GRADES 1 to 12
Teacher
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for the
lesson
School Luciano Millan National High School
Joemel Mark P. Mamugay
Teaching Dates Week 7 Sessions 1-4 (July 17-21, 2017)
Session 1
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary pro
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing obj
lessons. Weekly objectives shall be derived from the curriculum guides.
The learner will be able to understand and appreciate the elements and context of 21st Century
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippin
1. a written close analysis and critical interpretation of a literary text in terms of form and them
2. an adaptation of a text into other creative forms using multimedia.
At the end of the session, learners are expected to:
1. Infer literary meaning from literal language based on language;
2. Describe how literary meaning is created in the essay by way of characterization and structure; and
3. Respond critically to the essay and articulate this response through a presentation of a short biography of
EN12Li
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the co
Ess
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in le
learning promotes concept development.
21st Century Literature from the Philippines and the World Activity Sheets (First Quarter), pp. 6
Curriculum guide in 21st Century Literature from the Philippines and the World
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Alw
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, ques
previous knowledge. Indicate the time allotment for each step.
Students will answer the following:
1. What stories about Rizal have you heard or
read that interested you, but were not usually
covered in traditional history?
2. How was Rizal presented in formal history (i.e.
your classes, textbooks, among others) and in the
stories that interested you?
1. Each group will be given a metacard and a copy
of the essay.
2. The group will just be given read and discuss
the essay "THE LOVE OF MAGDALENA JALANDONI
".
3. Creative presentation is encouraged to be
performed by the group.
4. Rubrics for presentation will be the basis for
grading

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 3)
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Teacher will share an idea about biography
Group 1: Supply the following biographical or
historical details about Magdalena Jalandoni
mentioned by the writer as he characterized his
subject. Quote parts of the essay to complete this
basic “biodata” of the Hiligaynon writer.
Address, Year of Birth, Parents , Schooling
, First experience of Publishing , Her body of
literary works, and Year of death
Group 2: How did the essay go beyond these
biographical details? Plot the development of the
character of Jalandoni between the period of her
birth and death.
Birth
Growing Up
As a lady
At 75
At 80
Students will differentiate biography and
autobiography.
Students will be evaluated using rubrics.
 Assignment: Describe the following.
Biography, Autobiography, Characterization,
J. Additional activities for Fabula, Syuzhet, and Narrative structure.
application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? W
VI. REFLECTION you so when you meet them, you can ask them relevant questions.

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? No.of learners

who have caught up with the lesson.

D. No.of learners who continue to require

remediation
E. Which of my teaching strategiesworked 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 materials did I

use/discover which I wish to share with other
teachers?
 Luciano Millan National High School Grade Level
Joemel Mark P. Mamugay Learning Area
Week 7 Sessions 1-4 (July 17-21, 2017) Quarter

Session 2 Session 3 Session 4

onnected 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
ncies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learni
om the curriculum guides.

nd and appreciate the elements and context of 21st Century Philippine Literature from the Regions.
rate understanding and appreciation of 21st Century Philippine literature from the regions through:
cal interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and
er creative forms using multimedia.
xpected to:
guage based on language;
ted in the essay by way of characterization and structure; and
ticulate this response through a presentation of a short biography of a local woman writer from your area or region.

EN12Lit-Id-26
tains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Essay
. 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

ilippines and the World Activity Sheets (First Quarter), pp. 6

terature from the Philippines and the World

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 activiti
tudents with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences an
ment for each step.

Short presentation and discussion of the Recap of the different techniques and s
assignment. in writing creative fiction.

Continuation of the previous activity.. Student will present their assignment.

Additional input of the teacher about the
presentation of the assignment of the students.

Group 3: Answer the following questions:

o What do you think inspired Jalandoni to
become a writer? Point out specific details in the
essay that support your answer.
o How did her environment affect her writing?
o From what can you infer from the text, what
were the subjects Jalandoni wrote about? List
down the titles and subject matter of the more
prominently mentioned works.

Group 4: The following statements from the text

figuratively develop the idea that Jalandoni
looked up to Rizal all throughout her life. How
do these imply the writer’s devotion to the
national hero?

Group 5: From what can you infer from the text,

how did writing become Jalandoni’s refuge from
the expression of resistance against her
conservative society? What do you think is the
importance of Jose Rizal in the life and work of
Jalandoni? How was this aspect explored in the
text?

Activities:
a) How did the essay go beyond the
biographical details of the Hiligaynon writer?
b) Plot the development of the character or
Jalandoni between the period of her birth and
her death.
c) What do you think inspired Jalandoni to
become a writer? Point out specific details in
the essay that will support your answer. d)
Imagine you are a cultural worker trying to
educate people about the importance and
contributions of women in Philippine society.
List down three relevant programs that you
would introduce and why.

Students will describe the following orally:

Biography, Autobiography, Characterization,
Fabula, Syuzhet, and Narrative structure.

Students will be evaluated using rubrics.
Student will do the following: Quiz
a) The story of Magdalena Jalandoni points us
to a particular conservative time when men
and women were expected to perform certain
roles. How has society changed since then? In
what ways are women more free than before,
and in what ways do they still face limitations?
 Assignment:
a) Respond critically to the essay and
articulate this response through a
presentation of a short biography of a local
woman writer from your area or region.

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 provid
em relevant questions.
 Grade 12
21st Century Literature
1

Session 4
ses and remedial activities may be done for
ble children to find significance and joy in learning the

rch; and

terials as well as paper-based materials. Hands-on

ou can infer from formative assessment activities.

y learned in relation to their life experiences and

cap of the different techniques and styles

writing creative fiction.

udent will present their assignment.

uiz
t help your instructional supervisors can provide for