LEARNING identify representative texts and authors from each region (e.g. engage in
COMPETENCIES oral history research with focus on key personalities from the students’
region/province/ town (EN12Lit-Ib-22)
II. CONTENT 21st century 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 various dimensions of Philippine literary history from pre-
colonial to contemporary
III. LEARNING RESOUCES www.deped.com 21st century literature from the Philippines and the world
CG
OTHER SOURCES 21st century literature from the Philippines and the world
IV. PROCEDURES

The teacher will ask the learner who is our national heroes?
B.ESTABLISHING The teacher will ask the learner what they know about Jose Rizal? what do
PURPOSE they feel about Jose Rizal? Why do people often compare and contrast
Rizal and Bonifacio? Do you consider Jose Rizal a revolutionary? Why or
why not.
C.PRESENTING Teacher will engage the student when discussing how to critically interpret
Examples/ Instances of the and analyze a literary text in terms of form and theme.
NEW LESSON
D.DISCUSSING NEW The teacher will read the poem by a priest of the ateneo, padre Faura, on
CONCEPTS and Practicing how he feels about his old student, Jose Rizal and the students will answer
NEW SKILLS-1 the following questions
Guide question:
1. Who is Pepe? Explain.

2. Why was Rizal executed? How is this similar to the idea of a star?
Relate this to Philippine history.
3. If you were in Rizal’s place, would you have supported the
katipunan? Why or why not?
4. Who do you consider as our national hero? Jose Rizal or Andres
Bonifacio?
5. What would you say was the greatest contribution to Philippine
society?

NEW SKILLS-2
F.DEVELOPING The teacher will provide video of Joey Ayala song mi ultimo adios, with
MASTERY English subtitles on you tube..
G.APPLICATIONS The learner will construct their own sample text.
H.GENERALIZATIONS/ The learner will state their generalization about representative texts.
ABSTRACTIONS
I.EVALUATION In a small group, and perform a song about Jose Rizal. You may use lines
from either Rizal or Remoto’s poem. The rubrics in grading your song will
be as follows:
40% creativity
40% critical thinking
20%melody
ACTIVITIES for Write a journal entry about how the whole module has affected the way you
REMEDIATION see Jose Rizal.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

STANDARDS 21st Century Philippine literature from the regions through: an adaptation of
a text into other creative forms using multimedia
region/province/ town EN12Lit-Ib-22
consideration of various dimensions of Philippine literary history from pre-
colonial to contemporary
III. LEARNING RESOUCES www.deped.com 21st century literature from the Philippines and the world.
IV. PROCEDURES

A.REVIEW/INTRODUCTION  Review
 The teacher will ask the learner to recap past lesson
B.ESTABLISHING The teacher will ask the learner what are they willing to sacrifice for good of
PURPOSE the nation? Would you be willing to die for your country?
C.PRESENTING The teacher will provide photocopy of the story “the safe house”. The
Examples/ Instances of the teacher will ask the learner to look for two people who experienced martial
NEW LESSON law-one as an adult and one as a child. ask them how they felt about
martial law, and whether it had any effects on their lives. Create a venn
diagram comparing and constracting their views about martial law. As seen
below
D.DISCUSSING NEW The teacher will provide different representative text from Filipino authors
CONCEPTS and Practicing and the learner will choose one text and let them make a photographic
NEW SKILLS-1 illustration about the representative text.
E.DISCUSSING NEW The learner will share to the class their work.
NEW SKILLS-2
F.DEVELOPING The learner will Create a poster or illustration that would show the facebook
MASTERY feed of the different characters in the story from 1980 to present day. And
the learner can create an actual mock-up of facebook feed on the internet,
that would be even better. This will show how much you understood the
characters in the story and their relationships with each other.
G.APPLICATIONS What effect does reading this story have on you? How does it affect the
way you look at martial law? What did you feel about it before you read the
story and after you read the story.
H.GENERALIZATIONS/ The learner will state their generalization regarding on the text presented to
them.
ABSTRACTIONS
I.EVALUATION Individual essay
Write a reflection paper on how you feel about the protagonist’s decision in
the end. Would you have made the same decision, do you think you would
have followed in her father’s footsteps? Do you sympathize with her
decision or noy? You can add personal insights and examples to develop
your paper. The rubrics for the paper should be as follows:
 50% content
 20% language
 20%organization
 10% machanics
ACTIVITIES for Small group activity

REMEDIATION
With a small group, create a poster that illustrate the development of
literature in Luzon.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

STANDARDS 21st Century Philippine literature from the regions through: an adaptation of
a text into other creative forms using multimedia
consideration of: 1. various dimensions of Philippine literary history from
pre-colonial to contemporary
CG
IV. PROCEDURES

 What do you know about martial law and Ferdinand marcos?
 Why are there people who post facebook statuses that are nostalgic
about martial law?
 As a new generation of Filipinos, what can we learn from this period in
our history?
B.ESTABLISHING The teacher will provide the poem about martial law and former president
PURPOSE marcos, the learner will try to find out what older people think or feel about
martial law.
The teacher will ask the learner how does this poem provide the reader a
glimpse of what martial law was like? How did the poem make you feel?
C.PRESENTING The teacher will provide to the class the picture that best illustrate the
Examples/ Instances of the period of martial law.
NEW LESSON
D.DISCUSSING NEW Collage

NEW SKILLS-1 In a small group, make a collage about martial law and Ferdinand marcos.
Discuss what you had learned about martial law and former president
marcos with your classmates. As a group, share your work with the rest of
the class, along with your knowledge and insights about martial law and
former president marcos.
E.DISCUSSING NEW Small group activity

NEW SKILLS-2 With your group, dramatize the poem while one member reads it aloud.
Make sure that certain metaphors or symbols in the poem stand out.
Afterwards, one member should explain the theme, and how this was
shown in your skit.
F.DEVELOPING The learner will make a graphic illustration about the text they have read.
MASTERY
G.APPLICATIONS The leaner will adapt the text to another genre.
H.GENERALIZATIONS/ Small group

ABSTRACTIONS
In order to help the learner analyze the poem, fill in the blanks in the
worksheet below.
Character Details about the Conclusion

character
I.EVALUATION The learner will make photograph study about the representative text.
ACTIVITIES for Movie

REMEDIATION
Create a short movie about “apo on the wall’. Include the following in the
video:
 Interviews with people about martial law

 The poem read with background music
 Insights of the group about the poem, and the present
RUBRICS:
 50% content
 20% language
 20% organization
 10% mechanics
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION


ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
DAILY LESSON
PLAN/LOG TEACHER: AMACARIN C. Learning Area 21st CENTURY
MACARAEG LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

STANDARDS 21st Century Philippine literature from the regions through: an adaptation of a
text into other creative forms using multimedia
C.LEARNING identify representative texts and authors from each region (e.g. engage in oral
COMPETENCIES history research with focus on key personalities from the students’
II. CONTENT 21st century 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
III. LEARNING www.deped.com 21st century literature from the Philippines and the world
RESOUCES CG.pp 1 of 9
OTHER SOURCES http://www.nytimes.com/learning/issues_in_depth/

10TeachingLiteratureIdeas.html
IV. PROCEDURES

A.REVIEW/INTRODUCTIO  Review:
N The teacher will ask the learner to recap past lesson.
B.ESTABLISHING The teacher will ask the learner, Why are so many Filipinos poor?when males
PURPOSE lose their jobs in the Philippines, does it mean they lose their manhood? Why
are so many people numb to the fact that many Filipinos are starving? How
do you feel about beggars on the street? Why do you feel that way?
C.PRESENTING the teacher will read the story lengua para Diablo (the devil ate my words) its
Examples/ Instances of the about the story of concerns father and how he no longer feels like he has
NEW LESSON power over his family and society. It shows you how unemployed can affect
people and their family members.
D.DISCUSSING NEW Class fiesta

NEW SKILLS-1 In a small group, decide to bring one small Filipino dish to share with your
classmates. Write a short description of the significance of this food to
Philippine society and the importance of this dish to your family. Since
everyone will be doing this, you can try and sample everyone else’s
contributions, and have a mini fiesta in class.

NEW SKILLS-2
F.DEVELOPING The teacher will ask the learner what does the story tell us about Philippine
MASTERY society? Do you think this is still true today? explain.
G.APPLICATIONS The teacher will ask the learner what do they feel toward the little girl? What
do you feel toward the father/.
H.GENERALIZATIONS/ The teacher will ask the learner .
ABSTRACTIONS
I.EVALUATION Culinary analysis
The teacher will provide the learner a photocopy of essays by Doreen

Fernandez on food.the learner will pick food they liketo write about that is
significant in your region or province, and interview someone you know about
its cultural significance. Describe the different ways to cook it, and why it has
evolved into dish it is now. Afterwards, write a short essay, a one page
culinary analysis of the food. The rubric for this should be as follows:
 30% content
 20%research and documentation
 20%language
 20%organization
 10%mechanics
ACTIVITIES for Group project

REMEDIATION
In small group, compile your essays and create a food blog that would
include the following:
 Your essays with illustrations or photographs

 Recipes of the food
 Photos of how to cook the dishes
 The people you interviewed
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

STANDARDS 21st Century Philippine literature from the regions through an adaptation of
a text into other creative forms using multimedia.
C.LEARNING Writing a close analysis and critical interpretation of literary texts and doing
COMPETENCIES an adaptation of these require from the learner the ability to value the
contributions of local writers to the development of regional literary
traditions (EN12Lit-Ic-23)
II. CONTENT 21stCentury literature from the region where the school is based in relation
consideration of canonical authors and works of Philippine National
Artists in Literature;
III. LEARNING RESOUCES www.deped.com 21st Century Literature from the Philippines and the World
CG pp. 2 of 9
OTHER SOURCES www.google.com/ph/philippinemythology/folklore
IV. PROCEDURES

 The teacher will play flipped videos entitled The Wedding Dance by
Amador Daguio.
B.ESTABLISHING The teacher will ask the learner how they contribute to the development of
PURPOSE regional traditions.
C.PRESENTING Engage the learner in presenting the canonical authors and their work. The
Examples/ Instances of the teacher will ask the learner who is their favorite Filipino artist.
NEW LESSON
D.DISCUSSING NEW The teacher will ask the learner to form a 5 group consisting 10 members
CONCEPTS and Practicing and the learner will dramatize The Wedding Dance by Amador Daguio
NEW SKILLS-1
E.DISCUSSING NEW The teacher will ask the learner what is the message of the story.
NEW SKILLS-2
F.DEVELOPING The teacher will ask the learner to adapt a text into other creative forms
MASTERY using multimedia.
G.APPLICATIONS If you were the characters in the story how could you overcome the
situation.
H.GENERALIZATIONS/ The teacher will ask the learner to state their generalization regarding on
the topic.
ABSTRACTIONS
I.EVALUATION The learner will make a photographic sketch about the wedding dance.
And the teacher will ask the learner to
ACTIVITIES for The musical

REMEDIATION
In a big group, adapt the story “preludes” into a musical. Pick existing
songs to help you move the plot forward, and find the right people who can
sing and act as nenita, the herbalista, nenita’s husband, and the widow.
There can either be two big groups in the class, or more, depending on the
number of students. The rubrics in grading the musical should be the
following:
50% adaptation of the short story: displays an understanding of the

elements of fiction in the short story and successfully adapts them into a
musical
50% stage production: includes the set, props, quality of singing, and
acting
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-II
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

COMPETENCIES an adaptation of these require from the learner the ability to value the
contributions of local writers to the development of regional literary
traditions (EN12Lit-Ic-23)
CG
IV. PROCEDURES

 The teacher will ask the learner to recap past lesson.
B.ESTABLISHING The teacher will ask the learner what do they know about the impeachment
PURPOSE of chief justice renato corona? Was it discussed in school? What did
people say at the time? do you think that the process of impeachment is
important for a nation, or is it just a distraction from what is more
important? Explain your answer.
C.PRESENTING The teacher will ask the learner to read the poem about the impeachment
Examples/ Instances of the of former chief justice renato corona,the learner will try to find history
NEW LESSON teacher and ask them whether the Philippines justice system does indeed
deliver justice in a timely manner, and ask for concrete examples to prove
their case.
D.DISCUSSING NEW Infographic

NEW SKILLS-1 In a small group, discuss what you learned from the interviews. Find out
the best examples you can use and create a collage with facts, figures, and
imagine taken from the internet or newspapers. In a small sheet of paper,
type your findings in one to two paragraphs, and submit the collage with
the findings to your teacher. This collage will be posted on the walls of your
classroom where you will be able to see an exhibit of your work and
compare your work with other small groups.

NEW SKILLS-2
F.DEVELOPING The teacher will provide flipped video about martial law.
MASTERY
G.APPLICATIONS The teacher will ask the learner to state their point of view regarding on the
essay.
H.GENERALIZATIONS/ The teacher will ask the learner to state their generalization about the topic.
ABSTRACTIONS
I.EVALUATION Report
Compile the data you gathered into a report. In your report, discuss how
the impeachment of chief justice corona has affected peoples perceptions
of the supreme court. Decide whether or not the poem reflects how people
feel about the justice system write your insights at the end of the report.
ACTIVITIES for Create a powerpoint presentation with your report and insights on the
REMEDIATION poem present this in class.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

COMPETENCIES an adaptation of these require from the learner the ability to appreciate the
contributions of the canonical Filipino writers to the development of national
literature
EN12Lit-Ic-24
CG
IV. PROCEDURES

 The teacher will ask the learner what is it about reading long texts, such
as short stories or novels that makes it different from reading tweets
and facebook status posts? What is the importance of literature for the
facebook generation?
B.ESTABLISHING The teacher will have you ever felt the same about a book that you had
PURPOSE read? What book was it? Why did it leave such a huge impression on you?
C.PRESENTING The teacher will read “how the world was made” and engage the learner in
Examples/ Instances of the identifying the characters of the story.
NEW LESSON
D.DISCUSSING NEW The teacher will ask the learner to make their own time table about How
CONCEPTS and Practicing the World Was made
NEW SKILLS-1
RUBRICS
6 points correct entry of names
2 points correct organization of events
2 points on time, professionally completed

NEW SKILLS-2
F.DEVELOPING The teacher will ask the learner to create a poster showing the relationship
MASTERY between reading and revolution in the past, and the importance of reading
and society in present.
G.APPLICATIONS The teacher will ask the learner to explore on their environment and ask
them what they observed.
how the world was made.
ABSTRACTIONS
I.EVALUATION The teacher will ask the learner to make their own analysis about the topic.
ACTIVITIES for Write a journal entry about how we preserve our culture heritage?
REMEDIATION
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

COMPETENCIES an adaptation of these require from the learner the ability to appreciate the
contributions of the canonical Filipino writers to the development of national
literature
EN12Lit-Ic-24
III. LEARNING RESOUCES www.deped.com
OTHER SOURCES www.google .com, 21st century literature from the Philippines and the world
IV. PROCEDURES

 The teacher will ask the learners to recap the last lesson they had
taken last time.
B.ESTABLISHING The teacher will provide flipped videos about some of the different authors
PURPOSE from different regions:
F.SIONIL JOSE
JOSE GARCIA VILLA

BUENVINIDO SANTOS
C.PRESENTING The teacher will engage the learner in identifying different literary works of
Examples/ Instances of the the authors presented to them.
NEW LESSON
D.DISCUSSING NEW The learner will make a short presentation about the development of the
CONCEPTS and Practicing Philippine literature.
NEW SKILLS-1
Rubrics:
10 points creativity
5 points resourcefulness
5 points presentation
E.DISCUSSING NEW The learner will present their output on the class
NEW SKILLS-2
F.DEVELOPING The teacher will engage the learner when discussing the author early life
MASTERY and their contributions on the Philippine literature.
G.APPLICATIONS The learner will ask the learner to make a concrete poem about literature of
the Philippines.
Example
Literal
Underlying
Zone
Of
Nation
H.GENERALIZATIONS/ The teacher will ask the learner to state their generalization about the topic.
ABSTRACTIONS
I.EVALUATION The teacher will instruct the learner to choose one of their favorite Filipino
authors and the learner will create a poster or illustration that would show
the different literary piece of the author.
ACTIVITIES for The learner will write a reflection paper on how you feel about the lesson.
REMEDIATION
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

COMPETENCIES an adaptation of these require from the learner the ability to
differentiate/compare and contrast the various 21st century literary genres
and the ones from the earlier genres/periods citing their elements,
structures and traditions
EN12Lit-Id-25
II. CONTENT Study and appreciation of literary texts from the different regions written in
different genres covering: 1. regions in Luzon, Visayas, Mindanao
CG pp. 2 of 9
OTHER SOURCES www.google.com yuotube.com/literaryofthephilippines
IV. PROCEDURES

 The teacher will ask the learner to recall past lesson.
B.ESTABLISHING The teacher will read literary texts from different regions entitled “how the
PURPOSE world was made”
C.PRESENTING The teacher will engage the learner when discussing the texts from
Examples/ Instances of the different regions
NEW LESSON
D.DISCUSSING NEW Group Discussion;

NEW SKILLS-1 The teacher will ask the learner to form a group consisting of 6 members.
The students talks about their ideas with his peers and discuss about the
selected text. The teacher will assign one text to each group from different
regions.
 Florante at Laura (Florante and Laura)

 "Banaag at Sikat" (From Early Dawn to Full Light)"
 Magandang Balita Biblia (Good News Bible)
 Ang Banal na Biblia (The Holy Bible)[1]
 Ang Dating Biblia (The Old Bible), 1905[2]
 Timawa (Free Person/Slave) by Agustin Fabian, 1953
E.DISCUSSING NEW The learner will share their output.

NEW SKILLS-2
F.DEVELOPING The teacher will allow students to discuss the assigned reading in small
MASTERY groups or to write their observations in a journal.
G.APPLICATIONS The teacher will ask the students to empathize with literary texts they read.
the topic.
ABSTRACTIONS
I.EVALUATION The teacher will ask the learner what are the importance on studying the
different literary texts from different regions.
ACTIVITIES for The teacher will ask the learner to make powerpoint presentation about the
REMEDIATION literary piece of the Philippines and upload this on the internet as well.
V. REMARKS Students enjoy what they do they are motivated to engage in the learning
process.
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

COMPETENCIES an adaptation of these require from the learner the ability to
differentiate/compare and contrast the various 21st century literary genres
and the ones from the earlier genres/periods citing their elements,
structures and traditions
EN12Lit-Id-25
different genres covering: 1. regions in Luzon, Visayas, Mindanao
III. LEARNING RESOUCES
OTHER SOURCES https://www.youtube.com/watch?v=a7KahItDtkE
https://www.youtube.com/watch?v=W_B0KoMz8hg
https://www.youtube.com/watch?v=hoIYfZfxa0Q
IV. PROCEDURES

 The teacher will ask the learner to recall the past lesson
B.ESTABLISHING The teacher will ask the learner to brainstorm about different literary genres
PURPOSE citing their elements and structure.
C.PRESENTING The teacher will present a flipped videos of different literary works from
Examples/ Instances of the Luzon, visayas, Mindanao
NEW LESSON
Region 3 Central Luzon - YouTube
Eastern Visayas (Waray Region) Region 8 - YouTube
Philippine Literature: Region X (ENGL07 Presentation) - YouTube
D.DISCUSSING NEW Discussion with a partner

CONCEPTS and Practicing The teacher will ask the learner to discuss of a topic with a partner. A
NEW SKILLS-1 student talks about his ideas with his peer. Together they
analyze, review, clarify and sometimes correct each others’ work.
Topics are from Luzon, visayas, mindanao

 All over the world (by Vicente rivera jr)
 The chambers of the sea (by edith tiempo)
 The magical bird of bukidnon (by piya constantino)
NEW SKILLS-2
F.DEVELOPING Student-teacher discussion

MASTERY
The teacher will engage the learner when discussing some of the different
texts/literary genres from Luzon, visayas, Mindanao citing their elements
and structure and origins.
G.APPLICATIONS The teacher will ask the learner to write reflective essay from the topic.
H.GENERALIZATIONS/ The teacher will ask the learner to state their generalization on the topic.
ABSTRACTIONS
I.EVALUATION The teacher will guide the student in evaluating the different literary genres
citing their elements, structure and origins.
ACTIVITIES for
REMEDIATION
V. REMARKS
VI. REFLECTIONS The learner enjoy the lesson.
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING Infer literary meaning from literal language based on usage

COMPETENCIES
EN12Lit-Id-26
different genres covering: major genres (poetry)
CG pp. 2 of 9
OTHER SOURCES www.google.com yuotube.com/literaryofthephilippines

IV. PROCEDURES

 The teacher will ask students to think extract from poem, story, novel
nonfiction or fiction, or even their philosophy in life.
B.ESTABLISHING The teacher will read about “early dawn to full night” a literary texts from
PURPOSE Luzon
And the teacher will ask the learner to think of two words that they hear
from the text and ask them to give its literal meaning and its implied
meaning
C.PRESENTING The teacher will engage the learner when discussing denotation and
Examples/ Instances of the connotation to distinguish the literal meaning and the implied meaning of
NEW LESSON the texts.
D.DISCUSSING NEW The teacher will ask learners to describe a book they like in such a way to
CONCEPTS and Practicing make others want to read it.
NEW SKILLS-1
The teacher will instruct the learner to gather five words in that book and
write its denotative meaning and connotative meaning.

NEW SKILLS-2
F.DEVELOPING a short discussion that students do in pairs

MASTERY
 Discuss about the literary texts from different regions written in
different genres.
Ask students to compare what they have understood in pairs. Then ask
them to report back to you.
G.APPLICATIONS The learner will write a reflective essay that show the literal and implied
meaning of the words they choose.
H.GENERALIZATIONS/ The learner will state their generalization regarding on the topic.
ABSTRACTIONS
I.EVALUATION The teacher will ask the learner to share their reflective essays.
ACTIVITIES for The learner will write a short poem or one stanza poem using connotative
REMEDIATION words from its literal meaning.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING Infer literary meaning from literal language based on usage

COMPETENCIES
EN12Lit-Id-26
different genres covering: major genres (nonfiction)
III. LEARNING RESOUCES www.deped.com
OTHER SOURCES www.google.com/literary genre
loptop,television, 21st century literature from the Philippines and the world
IV. PROCEDURES

B.ESTABLISHING The teacher will play a flipped video about the awarding of most
PURPOSE outstanding students of the Philippines.
C.PRESENTING The teacher will read an excerpt from the speech of Carlos Romulo “the
Examples/ Instances of the Filipino challenge”. Instruct the student to listen carefully and list five words
NEW LESSON that has great impact to them.
D.DISCUSSING NEW The teacher will ask the learner to write the five words that has great
CONCEPTS and Practicing impact to them and let them used it in a sentence.
NEW SKILLS-1
RUBRICS
6 points correct grammar
2points correct usage of the word
2points on time professionally completed
E.DISCUSSING NEW The learner will share their works
NEW SKILLS-2
F.DEVELOPING The teacher will read another speech from manuel l. quezon “Filipinos of
MASTERY today and Filipinos of yesterday.
G.APPLICATIONS The learner will make reflective essay about the speech.
H.GENERALIZATIONS/ The teacher will ask the student to state their generalization about the
topic.
ABSTRACTIONS
I.EVALUATION The teacher will ask students to explain to each other (in pairs) what they
have understood.
ACTIVITIES for The learner will infer literary meaning of the literal language used in the
REMEDIATION speech that the teacher read to them.
V. REMARKS
VI. REFLECTIONS .
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING analyze the figures of speech and other literary techniques and devices in
COMPETENCIES the text
EN12Lit-Ie-27
different genres covering: major genres (poetry)
III. LEARNING RESOUCES www.deped.com CG pp.2 of 9
IV. PROCEDURES

 The teacher will ask the learner to recall their lesson in grade 10 about
poetry.
B.ESTABLISHING The teacher will provide different kinds of poetry from different regions.
PURPOSE
About:
 Fiction
 Nonfiction
C.PRESENTING The teacher will provide short videos about different kinds of poetry from
Examples/ Instances of the different regions.
NEW LESSON
 Different literary works from Luzon
 Different kinds of fiction story from visayas and Mindanao
 Different kinds of nonfiction from the Philippines
D.DISCUSSING NEW The teacher will provide short flipped music videos that contains figure of
CONCEPTS and Practicing speech and ask the students to write all the words that shows figurative
NEW SKILLS-1 meaning in the song.
E.DISCUSSING NEW The learner will write what kind of figure of speech they have written in the
CONCEPTS and Practicing first activity.
NEW SKILLS-2
F.DEVELOPING The teacher will engage the learner when discussing the figures of speech
MASTERY and other literary techniques and devices in the texts.
G.APPLICATIONS The teacher will ask the students how they associate music in their lives.
the topic.
ABSTRACTIONS
I.EVALUATION The teacher will ask the learner to make a personalize poster that illustrate
different literary terms.
ACTIVITIES for The teacher will ask learner to go on the board and write one figure of
REMEDIATION speech and used it in a sentence.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING explain the literary, biographical, linguistic, and socio-cultural contexts and
COMPETENCIES discuss how they enhance the text’s meaning and enrich the reader’s
understanding
EN12Lit-Ie-28
different genres covering: major genres (nonfiction)
III. LEARNING RESOUCES www.deped.com 21st century literature from the Philippines and the worl
OTHER SOURCES www.google .com
21st century literature from the Philippines and the world
IV. PROCEDURES

 The teacher will ask the learner to recall past lesson and the teacher
will ask the learner
Guide question:
 Do you think that you will live or work outside of the Philippines
someday?
 Why do so many Filipinos leave the Philippines? What do you
think are their strongest reasons for leaving?
 Would you call migration a problem or a solution? Explain your
answer.
B.ESTABLISHING The teacher will ask the learner to create a scrapbook showing their
PURPOSE experiences and add either illustrations or photos that show what they went
through, the good things they experienced, and problems encountered.
C.PRESENTING The teacher will engage the learner when discussing the biographical,
Examples/ Instances of the socio-cultural contexts of literary texts from different regions covering their
NEW LESSON major genres in nonfiction.
D.DISCUSSING NEW Group activity:

NEW SKILLS-1 The teacher will instruct the students to form a group consisting of 10
members and the teacher will give each group a copy of “Ninay” the first
novel written in the Philippines.
And ask students to act out a part of the scene in groups.

E.DISCUSSING NEW
NEW SKILLS-2 Ask students to re-write the scene. They could either modernize it.
F.DEVELOPING The teacher will ask the learner what will be the biographical story of the
MASTERY novel and its socio-cultural contexts.
G.APPLICATIONS Ask the student how they can connect their lives into the texts.
H.GENERALIZATIONS/
ABSTRACTIONS The teacher will ask the learner to state their generalization about the topic
I.EVALUATION The teacher will provide excerpt from the speech of carlos p. Romulo “an
induction speech”
Ask students to write what they think will happen next, or what they think
happened just before they read the text.
ACTIVITIES for The teacher will instruct the learner to gather some nonfiction stories and
REMEDIATION write their point of view regarding on the texts.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING situate the text in the context of the region and the nation
COMPETENCIES
EN12Lit-Ie-29
different genres covering: major genres (fiction)
III. LEARNING RESOUCES www.deped .com 21st century literature from the the Philippines and the
world
IV. PROCEDURES

A.REVIEW/INTRODUCTION  Review/ motivation:
The teacher will ask the learner to recap past lesson and ask the
learner
Guide question:
 Do you think Filipinos suffer from racism
 Do you think Filipinos are ever racist? Can they be racist
against fellow Filipinos, such as Chinese Filipinos or the aetas?
 Why is racism a problem? Has racism disappeared from
society?
B.ESTABLISHING The teacher will ask the learner to fill in the blanks in the worksheet below
PURPOSE about Australia.
What you know about What you do not know What you want to
australia about australia know about Australia
C.PRESENTING The teacher will ask the learner to share their knowledge with a small
Examples/ Instances of the group.
NEW LESSON
The teacher will read the poem entitled “cronulla beach”.
Guide question:
What is the importance of the poem’s setting?
Did this poem change the way you look at living or working abroad? Did it
change the way you view Australia? Why or why not?
D.DISCUSSING NEW The teacher will ask the learner to compile a scrapbook made up of news
CONCEPTS and Practicing clippings of the problems of Filipinos abroad.try to collect at least five
NEW SKILLS-1 clippings-these should be from reliable sources, such as newspaper
articles, magazine articles, or repected news sources on the internet, such
as rappler, gma news, or abs-cbn news. On the last page of your
scrapbook, write essay about what you think it would be like for Filipinos to
live and work abroad, and how this is differently from what you used to
think.
E.DISCUSSING NEW The learner will share their work to the class.
NEW SKILLS-2
F.DEVELOPING The teacher will engage the learner when discussing the racism.
MASTERY
G.APPLICATIONS the learner will cite their side regarding on the topic
H.GENERALIZATIONS/ The teacher will ask the learner to state their generalization about the the
topic.
ABSTRACTIONS
I.EVALUATION The learner will give all the texts found in this module, and ask the learner
what is their opinion about Filipinos working or living abroad? Did any of
texts have any influence on your opinion? Which ones? Why? Write about
the importance of literature, and how it helps you understand certain issues
in society.
Rubrics
30% context
20% textual evidence
20% organization
20% language
10% mechanics
ACTIVITIES for Post this essay on your facebook newsfeed or your notes, and share it with
REMEDIATION your friends and family. Take note of their comments. In your personal
journal, reflect on what other people said, and how this affected your
opinion
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES
C.LEARNING explain the relationship of context with the text’s meaning

COMPETENCIES
EN12Lit-Ie-30
different genres covering: 1. regions in Luzon, Visayas, Mindanao 2. major
genres (poetry, fiction, drama, creative nonfiction, as well as hyperpoetry,
blogs, mobile phone Texttula, chick lit, speculative fiction, flash fiction, etc.)
world
IV. PROCEDURES

 The teacher will ask the learner
Guide question
 Why do people get addicted to playing video games?
 Have you ever felt that the world of the video games is more
real or more important than the real world? Why or why not?
 Why do some people prefer a video game’s reality to the reality
that they live in?
B.ESTABLISHING The learner will write a list comparing and contrasting the escapism we
PURPOSE feelwhen we read a good comic book, poem short story, or novel with the
escapism we feel when we play a video game. What do they have in
common? What are their differences?
C.PRESENTING The teacher will provide photocopy of the story entitled “ flickerfadegone”
Examples/ Instances of the by carljoe Javier. A gamers’s point of view. It reveals the disconnections
NEW LESSON between fantasy and reality.
D.DISCUSSING NEW Informal debate

NEW SKILLS-1 The teacher can divide the class into groups debating on the topic “ video
games should be banned.”
Rubrics
50% manner includes the speaker’s general demeanor, persuasive skills,

use of vocabulary, personality, and credibility.
50% matter includes the speaker’s logic, the construction of arguments, the
quality of evidence, and the validity of rebuttals.

NEW SKILLS-2
F.DEVELOPING The teacher will play flipped video about virtual reality from you tube
MASTERY
G.APPLICATIONS The learner will explain the significance of the title of the story.
H.GENERALIZATIONS/ The learner will state their generalization about the topic.
ABSTRACTIONS
I.EVALUATION The teacher can ask in an open forum what the members of the class
though about the debates. Possible question could be about:
The issues in the debate
The way the debate was conducted
Personal beliefs about the topic at hand
ACTIVITIES for The teacher will ask the learner what the difference between fantasy and
REMEDIATION reality and how they set aside their fantastic view to the real ones.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING produce a creative representation of a literary text by applying multimedia

COMPETENCIES skills 11.1 choose an appropriate multimedia format in interpreting a literary
text.
EN12Lit-Ie-31.1
different genres covering: major genres
world
IV. PROCEDURES

 Do you think science fiction is popular in the Philippine society? Why or
why not
B.ESTABLISHING The teacher will ask the learner what do they think would have happened if
PURPOSE Filipinos had never fought against martial law?
Would you have fought against it? Explain your answer.
C.PRESENTING The teacher will provide photocopy of the story entitled “virtual center” by
Examples/ Instances of the raissa Claire u. rivera
NEW LESSON
D.DISCUSSING NEW The learner will write advantages and disadvantages of technology.
NEW SKILLS-1 Advantages of technology Disadvantages of technology

NEW SKILLS-2
F.DEVELOPING The teacher will engage the learner when discussing the certain phrase
MASTERY and words in the short story allude to the time of martial law under
Ferdinand marcos. These phrase are quite familiar mostly to Filipinos,
especially to those who witnessed the reign of martial law in the country,
and to other people, such as historians and journalists, local and foreign,
who were also exposed to this particular political era.
G.APPLICATIONS How do you associate technology in your everyday lives?
H.GENERALIZATIONS/ Ask the learner what insight can they get from the story.
ABSTRACTIONS
I.EVALUATION Character analysis
Write a character analysis of delia. Discuss the following:
 What is her motivation

 Is she a dynamic or a static character?
 Does she have character arc in the story?
 What is her turning point?
 What does she represent in Philippine society? Explain your
reasons for saying so
Rubrics:
50% content
20% organization
20% language
10% mechanics
ACTIVITIES for Create a comic book

REMEDIATION
Collaborate with your classmates in a small group, imagining a dystopian

Filipino future. What would be the reason for its downfall? who would be
your hero? Brainstorm on the plot and character arc. Afterward, create a
storyboard for a comic book. For each panel in the comic book, plan the
images and the words. Illustrate the book. Have it bound and submit it to
your teacher.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING apply ICT skills in crafting an adaptation of a literary text

COMPETENCIES
EN12Lit-Ie-31.2
world
IV. PROCEDURES

Guide question:
 Are there tensions between people from manila and people
from the old country, or what we in the Philippines call “ the
province”? what is that source of tension?
 What are the stereotypes for each one? Do you think they are
true?
B.ESTABLISHING With a partner, make a list about the stereotypes for people from manila
PURPOSE and people from the province. Encircle the stereotypes that you think are
true and explain why you think so. Write comments beside each one.
Share this with the class.
C.PRESENTING The teacher will provide photocopy of the story entitled “martines” by anna
Examples/ Instances of the Felicia sanchez.
NEW LESSON
D.DISCUSSING NEW Exploring stereotypes:

NEW SKILLS-1 The teacher will ask the learner to list down all the stereotypes about
people in manila and from the province.
E.DISCUSSING NEW Ask the learner if they agree or disagree with the stereotypes? Discuss this
CONCEPTS and Practicing with the rest of the class
NEW SKILLS-2
F.DEVELOPING Ask the learner what do they think the insight of the story about the old
MASTERY country, or the province/ what are its insights about modern Filipinos/ do
you agree or disagree?
G.APPLICATIONS Do you think horror stories and horror movies have any societal
significance? Explain your answer
H.GENERALIZATIONS/
ABSTRACTIONS
I.EVALUATION Create a movie
Adapt the short story into a movie. Find a video camera or a cellphone that
would help you do the trick, and with a small group, create the movie.
Although you can deviate from the story, make sure that the overall
message and theme stay the same.
Rubrics
 40% critical thinking

 40% creativity
 20% production values
ACTIVITIES for Alternative ending

REMEDIATION
Write an alternative ending to the story. In your story, would Richard be
able to save himself? If so, why or why not? Will he try to escape, but find
himself in worse trouble than he already is? Write the alternative ending in
your journal.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD

TIME: 1:00-2:00
I.OBJECTIVES

C.LEARNING do self- and/or peerassessment of the creative adaptation of a literary text,

COMPETENCIES based on rationalized criteria, prior to presentation
EN12Lit-Ie-31.3
world
IV. PROCEDURES

Guide question:
 Do you think that you will live or work outside of the Philippines
someday? Why or why not?
 Why do so many Filipinos leave the Philippines? What do you
think are their strongest reasons for leaving?
B.ESTABLISHING The teacher will ask the learner to find out their relatives working abroad
PURPOSE and create a scrapbook showing their experiences and add either
illustrations or photos that show what they went through, the good things
they experienced, and the problems they encountered. At the end of the
scrapbook, write your conclusion about your insights and comments on
their experience.
C.PRESENTING The teacher will provide photocopy of the story entitled “turban legend” by
Examples/ Instances of the r. Zamora linmark
NEW LESSON
D.DISCUSSING NEW Writing a scene:

NEW SKILLS-1 In a small group imagine what the character’s future would like. Write a
scene from the play, using the same kind of stage design “waiting” has.
Present your scene in class.

NEW SKILLS-2
F.DEVELOPING The teacher will ask the learner What did they feel after reading the story?
MASTERY Why did they feel that way? What can you say about Philippine diaspora?
G.APPLICATIONS The teacher will ask the learner what particular traits in the story that is
uniquely Filipino?
H.GENERALIZATIONS/ Would you call migration a problem or a solution? Explain your answer
ABSTRACTIONS
I.EVALUATION Stage play:
This can be done as a whole-class activity or the class may divided into
two to four groups. Request the use of the school gym or any space
sufficient for this activity; look for props, and some, create them, as
needed. Overall, be creative in setting up the play.
Rubrics:
 20% stage design

 50% acting
 Directing
ACTIVITIES for Have some videotype the play and post upload it on youtube. Invite friends
REMEDIATION and relatives, especially those who live abroad, to watch and comment.
Ask them what they think of the play. Write a short journal entry about what
they thought.
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III

SCHOOL
DAILY LESSON PLAN/LOG TEACHER: AMACARIN C. MACARAEG Learning 21st
Area CENTURY
LITERATURE
FROM THE
PHILIPPINES
AND THE
WORLD
DATE: Monday-Thursday QUARTER
TIME: 1:00-2:00
I.OBJECTIVES
A.CONTENT
STANDARDS
B.PERFORMANCE
STANDARDS
C.LEARNING
COMPETENCIES
II. CONTENT
world
IV. PROCEDURES


B.ESTABLISHING
PURPOSE
C.PRESENTING
Examples/ Instances of the
NEW LESSON
D.DISCUSSING NEW
NEW SKILLS-1
E.DISCUSSING NEW
NEW SKILLS-2
F.DEVELOPING
MASTERY
G.APPLICATIONS
H.GENERALIZATIONS/
ABSTRACTIONS
I.EVALUATION
ACTIVITIES for .
REMEDIATION
V. REMARKS
VI. REFLECTIONS
Learners Requiring
REMEDIATION

ERMITANIO
LEADER
Noted:
SP-III
SCHOOL
MACARAEG Context
DATE: SEPT.4 , 2023 QUARTER 1
(WEEK1)
TIME: 7:30-8:30

everyday life; and

IV. PROCEDURES
 Review:
B.ESTABLISHING PURPOSE The teacher will present picture and ask the student how they react to the
picture.


SKILLS-2
ABSTRACTIONS
authorities to depict the character, and they write their original scripts and
texts.
ACTIVITIES for
REMEDIATION
V. REMARKS
VI. REFLECTIONS
Learners earned 80% on Section Num. of Total number of Learners

Learners
Learners Requiring
REMEDIATION
SCHOOL
MACARAEG Context
DATE: QUARTER 1
TIME:

everyday life; and

IV. PROCEDURES

 Review:
B.ESTABLISHING PURPOSE The teacher will present picture and ask the student how they react to the
picture.


SKILLS-2
ABSTRACTIONS
authorities to depict the character, and they write their original scripts and
texts.
ACTIVITIES for
REMEDIATION
V. REMARKS
VI. REFLECTIONS
Learners earned 80% on Section Num. of Total number of Learners

Learners
Learners Requiring
REMEDIATION

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SENIOR HIGH SCHOOL SCHOOL: GALVAN NATIONAL HIGH Grade Level 12

DATE: September 07, 2023 QUARTER 1

I.OBJECTIVES Students will be able to define Finance and Financial Management,

B.PERFORMANCE 1.Define Finance

III. LEARNING RESOUCES Business Finance pp.1-9

A.REVIEW/INTRODUCTION  Greetings, Prayer, Attendance Check…

G.APPLICATIONS Present a real-life financial management scenario, such as a company's

Prepared by: Checked by:

CIARRA MAY M. BRIONES LEILANI R. ERMITANIO/MT-II

Noted by: Maribel B. Dizon, EdD

DATE: September 4, 2023 QUARTER 1

I.OBJECTIVES The students will be able to explain the definition of politics;.

A.CONTENT Demonstrate an understanding of politics and political science,

C.LEARNING Explain the concept, relationship and importance of politics,

II. CONTENT The Concepts of Politics and Governance

III. LEARNING RESOUCES Philippine Politics and Governance in context module 1

OTHER SOURCES studocu.com/polgovmodule1

A.REVIEW/INTRODUCTION  Greetings, Prayer, Attendance Check…

C.PRESENTING Examples/ Engage students in a brainstorming session to generate examples of

D.DISCUSSING NEW Provide an example of a political activity.

E.DISCUSSING NEW Explain the relationship between governance and government.

F.DEVELOPING MASTERY Assess students' comprehension by asking questions such as:

G.APPLICATIONS Analyzing the Relationship between Politics, Governance, and

H.GENERALIZATIONS/ Facilitate a class discussion to compare and contrast the different

I.EVALUATION Present students with real-life scenarios that require an understanding

Prepared by: Checked by:

CIARRA MAY M. BRIONES LEILANI R. ERMITANIO/MT-II

DATE: September 05-06, 2023 QUARTER 1

TIME: 7:30-8:30 8:30-9:30 10:00-11:45

I.OBJECTIVES  Differentiate the concept, elements, and characteristics of belief

A.CONTENT The learner demonstrates understanding of belief system or worldview*, Religion,

II. CONTENT Understanding the Nature of Religion (Part I)

OTHER SOURCES studocu.com/introtowrmodule1

 Greetings, Prayer, Attendance Check…

D.DISCUSSING NEW Present a series of thought-provoking quotes about belief systems,

Prepared by: Checked by:

CIARRA MAY M. BRIONES LEILANI R. ERMITANIO

I.OBJECTIVES  Explain the nature and process of communication

C.LEARNING Explains the functions, nature and process of communication

II. CONTENT The nature and process of communication

III. LEARNING RESOUCES Oral communication in context module 1

OTHER SOURCES studocu.com/oralcommunicationmodule1

A.REVIEW/INTRODUCTION  Greetings, Prayer, Attendance Check…

D.DISCUSSING NEW Ask the student what is communication and why do we

E.DISCUSSING NEW (Optional)

Prepared by: Checked by:

AMACARIN C. MACARAEG ARLENE M. LAZATIN

I.OBJECTIVES  Explain the nature and process of communication

C.LEARNING Explains the functions, nature and process of communication

II. CONTENT The nature and process of communication

III. LEARNING RESOUCES Oral communication in context module 1

OTHER SOURCES studocu.com/oralcommunicationmodule1

A.REVIEW/INTRODUCTION  Greetings, Prayer, Attendance Check…

D.DISCUSSING NEW Ask the student what is communication and why do we

E.DISCUSSING NEW (Optional)

Prepared by: Checked by:

AMACARIN C. MACARAEG ARLENE M. LAZATIN

SENIOR HIGH SCHOOL SCHOOL: GALVAN HIGH Grade Level 11

TEACHER: AMACARIN C. Learning Area Oral Communication in

I.OBJECTIVES  Explain the nature and process of communication

C.LEARNING Explains the functions, nature and process of communication

II. CONTENT The nature and process of communication

III. LEARNING RESOUCES Oral communication in context module 1