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    This document provides a daily lesson log for a Grade 11 class on 21st Century Literature from the Philippines and the World. The lesson covers the following key points: 1) The objectives are to engage students in appreciating and critically studying 21st century literature from the Philippines and the world, including genres, elements, structures, contexts, and traditions. 2) Performance standards require students to do a written close analysis and critical interpretation of a literary text, and an adaptation of a text into other creative forms using multimedia. 3) Learning activities on this day include a review of terms, introducing the topic of various dimensions of Philippine literary history, and a presentation on the ethnic dimension of the Philippines illustrated with examples

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    This document provides a daily lesson log for a Grade 11 class on 21st Century Literature from the Philippines and the World. The lesson covers the following key points: 1) The objectives are to engage students in appreciating and critically studying 21st century literature from the Philippines and the world, including genres, elements, structures, contexts, and traditions. 2) Performance standards require students to do a written close analysis and critical interpretation of a literary text, and an adaptation of a text into other creative forms using multimedia. 3) Learning activities on this day include a review of terms, introducing the topic of various dimensions of Philippine literary history, and a presentation on the ethnic dimension of the Philippines illustrated with examples

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    © All Rights Reserved
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    3 views6 pages

    Week 1

    Uploaded by

    Wenralf Nagangdang
    This document provides a daily lesson log for a Grade 11 class on 21st Century Literature from the Philippines and the World. The lesson covers the following key points: 1) The objectives are to engage students in appreciating and critically studying 21st century literature from the Philippines and the world, including genres, elements, structures, contexts, and traditions. 2) Performance standards require students to do a written close analysis and critical interpretation of a literary text, and an adaptation of a text into other creative forms using multimedia. 3) Learning activities on this day include a review of terms, introducing the topic of various dimensions of Philippine literary history, and a presentation on the ethnic dimension of the Philippines illustrated with examples

    Copyright:

    © All Rights Reserved
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    of 6

    School: KIBAWE NATIONAL HIGH SCHOOL Grade Level: 11 ABM

    GRADES 1 to 12 21ST CENTURY LITERATURE


    DAILY LESSON LOG FROM THE PHILIPPINES
    Teacher: RAULEMAR CONCI P. ARIBAL Learning Area: AND THE WORLD
    Teaching Dates and
    Time: November 12- 16, 2018 Quarter: 2nd QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

    This course aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and the World encompassing their various dimensions,
    I. OBJECTIVES
    genres, elements, structures, contexts, and traditions.
    A. Content Standards The learners will be able to understand and appreciate the elements and context of 21 st century Philippine Literature from the regions.
    The learners will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:

    B. Performance Standards 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and 2. an
    adaptation of a text into other creative forms using multimedia.

    Re-orientation of the Senior Introduction of Subject Pre-Test Writing a close analysis and Writing a close
    High School Students for Course critical interpretation of literary analysis and critical
    Second Semester texts and doing an adaptation interpretation of
    of these require from the literary texts and doing
    learner the ability to: an adaptation of these
    require from the
    1. identify the learner the ability to:
    geographic, linguistic,
    and ethnic dimensions 1. identify the
    of Philippine literary geographic,
    C. Learning
    Competencies/Objectives history from pre- linguistic, and
    colonial to the ethnic
    contemporary dimensions of
    Philippine
    EN12Lit-Ia-21 literary history
    from pre-
    colonial to the
    contemporary

    EN12Lit-Ia-21

    II. CONTENT / TOPIC


    III. LEARNING
    RESOURCES
    A. References
    1. Teacher’s Guide pages
    2. Learner’s Materials pages
    3. Textbook pages
    Powerpoint Presentation, Activity Powerpoint
    4. Additional materials from
    Sheet Presentation, Activity
    LRMDS portal
    Sheet
    B. Other Materials
    Pictures, Manila Paper
    Pictures, Manila Paper and Color
    and Color Paper, Smart
    Paper, Smart TV
    TV

    IV. PROCEDURES
    Review
    Oral Recitation: The student will
    give meaning of the following
    words
    i. Geography
    A. Reviewing previous lesson or
    ii. Linguistics
    presenting the new lesson
    iii. Ethnic
    iv. Pre-colonial
    Each correct answer will be
    given corresponding points

    The teacher will present the The teacher will present


    meaning of the ethnic dimension of
    i. Geography the Philippines
    ii. Linguistics 1. Ethnic Tools
    B. Establishing a purpose for the iii. Ethnic (old pens and
    lesson iv. Pre-colonial papers before)
    The Teacher will introduce the 2. Literary works
    topic “various dimensions of of authors
    Philippines literary history from 3. The ethnicity in
    pre-colonial to contemporary” the Philippines.
    C. Presenting examples/ 1. Lit. Analysis: Video Presentation of
    instances of the new lesson The teacher paste literary works Literary works, Ethnic
    on the board and let the students Tools and ethnicity in the
    analyze it. Philippines.

    Process Question:
    1. What is the message of
    the literature?
    2. What is the intension of
    the author in the literary
    works

    Presenting the background of the Process Questions:


    literary works 1. What
    particulars in
    the videos that
    is present in
    D. Discussing new concepts and
    today?
    practicing new skills #1
    2. How important
    ethnic
    dimension in
    the society as of
    today.
    Group Activity: Group Activity:
    Each group will present their Each group will present
    insight of the literary work their insight in the video
    E. Discussing new concepts and
    presented. In each group should presented. Each group
    practicing new skills #2
    will be 1 representative to do the should have 1
    reporting. representative to do the
    reporting
    F. Developing mastery Quiz Quiz
    (leads to formative assessment )
    Socrates Method: Socrates Method:
    The teacher will asks questions in The teacher will asks
    connection to various questions in connection
    dimensions of Philippines to various dimensions
    literary history from pre- of Philippines literary
    colonial to contemporary history from pre-
    colonial to
    G. Finding practical applications Process Question: contemporary
    of concepts and skills in daily 1. What have you learn
    living from literary works? Process Question:
    2. How important the 1. What have you
    literary works in our learn from the
    daily lives? presentation of
    out per group?
    2.

    H. Making generalization and Lecturette Lecturette


    abstraction about the lesson
    Individual Activity: Study lesson in
    The student will make 2 stanza advance in preparation
    I. Evaluating learning
    literary works for the quiz for
    monday
    J. Additional activities for Study lesson in advance Study lesson in advance
    application / remediation
    Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
    V. REMARKS
    Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
    VI. REFLECTION
    ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who earned ______ of Learners who earned ______ of Learners who
    A. No. of learners who earned
    80% above above 80% above 80% above earned 80% above
    80% in the evaluation
    B. No. of learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who
    additional activities for additional activities for remediation additional activities for remediation additional activities for additional activities for require additional
    remediation remediation remediation activities for remediation
    C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
    ? No. of learners who have ______ of Learners who caught up ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught ______ of Learners who
    caught up with the lesson the lesson the lesson up the lesson up the lesson caught up the lesson
    ______ of Learners who continue to ______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who
    D. No. of learners who continue
    require remediation require remediation to require remediation to require remediation continue to require
    to require remediation
    remediation
    E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
    strategies worked well ? Why ___ Questioning ___ Questioning ___ Questioning ___ Questioning work well:
    did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Questioning
    ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Game-Based
    Learning
    Demonstrations Demonstrations Demonstrations Demonstrations ___ Interactive Lecture
    The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom
    experiment, a survey,a simulation experiment, a survey, a simulation or experiment, a survey, a experiment, a survey, a Demonstrations
    or an analysis of secondary data. an analysis of secondary data. simulation or an analysis of simulation or an analysis of The activity can be a
    ___Cooperative Learning ___Cooperative Learning secondary data. secondary data. classroom experiment, a
    ___Jigsaws ___Jigsaws ___Cooperative Learning ___Cooperative Learning survey, a simulation or
    ___Gallery Walks ___Gallery Walks ___Jigsaws ___Jigsaws an analysis of secondary
    ___Fieldtrips ___Fieldtrips ___Gallery Walks ___Gallery Walks data.
    ___Making notes from book ___Making notes from book ___Fieldtrips ___Fieldtrips ___Cooperative Learning
    ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Jigsaws
    presentation presentation ___Use of internet/audio visual ___Use of internet/audio visual ___Gallery Walks
    ___Text books ___Text books presentation presentation ___Fieldtrips
    ___Investigations ___Investigations ___Text books ___Text books ___Making notes from
    ___Models ___Models ___Investigations ___Investigations book
    ___Demonstrations ___Demonstrations ___Models ___Models ___Use of
    Other Techniques and Strategies Other Techniques and Strategies ___Demonstrations ___Demonstrations internet/audio visual
    used: used: Other Techniques and Strategies Other Techniques and Strategies presentation
    ___Manipulative Tools ___Manipulative Tools used: used: ___Text books
    ___Pair Work ___Pair Work ___Manipulative Tools ___Manipulative Tools ___Investigations
    ___ Explicit Teaching ___ Explicit Teaching ___Pair Work ___Pair Work ___Models
    ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___Demonstrations
    ___ Carousel ___ Carousel ___ Group collaboration ___ Group collaboration Other Techniques and
    ___ Diads ___ Diads ___ Carousel ___ Carousel Strategies used:
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Diads ___Manipulative Tools
    ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___Pair Work
    ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Explicit Teaching
    Why? Why? ___ Lecture Method ___ Lecture Method ___ Group collaboration
    ___ Complete IMs ___ Complete IMs Why? Why? ___ Carousel
    ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Diads
    ___ Students’ eagerness to learn ___ Students’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Differentiated
    ___ Group member’s ___ Group member’s ___ Students’ eagerness to learn ___ Students’ eagerness to learn Instruction
    collaboration/cooperation in doing collaboration/cooperation in doing ___ Group member’s ___ Group member’s ___ Discovery Method
    their tasks their tasks collaboration/cooperation in collaboration/cooperation in ___ Lecture Method
    ___ Audio Visual Presentation of ___ Audio Visual Presentation of the doing their tasks doing their tasks Why?
    the lesson lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Complete IMs
    the lesson the lesson ___ Availability of
    Materials
    ___ Students’ eagerness
    to learn
    ___ Group member’s
    collaboration/cooperatio
    n in doing their tasks
    ___ Audio Visual
    Presentation of the
    lesson

    __ Bullying among students __ Bullying among students __ Bullying among students __ Bullying among students __ Bullying among
    __ Students’ behavior/attitude __ Studens’ behavior/attitude __ Students’ behavior/attitude __ Studens’ behavior/attitude students
    __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __Students’
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology behavior/attitude
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Colorful IMs
    F. What difficulties did my __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Unavailable
    principal or supervisor can help Internet Lab Internet Lab Internet Lab Internet Lab Technology
    me solve ? __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment
    (AVR/LCD)
    __ Science/ Computer/
    Internet Lab
    __ Additional Clerical
    works
    Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/
    Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Localized and
    __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Indigenized IM’s
    __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
    G. What innovation or localized
    views of the locality views of the locality views of the locality views of the locality __ Making big books
    materials did I use/discover
    __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to from
    which I wish to share with
    be used as Instructional be used as Instructional Materials be used as Instructional be used as Instructional views of the locality
    other teachers ?
    Materials Materials Materials __ Recycling of plastics
    to
    be used as
    Instructional Materials

    Prepared by: Checked by:


    RAULEMAR CONCI P. ARIBAL JOSE B. CRUZ, JR.
    SHST-II School Principal I

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