GRADE – 11 School Telacsan National High School Grade Level GRADE 11

DAILY Teacher Redemption C. Guinto Learning 21st Century Literature from the
LESSON LOG Area Philippines and the World
Teaching Dates October 7-9, 2019 Quarter Second
and Time 7:30-9:30 A.M. (11 GAS)

WEDNESDAY
OBJECTIVES 1. Explain the text in terms of literary elements, genres, and traditions;
2. Situate the text in the context of the region, nation and the world; and
EN12Lit-IIb-32 3. Appreciate the cultural and aesthetic diversity of literature of the world.
EN12Lit-IIc-29
EN12Lit-IIc-33

A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
The learner will be able to demonstrate understanding and appreciation of 21st
century literature of the world through:
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;
2. critical paper that analyzes literary texts in relation to the context of the reader
and the writer or a critical paper that interprets literary texts using any of the critical
approaches; and
3. an adaptation of a text into other creative forms using multimedia.
EN12Lit-IIb-32
EN12Lit-IIc-29
EN12Lit-IIc-33

II. CONTENT Harry Potter and the Sorcerer’s Stone

III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
21st Century Literature in the Philippines and the World by Paul Anthony B.
Mendoza and Maristel Silva
2
none
184-187
Definitions, Characters, Full Movie
LED TV, Powerpoint Presentation, Video Presentation, Pictures
A student will lead the prayer.
The teacher greet the students and ask them to arrange their chairs and pick up
trash under their chairs before sitting down.
(Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments)

(Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills.)

Volunteers will choose from the following ‘unique’ words or ideas from the movie
Harry Potter and the Sorcerers’ Stone and will give the meaning as used in the
movie, or their own interpretation.
1. Muggles
2. Platform 9 and ¾
3. Sorting Hat
4. Hogwarts Houses (Gryffindor, Hufflepuff, Ravenclaw, Slytherin)
5. Diagon Alley
6. Gringotts Bank
7. Philosopher’s Stone
8. Invisibility Cloak
9. Quidditch
10. Wizards’ Chess

Praise and commend all the students who share their learnings on their previous
lesson.
(Applies knowledge of content within and across curriculum teaching areas)

The teacher will ask “Among the subjects taught in Hogwarts, which do they find
interesting?”

The students will also be asked what classes does the students take in Hogwarts
and what corresponding subjects can we link to each one.

1

C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
Possible Answers:
1. Charms may be linked to Language Classes (Filipino and English) since
wordings and pronunciation are important.
2. Potions Class can be likened to TLE/TVL-Cooking since in this class there
are exact measurement needed for each potion.
3. Flying Lessons are similar to Physical Education or any subject/s needing
practice of skill/s.
4. Transfiguration has a similarity to ESP since both are involved with
“development” of one’s self.
5. Herbology is also similar to TLE/TVL-Agriculture and Health since it has
something to do with care of plants and their uses in everyday life.
6. Defense Against the Dark Arts may be similar to Martial Arts since it is
concerned with defending one’s self from “deadly spells”.
(Manages classroom structure to engage learners individually or in groups,
in meaningful exploration, discovery and hands-on activities within range of
physical learning environments)
(Uses differentiated, developmentally appropriate learning experience to
address learners’ gender, needs, strengths, interests and experiences)
(Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills)
(Selects, develops, organizes and uses appropriate teaching and learning
resources, including ICT, to address learning goals)
Students choose tasks which they will present in front of the class. They may
perform:
a. Mimicry – Group will show a “scene” from the movie which they liked.
b. Up the Stairs – Group will summarize the movie through a Story Ladder
c. pICTure Perfect – Group will make a video of the lessons they learned from the
movie through ICT
d. 1, 2, 3 Sing! – group will sing a song they can relate to the movie.
e. Game On – Group will relate Quidditch to the sports played here in the
Philippines
As each group finishes their presentation, the teacher will lead class into
answering possible questions depending on the presentation of each groups. The
audience will decide how many smiles will the group get. The scale is 1 smiley to
10 smileys.
Possible Questions:
1. Why did you choose that particular scene?
2. How are the scenes related to one another? (Plot Analysis) The teacher
will also check the plot as presented by the group.
3. What valuable lessons did you learn from the movie?
Possible Answers:
a. We should not keep secrets, especially related to family-life.
b. Friends should listen to one another.
c. It is harder to stand up to your close friends than to your enemies.
d. True friendship, bravery and will pave the way for success.
e. Being an orphan does not mean you will be sad and alone.
f. True friends will be by your side no matter what.
(Students may give other answers…)
(Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts)
(Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills)
Students pair with one another and are given a puzzle to complete. Once they
complete the puzzle, they will explain who or what the picture is all about. They will
also explain the similarities and differences each one has in real life.
h. Unicorn
a. Fluffy (3-headed dog)
i. Sorting Hat
b. Wizard’s Chess
j. Owl as Messenger/Owl Post
c. Quidditch
k. Hogwarts Train
d. Golden Snitch
l. Centaur
e. Magic Broomstick
m. Remembrall
f. Mirror of Erised
n. Gringotts Bank
g. Magic Wand
Possible Questions:
1. How can one calm down Fluffy?
2

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
2. What is “barbaric” with Wizard’s Chess?
3. How strange is the sport Quidditch?
4. What does the Mirror of Erised show the person looking at it?
5. What is a Remembrall?
6. How different/similar is the way we at TNHS sort or place students in their
sections?
7. Are Unicorn and Centaur true? Explain
8. Explain the Magic Broomstick and Hogwatrs Train as modes of
transportation.
9. Explain the similarity and difference of Gringotts Bank and the modern
bank.
(Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills)
(Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts)
Volunteers from the class will choose characters from the story and explain them.
 Other questions or concepts will be discussed:
1. What does the Mirror of Erised show to people who look at it?
2. Why is that with every “power” lies a “great responsibility”?
3. How do students get to “know” themselves?
(Harry Potter did not even know at first who is he and why is he famous
for)
4. What does resiliency mean and how can it help us life our lives better.
5. What values do we share with that of the movie’s?
As a whole class, everyone will be involved in sequencing the story’s events
through scenes scattered around the room. They will be given 3 minutes to post
each scene as they seem fit.
(Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills)
(Applies knowledge of content within and across curriculum teaching areas
Students answer:
1. What are the similarities and differences TNHS and Hogwarts have?
2. If you can have 1 magic, what would it be and how will you use it? (at least
3 volunteers should answer this.
3. Explain your thoughts on the changes in the Education System:
a. Kto12 Curriculum
b. Free college education
(Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills)
(Applies knowledge of content within and across curriculum teaching areas
Wrap-up, students will answer the questions.
1. What was/were some of the sacrifices have your parents done/are doing
for the sake of your family?
2. If you can perform 1 magic trick for many people as you can, what will it be
and why?
(Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills)
Students will write their Reaction Paper regarding the movie “Harry Potter and the
Sorcerer’s Stone”, this will be based on which Critical Literary Theory they will be
using.
(Application in developmentally sequenced instruction to meet curriculum
goals in varied contexts)
 A reflection about “Importance of Family to Education” will be written by
students.
3
 No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
C. Which of my teaching strategies
worked well? Why did these
work?
D. What difficulties did I encounter
which my principal or supervisor
can help me solve?
E. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Redemption C. Guinto Observed by :

SST-III
Date :