SCHOOL Bayugan City Senior High School GRADE LEVEL 12

GRADES 1 TO 12 TEACHER Lily Mae D. Lapura LEARNING AREA 21st Century Literature
DAILY LESSON LOG TEACHING DATES AND TIME February 5-8,2024 QUARTER First Quarter
7:45-8:45/8:45-9:45

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable us to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A.Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B.Performance Standards The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions 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;
and
2. an adaptation of a text into other creative forms using multimedia.
C.Learning Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and
Competencies/Objectives interpretation of literary texts and interpretation of literary texts and interpretation of literary texts and critical interpretation of literary
Write the LC Code for each doing an adaptation of these texts and
require from the learner the ability doing an adaptation of these doing an adaptation of these require
to require from the learner the ability from the learner the ability to doing an adaptation of these
identify: to require from the learner the
identify:
a. the geographic, linguistic, and ability to
identify:
ethnic dimensions of Philippine a. the geographic, linguistic, and
literary history from pre-colonial to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine
the contemporary ethnic dimensions of Philippine a. the geographic, linguistic, and
b. representative texts and authors literary history from pre-colonial to
ethnic dimensions of Philippine
from each region (e.g. engage literary history from pre-colonial to the contemporary
in oral history research with focus the contemporary literary history from pre-colonial
on key personalities from the b. representative texts and authors
to the contemporary
students’ region/province/town) b. representative texts and authors from each region (e.g. engage
(EN12Lit-Id-25) from each region (e.g. engage b. representative texts and
in oral history research with focus on
authors from each region (e.g.
in oral history research with focus key personalities from the
engage
on key personalities from the
students’ region/province/town)
in oral history research with focus
students’ region/province/town)
(EN12Lit-Id-25) on key personalities from the
 (EN12Lit-Id-25) students’ region/province/town)

(EN12Lit-Id-25)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Analyzing the Literary Works of the Analyzing the Literary Works of the Analyzing the Literary Works of the Comparing and Contrasting
Pre-colonization Period Based on Pre-colonization Period Based on Pre-colonization Period Based on Literary Works During the Pre-
Philippine Geographical Dimension Philippine Linguistics Dimension Philippine Ethnic colonization Period

III.LEARNING RESOURCES List the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages pp. 2-4 pp. 2-4 pp. 2-4 pp. 2-4

2.Learner’s Materials Pages pp. 2-4 pp. 2-4 pp. 2-4 pp. 2-4

3.Textbook Pages 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
Philippines and the World by Philippines and the World by Philippines and the World by Melody Philippines and the World by
Melody Pacis Tumanan Melody Pacis Tumanan Pacis Tumanan Melody Pacis Tumanan
pp. 2-4
pp. 2-4 pp. 2-4 pp. 2-4

4.Additional Materials from

Learning Resources (LR) portal
B.Other Learning Resources
https://www.scribd.com/
document/476215387/21st-
Century-Literature-from-the-
Philippines-and-the-World-Second-
Edition-pdf
https://www.scribd.com/
document/476215387/21st-
Century-Literature-from-the-
Philippines-and-the-World-Second-
Edition-pdf
https://www.scribd.com/document/
476215387/21st-Century-Literature-
from-the-Philippines-and-the-World-
Second-Edition-pdf
https://www.scribd.com/
document/476215387/21st-
Century-Literature-from-the-
Philippines-and-the-World-
Second-Edition-pdf

IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time
allotment for each step.
Ask the learners about their Ask the learners about their Ask the learners about their Ask the learners about the
knowledge about Philippine knowledge about Philippine knowledge about Philippine ethnic. previous lessons.
geography. linguistics.

B.Establishing a purpose for the Ask the students the status of Ask the students the status of Ask the students the status of Ask the learners to scrutinize the
lesson Philippine geography during the Philippine linguistics during the pre- Philippine ethnic during the pre- content of different literary works
pre-colonization period. colonization period. colonization period. of the pre-colonization period.
C.Presenting examples/instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications 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
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80%
Provide an example of the changes
in literature in terms of Philippine
geography during the pre-
colonization period.
Discuss the literature based on
geography of the Philippines during
the pre-colonization period.
The learners will identify the literary
works during the pre-colonization
period based on geography.
Ask the learners how different
literary works differ from each other
during the pre-colonization based
on the geography of the Philippines.
The learners will interpret the
literary works during the pre-
colonization period based on
Philippine geography.
Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
Provide an example of the changes
in literature in terms of Philippine
linguistics during the pre-
colonization period.
Discuss the literature based on the
linguistics of the Philippines during
the pre-colonization period.
The learners will identify the literary
works during the pre-colonization
period based on linguistics.
Ask the learners how different
literary works differ from each
other during the pre-colonization
based on the linguistics of the
Philippines.
The learners will interpret the
literary works during the pre-
colonization period based on
Philippine linguistics.
Provide an example of the changes in
literature in terms of Philippine ethnic
during the pre-colonization period.
Discuss the literature based on the
ethnic of the Philippines during the
pre-colonization period.
The learners will identify the literary
works during the pre-colonization
period based on ethnic.
Ask the learners how different literary
works differ from each other during
the pre-colonization based on the
ethnic of the Philippines.
The learners will interpret the literary
works during the pre-colonization
period based on Philippine ethnic.
Provide an example of comparing
and contrasting literary works
from the pre-colonization period.
Discuss the methods of
comparing and contrasting
literary works from the pre-
colonization period.
The learners will be able to
compare and contrast famous
literary works from the pre-
colonization period.
Ask the students to scrutinize the
literary works based on
geographic, linguistics, and ethnic
dimensions.
The learners will identify the
different dimensions of the
literary works of the pre-
colonization period.
The learners will create a
reflection paper of a literary work
based on the geographic,
linguistics, and ethnic dimensions
of the pre-colonization period.
of the formative assessment
B.No. of learners who require
additional activities to
remediation
C.Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these
work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
material did I use/discover which
I wish to share with other
teachers?