School LIPA CITY SENIOR HIGH SCHOOL Grade Level 12

Grade 1 to 12
21ST Century Literature from
Teacher MARISTELA D. RAMOS Learning Area
Daily Lesson Log the Philippines and the World

Teaching Dates and Time January 4- 6, 2023 Quarter 2

MWF TTh

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I. OBJECTIVES

A. Content Standard The learner will be able to understand & appreciate literary texts in various genres across national literature & cultures.

B. Performance Standards The learner will be able to demonstrate understanding & appreciation of 21st century literature of the world through a written close analysis & critical interpretation
of a literary text in terms of form & theme, with a description of its context derived from research.

C. Most Essential Learning

Competencies (Write 1. Identify representative texts and authors from Asia, North America, Europe, Latin America, and Africa (EN12Lit-IIa-22)
the LC code for 2. Compare and contrast the various 21st century literary genres and their elements, structures and traditions from across the globe (EN12Lit-lld-25)
each) 3. Do self-and/pr peer- assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation (EN12Lit-IIij-31.3)

II. CONTENTS Holiday Break Holiday Break North American Literature North American Literature North American Literature

III. LEARNING
RESOURCE

A. Reference

1. Teacher’s
Guide

2. Learners’
DepEd Learning Materials
Materials

3. Textbook 21st Century Literature from the Philippines and the World By Marikit Tara A. Uychoco
 4. Additional DepEd Curriculum Guide for 21st Century Literature from the Philippines and the World
Materials from
LR portals

B. Other reference
materials

IV. PROCEDURES

A. Reviewing Recall the previous lesson about Recall of the Previous lesson
previous lesson or Recall of the Previous lesson
Indian Literature. (The White
presenting new Tiger) ( Elements and Kinds of
( Elements and Kinds of Poetry)
lesson Poetry)

B. Establishing a Present the idea of the Latin

purpose for the phrase “Memento Mori” to the
lesson class. Ask them about their
views about death and if it is
What is the importance of
something that they’re scared
poetry in our lives?
about.

C. Presenting Various ways poetry was Various ways poetry was

examples/ described by different authors. described by different
instances of the Teacher will ask the students on authors. Teacher will ask the
new lesson
their thoughts about the students on their thoughts
following: about the following:

a. Thomas Hardy- poetry is a. Thomas Hardy- poetry is

emotion put into measure emotion put into measure

b. TS Elliot- Immature poets b. TS Elliot- Immature poets

imitate; mature poets steal. imitate; mature poets steal.

c. Thomas Babington c. Thomas Babington

Macaulay- Perhaps no person Macaulay- Perhaps no
can be a poet or can even enjoy person can be a poet or can
poetry, without a certain even enjoy poetry, without a
 certain unsound mind
unsound mind
d. William Wordsworth-
d. William Wordsworth- poetry
poetry is the spontaneous
is the spontaneous overflow of
overflow of powerful words
powerful words collected in
collected in moments of
moments of tranquility
tranquility
General Definition: Poetry is an
General Definition: Poetry is
imaginative response to an
an imaginative response to
experience reflecting a keen
an experience reflecting a
awareness of language
keen awareness of language

D. Discussing new *Elements of Poetry*

*Elements of Poetry*
concept and a. speaker
a. speaker
practicing new b. theme
b. theme
skills #1 c. diction
c. diction
d. imagery
d. imagery
e. rhyme and rhythm
e. rhyme and rhythm
f. meter
f. meter
g. verse
g. verse
h. stanza
h. stanza
i. line breaks
i. line breaks

E. Discussing new *Kinds of Poetry*

concept and *Kinds of Poetry* a. Lyric Poetry
practicing new a. Lyric Poetry b. Narrative Poetry
skills #2 b. Narrative Poetry

F. Developing Presentation and discussion of

mastery the poem “Because I Could
Not Stop for Death” by Emily
Dickinson
 1. What do you think the word
“drive” symbolize and why it
is repeated in the third and
fourth stanzas?

2. What have you observed in

the final stanza? Do you think
the language and the
description changed from the
concrete to abstract?

3. In line 2, stanza 6, the verb

“feels” is in the present tense.
Why do you think it is in the
present tense as compared to
the other verbs in the poem?
What does it show about the
poets perception of death?

G. Finding practical Students will be sharing their

applications of philosophy about their own
concepts and skills
 in daily living ways of coping with
challenges and trials through
H. Making writing a poem. The poem
generalization and
will be evaluated using the
abstractions
rubric below.

I. Evaluating
learning

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION
A. No of learners who Mill____________________ Mill____________________ Mill____________________ Mill____________________ Mill___________________
earned 80% on the
formative assessment
Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________

Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________

Socrates________________ Socrates________________ Socrates________________ Socrates________________ Socrates________________

Hume__________________ Hume__________________ Hume__________________ Hume__________________ Hume__________________

B. No. of Learners who Mill____________________

require additional
activities for
Mill____________________ Mill____________________ Mill____________________ Mill___________________
remediation who scored Voltaire_________________
below 80% Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________
Sarte____________________
Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________
Socrates_________________
Socrates________________ Socrates________________ Socrates________________ Socrates________________
Hume__________________
Hume__________________ Hume__________________ Hume__________________ Hume__________________

C. Did the remedial lessons Mill____________________

work? No. of learners
who have caught up
Mill____________________ Mill____________________ Mill____________________ Mill___________________
with the lesson. Voltaire________________
Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________
Sarte___________________
Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________
Socrates________________
Socrates________________ Socrates________________ Socrates________________ Socrates________________
Hume_________________
Hume__________________ Hume__________________ Hume__________________ Hume__________________

D. No. of learner who Mill____________________ Mill____________________ Mill____________________ Mill____________________ Mill___________________

continue to require
remediation _
Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________
Voltaire________________
Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________
Sarte___________________
Socrates________________ Socrates________________ Socrates________________ Socrates________________
Socrates________________
Hume__________________ Hume__________________ Hume__________________ Hume__________________
 Hume__________________

E. Which of my teaching Mill___________________

strategies work well?
Why did these work?
Mill____________________ Mill____________________ Mill____________________ Mill____________________ Voltaire________________

Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________ Sarte___________________

Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________ Socrates________________

Socrates________________ Socrates________________ Socrates________________ Socrates________________ Hume__________________

Hume__________________ Hume__________________ Hume__________________ Hume__________________

F. What difficulties did I Mill___________________

encounter which my
principal or supervisor
can help me solve? Mill____________________ Mill____________________ Mill____________________ Mill____________________ Voltaire________________

Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________ Sarte___________________

Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________ Socrates________________

Socrates________________ Socrates________________ Socrates________________ Socrates________________ Hume__________________

Hume__________________ Hume__________________ Hume__________________ Hume__________________

G. What innovation or
localized materials did I
use/ discover which I
Mill____________________ Mill____________________ Mill____________________ Mill____________________
wish to share with other Mill___________________
teachers? Voltaire________________ Voltaire________________ Voltaire________________ Voltaire________________
Voltaire________________
Sarte___________________ Sarte___________________ Sarte___________________ Sarte___________________
Sarte___________________
Socrates________________ Socrates________________ Socrates________________ Socrates________________
Socrates________________
Hume__________________ Hume__________________ Hume__________________ Hume__________________
Hume__________________

Prepared: Noted:
MARISTELA D. RAMOS MERCEDES G. JUMARANG
Teacher II Principal II
Subject Teacher