SCHOOL TUMAUINI NATIONAL HIGH SCHOOL
GRADE 11 TEACHER
MARYANN B. ANGOBUNG
DAILY LESSON LOG
TEACHING DATES
TEACHING TIME
Session 1
I. OBJECTIVES
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.
GRADE LEVEL
LEARNING AREA/S
NOVEMBER 26-29, 2018
7:30,8:30,10:30,3:00,
Session 2
The learner will be able to
understand and appreciate
the elements and contexts
of 21st century Philippine
literature from the regions
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.
11
21ST CENTURY
QUARTER
Session 3
The learner will be able to
understand and appreciate
the elements and contexts of
21st century Philippine
literature from the regions
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.
LITERATRE
THIRD
Session 4
The learner will be able
to understand and
appreciate the elements
and contexts of 21st
century Philippine
literature from the
regions
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;

C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages/Curriculum
Guide
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
3. Value the contributions of
local writers to the
development of regional
literary traditions.
Interpreting/undestanding/an
alizing Literary works from
the Region.;The Rural Maid
by: Fernando Maramag
Internet
Based,https://www.slideshar
e.net
https://www.slideshare.nete
EN12LIT-IC-23
3. Value the contributions of
local writers to the
development of regional
literary traditions.
Interpreting/undestanding/a
nalizing Literary works;
My father Goes To Court
,by:Carlos Bulosan
https://creativegirlwriter.wo
rdpress.com
https://creativegirlwriter.wo https//www.quora.com
rdpress.com,gabrielslibrary.b
logspot.com
EN12LIT-IC-23
4. appreciate the
contributions of the
canonical Filipino writers to
the development of national
literature
Literary interpretations and
analizations of the Elements
of Short stories.
https//www.quora.com
EN12Lit-Ic-24
and 2. an adaptation of a
text into other creative
forms using multimedia.
differentiate/compare
and contrast the various
21st century literary
genres and the ones from
the earlier
genres/periods citing
their elements,
structures and traditions
Divisions of Literary and
Literry Genres
https://salrickandres.alter
vista.com
www.academia.edu
https://salrickandres.alter
vista.com
www.academia.edu
EN12Lit-Id-25
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
Video clips,power point
presentation
Who is the author of the
story My brother’s peculiar
Chicken?
What moral is being lifted
from the story?
 Unlock unfamiliar
words n the poem.
 Expalin each line per
stanza.
 Relate the poem into
real life situation.
Play a short video clip.
What is all about the video?
Draw opinions from the facts
presented.
Video clips,power point
presentation,photocopy
Fom the topic discussed
yesterday about the poem
Rural Maid,what Filipino
Value/s was being
establshed?
Today we’ll be discussing
about Carlos bulosan’s body
of work,My Father Goes To
Court
 Read the story
heedfully.
 Anlayze the context
of the story
 Discussed the
elements of the
story
Play a story video.
(students watch and read
the story)
Power point Power point
presentation,photocopies,vid Presentaton,hand outs
eo clip.
Who is Carlos Bulosan? What are the elements of
What are the characteristics short story?
of his body of works? What is the difference
between novel and short
Today we’re going to discuss story?
about the elements of the
short story.
 Define short story  Grasps the major
 Enumerate the divisions of
elements of short literature
story  Explain the
 Expalin the elements different lireray
of short story genres
 Interpret sample  Compare and
short story conrast classic
 Give the elements of literary genres
the short story read. with the 21st
century genres.
Re-play the story of My Fther Teacher will flash a chart
Goes to court By;carlos about major divisions of
Bulosan literarture.
D. Discussing new concepts and  Who is the persona  Who is Carlos  What is a short  What is lierature?
practicing new skills #1 of the poem? Bulosan? story?  What is the origin
 What is the theme of  What is the story all  Discuss the parts of of literature?
the poem? about? the Plot in elements  What are the 2
 Discuss in class the of short story major divitions of
elements of the  Expositon literature?
poem.  Rising action  Discuss the
 Identify and give the  Conflict divisions of prose
following  Clmax and poetry.
 Theme  Falling action  Explain the
 Setting  Resolution definition of the
 Characteriza  Give and explain genres.
tion element of short  Give example in
 Plot story ;kinds of each literary
 Moral characters genres.
lesson  Protagonist
 Anatagonist
 Round
 Flat
 Explain the rest of
the elements.
 Settings
 Symbols
 imagery

E. Discussing new concepts and Give the strenghts and Why is the story entitled My What is the importance of Give the most commonly
practicing new skills #2 weaknesses of the poem and Father Goes To Court? knowing the elements of used literay genre.
 the author. What core value/s is being short story? Ask studnets about their
Connect the poem n a certain observed in the story? Why do we need to opinions based from the
social issue/s. determine the kinds of given facts.
characters n a story?

F. Developing mastery Answer comprehension Assign the class for peer Re Read the story My Ftaher Battle of the brains.
questions through essay. discussion and Goes To Court by; Carlos  Question and
 What is the main idea brainstorming. Bulosan. anwer
of the poem? Give the following: portion.(by
 Is the poem  Plot group)
effectve?why?  Characters
 Relate the poem into  Settings
real life situation.  Symbols
 Imagery
 Characterization

G. Finding practical application of Group work. Individual work Group Work Pair work.
concepts and skills in daily living  Group students into Let students summarize the Make comic strip revealing  Choose a partner
3. story my father Goes to Filipino Characterizations and  Compare and
 Assign each group to Court by:Carlos Bulosan equalities about social status contrast the
present a play related in life. different literary
to the poem genres using
discussed. graphic
 Rubrics organizers.
Concept -30%
Delivery-30%
Stage presence20%
Props/costume-5%

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% on
the formative assessment
B. No. of learners who require additional
Audience impact-5%
Total 100%
Why do we need to consider
the traditions and cultures of
Filipinos in the past with the
present?
Why do we need to
patronize and appreciate
literary works from regon 2?
Give 10 item- Modified True
or False quiz.
Read in advance My Father
Goes to court by:Carlos
Bulosan.
Group Work
Make comic strip revealing
Filipino Characterizations
and equalities about social
status in life.
Give 10-tem quiz.
Reflect from the story read.
Why do we need to practice
good moral and continue the
values and traditions of
Filipino Cultures?
Is it worthy excluding
inequalities in soscial status
of family life style?
What is the use of valuing
elements of short story?
Give a 15-item quiz
Give the @21st century
Literary genres.
What is the importance
of familiarizing oneself
with the divisions of
literature and litarary
genres?
Adminster a short quiz.
Read more about 21st
century literary genres.
75%of the students.
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies I grouped my students into 3 Students were ablwe to
worked well? Why did these work? groups and let them prepare perform well and
a short role play about shocased their hidden
traditional courtship and prowess in acting and
modernized way of courting. relating literary works
into real life situation and
social issues.
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?
Checked by:

CHANDA T. TUMOLVA Observed by:

Curriculum Head G-11
 SCHOOL TUMAUINI NATIONAL HIGH SCHOOL
TEACHER
GRADE 11
DAILY LESSON LOG
TEACHING DATES
TEACHING TIME 7:30,8:30,10:30,3:00
Session 1
I. OBJECTIVES
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.
MARYANN B. ANGOBUNG
DECEMBER 3-8,2018
Session 2
The learner will be able to
understand and appreciate
the elements and contexts
of 21st century Philippine
literature from the regions
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.
GRADE LEVEL
LEARNING AREA/S
QUARTER
Session 3
The learner will be able to
understand and appreciate
the elements and contexts
of 21st century Philippine
literature from the regions
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.
11
21ST CENTURY
LITERATURE
FROM THE
PHILIPPINES
THIRD
Session 4
The learner will be able
to understand and
appreciate the elements
and contexts of 21st
century Philippine
literature from the
regions
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

C. Learning Competencies/ differentiate/compare and
Objectives contrast the various 21st
century literary genres and
the ones from the earlier
genres/periods citing their
elements, structures and
traditions
II. CONTENT Divisions of Literature and
Literary Genres from the
earlier genres.
III. LEARNING RESOURCES https://salrickandres.altervist
a.com
www.academia.edu
A. References https://salrickandres.altervist
a.com
differentiate/compare and
contrast the various 21st
century literary genres and
the ones from the earlier
genres/periods citing their
elements, structures and
traditions
21st Century Literary genres;
Illustrated novel
Digi-fiction
Graphic novels
Manga
Doodle fiction
file:///C:/Users/win7/Docum
ents/21stcenturyliterarygenr
efinal-180525103420.pdf
file:///C:/Users/win7/Docum
ents/21stcenturyliterarygenr
differentiate/compare and
contrast the various 21st
century literary genres and
the ones from the earlier
genres/periods citing their
elements, structures and
traditions
21st Century Literary genres;
hyperpoetry, hyperpoems,
blogs, science ficton and 6
words fiction.
file:///C:/Users/win7/Docum
ents/21stcenturyliterarygenr
efinal-180525103420.pdf
file:///C:/Users/win7/Docum
ents/21stcenturyliterarygenr
research; and 2. an
adaptation of a text into
other creative forms
using multimedia.
differentiate/compare
and contrast the various
21st century literary
genres and the ones
from the earlier
genres/periods citing
their elements,
structures and traditions
How to write flash
fiction, hyperpoems and
blogs.
http://www.reflexfiction
.com
https://www.poetrysoup
.cm
https://www.wordstrea
m.com
http://www.reflexfiction
.com
 www.academia.edu
1. Teacher’s Guide Pages/Curriculum EN12Lit-Id-25
guide.
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Power point Presentaton,
handouts.
III. PROCEDURES
A. Reviewing previous lesson or What are the elements of
presenting the new lesson short story?
What is the difference
between novel and short
story?
B. Establishing a purpose for the  Grasps the major
lesson divisions of literature
 Explain the different
lireray genres
 Compare and conrast
classic literary genres
efinal-180525103420.pdf efinal-180525103420.pdf https://www.poetrysoup
.cm
https://www.wordstrea
m.com
EN12Lit-Id-25 EN12Lit-Id-25 EN12Lit-Id-25
Power point presentation, Power point presentation. Power point
video clip. presentation.
What are the major dvisons What is illustrated novel? What is science fiction?
of literaruture? What is the difference
What is the difference between digi fiction and Today we will be
between prose and poetry? graphic novel? discussing the ways on
how to write flash
fiction.hyperpoems and
blogs.
 Know the different  Define  Expalin the
literarary genres; blogs,hyperpoetry,fl contents of flash
 Discuss the 21st ash ficton,six word fiction,hyperpoe
century literary fiction and science ms and blogs:
genres,illustrated fiction;  Give the various
novel,digi-  Explain each literary ways on how to
 with the 21st century fiction,graphic genre; write flash
genres novel,doodle fiction  Provide examples in fiction,hypepeoe
and manga; each genre ms and blogs;
 Understand the use  Provide example
of each genre. of flash
fiction,hyperpoe
ms,blogs
C. Presenting examples/ instances of Teacher will flash a chart Teacher will play a short Teacher will show images. Teacher will play a short
the new lesson about major divisions of video. blog.
literarture Students will classify the
Students will share their own pictures shown. Ask students about the
perspective/s about the video played.
video shown.
D. Discussing new concepts and  What is lierature?  What do we mean  What is  What are the
practicing new skills #1  What is the origin of by 21st centure hyperpoetry,hyperp varous ways on
literature? literary genres? oems,blogs, science how to write
 What are the 2 major  Define the following: ficton and 6 words flash fiction?
divitions of  Illustrated fiction.  Discuss the ways
literature? novel  Explain the impact of on how to write
 Discuss the divisions  Digi-fiction each genre to hyperpoems.
of prose and poetry.  Graphic readers.  Exaplain the
 Explain the definition novel  Discuss its ways on how to
of the genres.  Doodle significance. write a blog.
 Give example in each fiction  Explain with  What is the
literary genre.  Manga students how 21st purpose of
 Discuss with genres influence the writing a blog?
students the use/s interest of the  How to be an
of each leterary readers into literary effective
genres. works. blogger?
 What is the
essence of
writing
hyperpoems?

E. Discussing new concepts and
practicing new skills #2
Give the most commonly
used literay genres.
Ask students about their
opinions based from the
given facts.
Why do we need to study
21st literary genres?
Which of the genres is more
effective? why?
Ask students on how they Why do you think blog is
respond to modern trend of the most commonly
literature. used 21st literary genre?
Which is more persuasive in
type, earlier genres or 21st
literary genres?

F. Developing mastery (Battle of the brains.) (Peer discussion.) (Pair work) (Individual work)
 Question and anwer  Students will have Make a sample hypepoems
portion.(by group) individual reactions and six word flash fictions.  Compose a

G. Finding practical application of (Pair work)
concepts and skills in daily living  Choose a partner
Compare and contrast the
different literary
H. Making generalizations and
abstractions about the lesson What is the importance of
familiarizing oneself with the
divisions of literature and
litarary genres?
I. Evaluating Learning Administer a short quiz.
J. Additional activities for application Read more about 21st
or remediation century literary genres.
and sharng of hyperpoem.
thought to broden
their perspective in  Give a sample
the topic discussed. blog.
(Pair work.)
 Ask students to look
for a partner they’re
comfortable working
with.
 Let students, make a
sample graphic
novel, topics will be
based from their
own preference.
Is 21st century literary Do literary genres from the What is the most
genre effective in 21st century affects the effective way/s on how
understandIng and interest and ways of to write flash fction?
interpreting literary works? students in interpreting Hyperpoems?
How? literary works? Blogs?
Administer a 15-item quiz. Give modified TRUE or FLASE Give a short quiz.
QUIZ.
Read hyperpoetry, Re-search about how to Read a sample digi-
hyperpoems, blogs, science write flash fiction, fiction literary work.
ficton and 6 words fiction. hyperpoems and blogs. How My brother Leon
Brought Home A Wife?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on 75% of the students.
the formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with 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
materials did I use/ discover which I wish
to share with other teachers?

Checked by:

CHANDA T. TUMOLVA
G-11 CURRICULUM HEAD
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHLIPPNES AND
THE WORLD
TEACHING DATES December 10-13,2018I
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER THIRD
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
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
The learner will be able to
understand and appreciate
the elements and contexts
of 21st century Philippine
literature from the regions
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
The learner will be able to
understand and appreciate
the elements and contexts of
21st century Philippine
literature from the regions
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
The learner will be able
to understand and
appreciate the elements
and contexts of 21st
century Philippine
literature from the
regions
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
 derived from research; and
2. an adaptation of a text
into other creative forms
using multimed
C. Learning Competencies/ 6. infer literary meaning
Objectives from literal language based
on usage
II. CONTENT How my Brother Leon
Brought Home a Wife?
(sample of digi-fiction)
III. LEARNING RESOURCES https://m.youtube.com
https://www.slideshare.net
A. References https://m.youtube.com
https://www.slideshare.net
1. Teacher’s Guide Pages/curriculum guide EN12Lit-Id-26
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources
derived from research; and derived from research; and 2. form and theme, with a
2. an adaptation of a text an adaptation of a text into description of its context
into other creative forms other creative forms using derived from research;
using multimed. multimed. and 2. an adaptation of a
text into other creative
forms using multimedia.
7.analyze the figures of 7.analyze the figures of 8.explain the literary,
speech and other literary speech and other literary biographical, linguistic,
techniques and devices in techniques and devices in the and sociocultural
the text text contexts and discuss how
they enhance the text’s
meaning and enrich the
reader’s understanding
Figure of Speech Understanding Literary Text; 1896, by: Aurelio S.
 Kinds of Figure of  The Secret by: Carlos Alvero
Speech Bulosan
https://www.thought.com>fi http://www.poetryfoundatio Sirfaramos.blogspot.com
gure of speech n.org https://www.scribd.com>
doc>1896
https://www.thought.com>fi http://www.poetryfoundatio Sirfaramos.blogspot.com
gure of speech n.org https://www.scribd.com>
doc>1896
EN12Lit-Ie-27 EN12Lit-Ie-27 EN12Lit-Ie-28
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
What is a blog? What is the theme of the What are the different kinds What is the message of
What is the difference story How My brother leon of figure of speeh? the poem The Secret?
between hyperpoem with brought Home a Wife?
flash fiction?
How does Digi-Fiction help Today we are going to discuss
the students in the poem The Secret
understanding a literary by:Carlos Bulosan
text?
 Know the  Define figure of  Read and interpret  Know the
background of the speech the poem, The Secret background of
author,Manuel E.  Know the different by: Carlos Bulosan Aurelio S. Alvero
Arguilla kinds of figure of  Identify sample  Unlock unfamiliar
 Read the story speech figure of speech in words
 Analyze and  Explain in class the the poem The Secret  Analyze the
interpret the story uses and importance by:Carlos Bulosan poem
 Know the diffrence of each figure of  Lift figures of speech  Relate the poem
between reading speech in the poem into real life
between the lines  Provide examples of  Let students draw situation
and watching using figure of speech perceptions in each
digi-fiction genre; lifted lines.
 Answer
comprehension
questions.
C. Presenting examples/ instances of Play a short video. Let students draw their own Play a short video Play a short video
the new lesson perception to the following
(let students watch the lines. (Let students watch the (ask students to watch
video heedfully)  Bed of roses video) heedfuly the video)
 Loud silence
 Kiss of coldness
 Beautifil diaster

D. Discussing new concepts and  What can you say  What is figure of  What can you infer  Who is Aurelio S.
practicing new skills #1 about the video? speech? from the poem? Alvero?
 Who is Manuel E.  gve the differen  Who is the persona  What is all about
Arguilla? kinds of figureof of the poem? the poem 1896?
 What is all about speech  Interpret each lines  Discuss with
the story?  define each figure of of the poem, what students the
 What is the main speech conclusion can you content of the
idea of the story?  discuss with student give? poem.
 Describe the the uses and  Ask students to lift  Ask students to
characters in the importance of each and identify what draw ut facts
story. figure of speech kind of figure of base from history
speech. of the
Philippines.
 Relate the poem
with social issues
before and at
present.
E. Discussing new concepts and  What moral leeson did
practicing new skills #2 you get from the story
read?
 What message from the
story affects you?
F. Developing mastery What is the importance of
knowing the value of
brotherhood?
G. Finding practical application of (Group work)
concepts and skills in daily living  Group students into
3 groups.
 Assign each group a
task to do.
 Present a short play.
 What is the use of figure  What is the theme of the  What is the the
of speech in a literary poem The Secret? strength of the
text?  Who is the persona of the author in writing the
 How figure of speech poem? poem?
does affect the meaning  What is the purpose
of the text? of the author why he
wrote the poem
1896?
Why do we need to use Is the poem Why do you think the
figure of speech in effective? why? poem is entitlled 1896?
composing literary texts?
What social relation is
attached in poem?
(Individual Work) (Individual work) (Group work)
Compose 2 examples in each  Lift examples of Speech Choir
Figure of speech. figure of speech you  Group students
have encountered in into 2 groups
the text.  Let students
 Explain each lines. perform the
given task.
Rubrics:
Mastery- 30%
Voice quality- 25%
Delivery - 20%
Stage presence- 15%
 Audience impact- 5%

Total 100%

How is digi fiction helpful
towards students’
interpreting a text?
Is figure of speech effective
in interpreting a literary
text?
What figure of speech is
commonly used in the poem?
What perception/s can
you give with the poem
read?
Is the poem realistic and
effective?in what
particular way?

I. Evaluating Learning Administer a short quiz. Give 15-item identification Essay Admin ister 10-item quiz.
test. Explain the lifted line.

“Your face is a big as a

seed,but you don’t bear
fruit”.
J. Additional activities for application Read in advance about Reseach the poem Secret by: Relate the poem into real life Remember the life and
or remediation figure of speech Carlos Bulosan situation.Give a realistic sufferings of the Filipinos
scenario. during the earlier times
what can you say about
it?expand your answer.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% 0f the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with 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 materials
did I use/ discover which I wish to share
with other teachers?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL
TEACHER LEARNING AREA/S
GRADE 11 MARYANN B. ANGOBUNG
DAILY LESSON LOG
TEACHING DATES January 3-4,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER
3:30
Session 1 Session 2 Session 3
I. OBJECTIVES
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
11
21st CENTURY
LITERATURE
FROM THE
PHILIPPNES AND
THE WORLD
THIRD
Session 4
The learner will be able
to understand and
appreciate the elements
and contexts of 21st
century Philippine
literature from the
regions
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
 description of its context
derived from research; and 2.
an adaptation of a text into
other creative forms using
multimed.
C. Learning Competencies/ 8.explain the literary,
Objectives biographical, linguistic, and
sociocultural contexts and
discuss how they enhance
the text’s meaning and enrich
the reader’s understanding
analyze the figures of speech
and other literary techniques
and devices in the text
II. CONTENT 1896, by: Aurelio S. Alvero
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.
9. examine the
relationship between
text and context
First a Poem Must Be
Magical,Jose Ggarcia Villa

III. LEARNING RESOURCES Sirfaramos.blogspot.com Https://www.coursehero.

https://www.scribd.com>doc com
>1896
A. References Sirfaramos.blogspot.com Https://www.coursehero.
https://www.scribd.com>doc com
>1896
1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIf-28 EN12Lit-IIg-35
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or What is the message of the What is the main dea of
presenting the new lesson poem The Secret? the poem 1896?

B. Establishing a purpose for the  Know the background  differentiate

lesson of Aurelio S. Alvero text and
 Unlock unfamiliar context
words  analyze then
 Analyze the poem poem written
Relate the poem into by Jose
 real life situation Garcia Villa
 answer
comprehensi
on questions
C. Presenting examples/ instances of Play a short video Play a song.
the new lesson
(ask students to watch (ask students to listen
heedfuly the video) and feel to the song)

D. Discussing new concepts and  Who is Aurelio S.  What is a

practicing new skills #1 Alvero? text?
 What is all about the  What is
poem 1896? context?
 Discuss with students  What
the content of the is/are the
poem. differenc
 Ask students to draw e
 ut facts base from
history of the
Philippines.
Relate the poem with social
issues before and at present.
E. Discussing new concepts and  What is the the strength
practicing new skills #2 of the author in writing
the poem?
 What is the purpose of
the author why he wrote
the poem 1896?
F. Developing mastery Why do you think the poem is
entitlled 1896?
What social relation
is attached in poem?
G. Finding practical application of (Group work)
concepts and skills in daily living Speech Choir
 Group students into 2
groups
 Let students perform
the given task.
Rubrics:
Mastery- 30%
between
text and
context
in
understs
ding
literary
text?
 What is the main idea
of the poem, First a
Poem must be
Magical by: Jose
Garcia villa?
 What is the relevance
of poem with the
song?
 Can you consider a
written song is an
example of a poem?
What is the relationship
of text and context in
understanding and
anlysing lterary text?
(Individual work)
Compose a Poem.
 Voice quality- 25%
Delivery - 20%
Stage presence- 15%
Audience impact- 55
Total 100%

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
What perception/s can you Why do poems need to
give with the poem read? be magical?
Is the poem realistic and
effective? In what particular
way?
Admin ister 10-item quiz Give 10-item quiz.

J. Additional activities for application Read about the poem, First A Reflect from the message
or remediation Poem Must Be Magical By: of the poem.
Jose Garcia Villa
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% 0f the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with 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 materials
did I use/ discover which I wish to share
with other teachers?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES January 7-9,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER THIRD
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
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
The learner will be able to
understand and appreciate
the elements and contexts
of 21st century Philippine
literature from the regions
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
The learner will be able to
understand and appreciate
the elements and contexts of
21st century Philippine
literature from the regions
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
 into other creative forms
using multimed.
C. Learning Competencies/
Objectives 10. explain the relationship
of context with the text’s
meaning
II. CONTENT Understanding text and
context.
into other creative forms
using multimed.
11. produce a creative
representation of a literary
text by applying multimedia
skills
11.1 choose an appropriate
multimedia format in
interpreting a literary text
Mobile Textula,hyperpoem
and flash fiction.
other creative forms using
multimed.
11.2 apply ICT skills in crafting
an adaptation of a literary
text
Adaptating lieterary piece
using ICT.

III. LEARNING RESOURCES https://www.enotes.com https://prezi.com>mobile – https://en.m.wikipedia.org.>w

phone-textula iki>literature
https://m.facebook.com>per https://cuc.carnet.hr>cuc99>r
malink adovi

A. References https://www.enotes.com https://prezi.com>mobile – https://en.m.wikipedia.org.>w

phone-textula iki>literature
https://m.facebook.com>per https://cuc.carnet.hr>cuc99>r
malink adovi

1. Teacher’s Guide Pages/curriculum guide EN12Lit-Ie-30 EN12Lit-Ie-31.1 EN12Lit-Ie-31.2

2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or What is the message of the What is the difference of Whatis the effect of using
presenting the new lesson Poem, First A Poem Must text and context? mobile textula?
Be Magical?

B. Establishing a purpose for the  Compare and  Define mobile
lesson contrast text and textula,flash fiction
context and hyperpoem
 Discuss the  Give the functions of
importance of mobile
knowing text and textula,hyperpoem
context in literature and flash fiction
 Explain how to  Undestand the use
situate context into of mobile
text textula,hypepoem
and flash fiction in
undestanding
literature
 Compose a sample
of flash fiction and
hypepoem and
mobile textula
 Acquaint students
aabout adapting
literature
 Discuss the ways on
how ICT adapts
literary text
 Explain how writers
adapt literary texts
 Explicate the value of
adapting literary
works

C. Presenting examples/ instances of
the new lesson
Ask students to read and
analyze the lifted line.
“Educating the mind without
educationg the heart is no
Present an image of mobile
phones conversations and
screen shots.
Ask students about the
Play a short video
(ask students to watch
heedfuly the video)
 education at all”.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
sample image presented.
 What is context?  What is mobile
 What is the textula,flash fiction
definition of text in and hyperpoem?
literature?  What is/are the
 Discuss in class the functions of mobile
difference between textula, flash fiction
text and context in and hyperpoen in
understanding literature?
literary works.  Discuss the usesw of
the three in
composing and
analyzing the poem.
 Guide students in  What is the use of
analyzing pieces of ICT in undestanding
literature following mobile textula, flash
concepts of text and fiction and
context hyperpoem?
 Let students provide  How do students
examples to make use of ICT in
differentient text mcsking litery text?
and context in a
literary text.
 What is adaptation?
 What are the ways in
adating literary pece?
 Why do we need to
adapt text from
another text?
 Explain how authors
make use of ICT as an
aid in adapting
literary works.
 Why do we need to use
ICT in adating and crating
literary text?
 What are the things to be
consdered in adapting
literary text?
F. Developing mastery What is the inmportance of
understanding text and
context in analyzing literary
works?
G. Finding practical application of (Indivdual work )
concepts and skills in daily living  Re-read the poem
“1896”
 Situate the context
of the text.
H. Making generalizations and Why do we need to know
abstractions about the lesson thw functions of text and
context in literary text?
I. Evaluating Learning Give 10- item quiz.
J. Additional activities for application Research about mobile
or remediation textula, flash fiction and
hyperpoem.
What is /are the importance
of ICT in producing mobile
textula, flash fiction and
hyperpoem?
(Individual work)
 Group students into
3 groups
 Assign the groups to
do the task
-Compose a sample
flash fiction, mobile
textula and
hypepoem.
Is genres from the 21st
century a friend or a foe?
explain your answer.
Adminster a short quiz.
Why do we need to
inculcate the use of ICT in
understading literary texts?
What s the significance of ICT
in crafting and adpting literary
works in literature?
(Idividual Work)
 Recall the story of the
movie Cinderella.
 Make a new version
of the story
Cinderalla.
What is is the importace of
adaptations?
Administer 10-item quiz
Why do we nee dto adapt and
trasform stories to another
story? explain yor answer.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% 0f the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with 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 materials
did I use/ discover which I wish to share
with other teachers?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES January 14-18,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
B. Performance Standards 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;
3C. Learning Competencies/ 1. identify representative
Objectives texts and authors from Asia,
North America, Europe,
Latin America, and Africa
II. CONTENT Introduction to Asian
Literature
III. LEARNING RESOURCES https://study.com>academy
>lesson>Asian>Literature
https://www.slideshare.net>
ivypanelo
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;
1. identify representative
texts and authors from Asia,
North America, Europe,
Latin America, and Africa
Singapore and Taiwan
Literature
http://en.wikipedia.org
https://wwwslideshare.net>
mobile>sngapore
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;
1. identify representative
texts and authors from
Asia, North America,
Europe, Latin America, and
Africa
Cambodian Literature
https://theculturetrip.com>
asia>articles
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;
1. identify representative
texts and authors from
Asia, North America,
Europe, Latin America, and
Africa
North American Literature
Htttps://www.britanica.co
m>art>America
A. References https://study.com>academy http://en.wikipedia.org https://theculturetrip.com> Htttps://www.britanica.co
>lesson>Asian>Literature https://wwwslideshare.net> asia>articles m>art>America
https://www.slideshare.net> mobile>sngapore
ivypanelo

1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIa-22 EN12Lit-IIa-22 EN12Lit-IIa-22 EN12Lit-IIa-22

2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources

III. PROCEDURES
A. Reviewing previous lesson or What is the use of ICT in Why does Asian Literature Who is the most popular What is the most popular
presenting the new lesson adapting literary texts? have lasting value? author in Singapore? legend in Cambodian
What is the difference Literature?
between Taiwan Literature What is the great
and Singaporean literature? contribution of Buddhism
in Cambodian Literature?
B. Establishing a purpose for the  Give a short  Know singapore and  Know Cambodian  Know the
lesson background about Taiwan Literature Literature background of
Asian literature  Discuss with  Define Buddism North American
 Understand Asian students literary  Understand stone Literature
Literary texts and authors and works in inscriptions in  Discuss famous
authors Singapore and Cambodia author and literary
 Know Confucius,his Taiwan  Acquaint students works written in
philosophies and  Appreciate literary about legends and North America
literary texts from asian epics in Cambodia.  Acquaint students
contributions into countries about the
 world literarure
 Discuss the lasting
value of Asian
Literature in world
literature
C. Presenting examples/ instances of Play a short Video
the new lesson (Ask students to watch an
analyze carefully the video.)
D. Discussing new concepts and  What is world
practicing new skills #1 literature?
 Define Asian Literature
 Who is Confucius?
 Discuss with students
the backround of Shih
Ching
E. Discussing new concepts and  What is/are the
practicing new skills #2 contributions of
Asian Authors in
world literature?
contributions of
North american
Literature in World
lIterature.
Present an image. Show stones incriptions
from Cambodia
Ask students about the Ask students about theie
sample image presented. opnion regaring the photo
showed.
 Ask students to read and  What is Cambodian  Discuss with students
analyze Singapore and Loiterature? the backround of
Taiwan literature  What is Buddism? North American
 Let students intenalize  What is the influence of literature
the concept of Buddhism in  What is the most
integrating cultural Cambodian literature? popular literary work
values, beliefs and  Disscuss with students written in North
religion towards their the influence of the American Literature?
works. epic Ramayana and  What is all about the
 What are the popular Mahabarata in Puritans and the
works of Singaporean Cambodian literature? planters in American
Literature? Taiwan Literature?
literature?
 Who are the authors  Ask students the  Who are the
who contributed a following; authors in the 19th
lot in Singaporean  Ancient century?
and Taiwan Stone  Discuss with
  What are the
popular literary
works of Asian
Literary authors?
F. Developing mastery Why do we need to study
Asian Literature?
G. Finding practical application of (Indivdual work )
concepts and skills in daily living Explain the golden rule of
Confucius.
“Do not do unto
others what you
don’t lke do others
unto you”.
Literature? scripture students the
 What are their most  Buddhist various literary
Influencial Literary Text works of the
works?  Court authors n the 19th
Literature century.
 What is the most
popular legend in
Cambodia?
What s? are the importance Why do we need to study What are their
of Singaporean and Taiwan Cambodian Literature? contributions in world
Literature n living an lietrature
harmonius life?
(Individual work) (group work) (Individual work)
 Give the a sample  Gropu students into Answer the following
Asian Text 3 groups questions.
 Relate the text in  Let students have a
Philippine Lirature peer discussion. 1. Compare and
 Ask students to contrast Puritans
collaborate and and planters
report in their period of North
insights and point Ameican
of views regarding Literature?
the topc discussed. 2. Among the autors
who do you think
contributed a lot in
World
Literature?why do
you chosethat

H. Making generalizations and Explain the lasting value(s)
abstractions about the lesson of Asian literature.
How do Asian authors affect
the values and culture of
human beings to live a
harmonious life?
Why do we need to
apprecate the literary works
of Singapore and Taiwan?
What ideas about life,
culture and beliefs s brought
out in each country?
author?
What is the significance of Why do we need to know
studying Cambodian the lasting value of
Literature? american Literature?
Can you relate Cambodian
Literature with Philppine
literature?

I. Evaluating Learning Give 10- item modified TRUE Adminster a short quiz. Administer 10-item quiz Give a 10-item quiz.
or FALSE quiz.

J. Additional activities for application Read about Singapore and Read about Cambodian Study American Literature. Read in advance about the
or remediation Taiwan Literature lIterature. Latin literature.
What is Ramayana and
Mahabarata.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% 0f the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with 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 materials
did I use/ discover which I wish to share
with other teachers?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES January 19,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to .
understand and appreciate
literary texts in various
genres across national
literature and cultures.
B. Performance Standards 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;
C. Learning Competencies/ 1. identify representative
Objectives texts and authors from Asia,
North America, Europe,
Latin America, and Africa

II. CONTENT Periods of American

Literarture

III. LEARNING RESOURCES

A. References Htttps://www.britanica.com
>art>America

1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIa-22

2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources

III. PROCEDURES
A. Reviewing previous lesson or What are the diffrences and
presenting the new lesson similarities of The Planters
and The Puritans?
B. Establishing a purpose for the  Explain the Literary . .
lesson changes of
American Literature
  Discuss with
students the periods
of literature in
America
 List popular authors
and literary pieces
in each period
 Draw conclusions
based from the
given facts
C. Presenting examples/ instances of Our lesson for today is about
the new lesson the periods of literarture in
America.
D. Discussing new concepts and  What are the
practicing new skills #1 different periods of
American literature?
 Discuss the various
authors during the
19th and 20th
century.
 Expalin with
students the variuos
literary works and
its content.
 Who are the first
popular authors in
America?

E. Discussing new concepts and  Ask students to

practicing new skills #2 compare the litaray
contents of
American Literature
 with Philippine
Literature.
 What are the
dfferences of
colonial period and
contemporary
period of American
Literature?

F. Developing mastery What can you say about the

literary works of the 19th
and 20th century?

G. Finding practical application of (Indivdual work ) .

concepts and skills in daily living  Compare the
literature of North
Amrrica with
Philippine literarure.
 Give the strengths
and weaknesses of
American Litrary
H. Making generalizations and How does American
abstractions about the lesson literature affect the cultures
and traditions of the
country?
I. Evaluating Learning Give 10- item modified TRUE
or FALSE quiz.
J. Additional activities for application Read about Latin Literature.
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% 0f the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with 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 materials
did I use/ discover which I wish to share
with other teachers?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES January 21-25,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
B. Performance Standards 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
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
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
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
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
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
 research;
C. Learning Competencies/ 1. identify representative
Objectives texts and authors from Asia,
North America, Europe,
Latin America, and Africa
II. CONTENT Latin Literarture
III. LEARNING RESOURCES https://www.britanica.com/l
atin-american -literature
A. References https://www.britanica.com/l
atin-american -literature
1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIa-22
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint
Presentation,chalkboard,
Handouts
research;
1. identify representative
texts and authors from Asia,
North America, Europe,
Latin America, and Africa
Periods of Latin Literature
https://www.britanica.com/l
atin-american -literature
https://www.britanica.com/l
atin-american -literature
EN12Lit-IIa-22
Powerpoint
Presentation,chalkboard,
Handouts
multimedia.
2. explain the texts in terms
of literary elements,
genres, and traditions
The Odssey by: Homer
Literary Elemets
https://en.m.wikipedia.org>
wiki>Odyssey
http://www.iland.net/bshull
.NBBT/literary_elements.ht
m
https://en.m.wikipedia.org>
wiki>Odyssey
http://www.iland.net/bshull
.NBBT/literary_elements.ht
m
EN12Lit-IIb-32
Powerpoint
Presentation,chalkboard,
Handouts,video clips
multimedia.
2. explain the texts in
terms of literary elements,
genres, and traditions
Two Kinds of Literary
Devices
https://literarydevises.net>l
iterary-devices
https://literarydevises.net>l
iterary-devices
EN12Lit-IIb-32
Powerpoint Presentation,
chalkboard, Handouts.
III. PROCEDURES
A. Reviewing previous lesson or Who are the 5 liberal
presenting the new lesson essayists in america during
the 19th and 20th century?
B. Establishing a purpose for the  Give a background
lesson about latin literature
 Discuss early latin
literature
 State the
importance of latin
literature in the
culture and
traditions of Rome
 Apprecate latin
literature
C. Presenting examples/ instances of Show picture in the class.
the new lesson
Ask students about the
picture shown.
D. Discussing new concepts and  What is Latin
practicing new skills #1 literature?
 Discuss the early
Latin literature
 What are the
What is the greatest Who is considered to be the
influence of Greek Literature master of Latn Literature?
with Latin literature?
 Explain in class the  Know a bref
periods of Latin background about
Literature Homer
 Discuss with  Read and
students the understand the Epic
greatest Odyssey
contribution(s) of  Discuss the context
Latin Litarature in and context of the
World Litarature story
 Draw opinions  Explain literary
based from the elemets
given facts  Riposte
comprehension
questions.
Today will discuss about Play a short video.
Periods of Latin Literarture. Ask students to watch and
analyze heedfully the video.
 Ask students to read  Who is Homer?
and understand  What is the story
periods of Latibn Odyssey wants to
Literature entail?
 Explain each literary  Who are the
What is then dirrefence
between Roman Mythology
and Greek Mythology?
 Know the two kinds
of literary devices
 Compare and
contrast the two
literary devices
 Explain the
functions of literary
devices in literary
works
The topic that we’ll discuss
today is about the Two
Devices.
 What do we mean
by literary devices?
 What are the two
literary devices?
 What is the
 popular literary works. characters in the difference between
works in Latin  Ask students to lift story? literary elements
Litarature? major works of Latn  What is the main and literary
literature. idea of the epic technics?
Odyssey?  When do use
literary elements?
Literary
techniques?
E. Discussing new concepts and  How can you relate  What litarary works  Discuss in class the  What is the most
practicing new skills #2 Latin literary works found in Latin literary elements commonly use
in their early Literature gaizes  Ask students to literary technic?
cultures, traditions similarities with the define each  What is/are the
and beliefs? Philippine Literary element. functions of the
works? two literary devices
in literary analysis
and composition?

F. Developing mastery What can you say about the
literary works of Latin
literature?
Do their works pose social
issues?
What is your opnion about  What are the  Why do we need to
the adptations of Litarary literary elemets use those devices
works from Greece to found in most in making literay
Rome? Literary works? works?
What are the different  Do literary devices
Periods of Latin Literature/ beutify a certain
literary work?

G. Finding practical application of (Indivdual work ) (Individual Work) .(Group work) (individual work)
concepts and skills in daily living  Compare the  List down Authors  Group students into  Make a short story.
literature of North from Latin 3 groups  Topic will be base
Amrrica with Literature.  Assign each group from their own
Philippine literarure.  Comapare and the task to do preference
 Give the strengths contrast Lietrary Group 1-give the  Make use of of the
and weaknesses of works from Latin to literary elemets of the
 American Litrary
H. Making generalizations and Why do we need to
abstractions about the lesson appreciate Latin Literature?
I. Evaluating Learning Give 10- item modified TRUE
or FALSE quiz.
Philippine Lit.
What cultures and traditions
in Latin literature is practice
in all parts of the country.
Give 10-item quiz.
story the literary devices and
Odyssey(Power Point elements.
Presentation)
Group 2-List down Gods
and Goddessses
present in the story
 Presentation of
group outputs.
What values and moral Do literary devices allow
philosophies is being the readers to compare a
observed from the story work of one writer to that
The Odyssey? of the other to determine
its worth? How?
Give 10-item quiz Give 10- item modified
TRUE or FALSE quiz

J. Additional activities for application Research about the Periods List down Greek and Roman List down the two literary Read the story og The Last
or remediation of Lit. in Latin Literature. Gods and Goddesses. devises. Leaf by: O’Henry.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75%of the students
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked I grouped my students into Students were able to
well? Why did these work? 3 groups and let them make use of their skills in
discuss about the literary explaining and discussing
parts of the story Odysssey topics using ICT.
by: Homer and the greek
and roman mythology using
power point presentation.

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?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES February 4-8,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
B. Performance Standards 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.
C. Learning Competencies/ 5.compare and contrast the
Objectives various 21st century literary
genres and their elements,
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
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.
5.compare and contrast the
various 21st century literary
genres and their elements
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
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.
6. distinguish the literary
uses of language from the
nonliterary and understand
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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.
7. identify the figures of
speech and other literary
techniques and devices in
 structures, and traditions
from across the globe
II. CONTENT The Cask of Amontillado
By; Edgar Allan Poe
III. LEARNING RESOURCES Xroads.virginia.edu>-HYPER-
POE
Https://ameicanenglish.govs
tate.gov>files
A. References Xroads.virginia.edu>-HYPER-
POE
Https://ameicanenglish.govs
tate.gov>files
1. Teacher’s Guide Pages/curriculum guide EN12Lit-IId-25
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint
Presentation,Video clips
structures, and traditions
from across the globe
Literary Anlisys.
Poetry Interpretations.
https://www.ltisdschools.or
g>page
https://www.roanestate.edu
>elementslit
https://www.ltisdschools.or
g>page
https://www.roanestate.edu
>elementslit
EN12Lit-IId-25
Powerpoint
Presentation,Video clips
photocopies
their use as well as the
formal features and
conventions of literature
Literary language
https://en.m.wikipedia.org>
wiki>literarylanguage
https://en.m.wikipedia.org>
wiki>literarylanguage
EN12Lit-IIe-34
Powerpoint Presentation
Chalkboard.
the text
The Passionate Shepherd
ro His Love.by:Sir Walter
Raleigh
Figure of Speech
https://www.poetryfounda
tion.org>poems
https://m.poets.org>poets
org>poem
https://www.poetryfounda
tion.org>poems
https://m.poets.org>poets
org>poem
EN12Lit-IIe-27
Powerpoint
Presentation,Video
clips,photocopy
 III. PROCEDURES
A. Reviewing previous lesson or Who is Beowulf?
presenting the new lesson What can you say about his
adeventure?
B. Establishing a purpose for the  Read aand watch
lesson heedfully the video
 Analyze the context
of the short story
 Answer
conprehension
questions
C. Presenting examples/ instances of Unlocking Difficulties.
the new lesson Give the meanng of the
unfamiliar words.
1.Amontillado
2.Cask
3. Catacombs
4.addicted
5.obsessed
The teacher reads and uses
each word in a sentence.
Who the narrator of the What is literary analysis? What is vernacular
story The Cask of What s the most effective language?
Amontillado written by way og interpreting a Why do we traslate
Edgar Allan Poe? poem? litaerary text?
What is the theme of the
story?
 Analyze sample  Define literary  Define figure of
literary piece language speech
 Understand how to  Know the uses and  Know the figure of
write properly and importance of speech
sharpern critical language in  Read and
thinking skills literature understand the
 Interpret lines of a  Cite some pem The
sample poem standardisee form Passionate
 Write and convey of the language Shepherd To Hs
ideas,thoughts,exp Love
eriences through  Lift sample Figure
language and of speech from
expressions the poem.
The teacher will play a Play an Ibanang/ilocano Play a love song.
sample Audio Visual Song Ask students to listen
presentation.(I wandered carefully to the song to be
Lonelyn as a Cloud) What can you say about the played.
songs played? What can you say about
What can you say about the the song? Can you relate?
video played?
D. Discussing new concepts and  Give a smple  What is poentry  What is language?  What is figure of
practicing new skills #1 background about interpretation?  What is literary speech?
Edgar Allan Poe.  What are the things language?  What are the
 Who s the narrrator to condider in  What is diglosia? figures of speech?
in the story The CasK analyzing literary  What is the  What is the poem
of Amontillado? piece? differeence all about?
 What is the  What is an between vernacular  Compare and
issue/conflict which interpretation of the language and contrast courtship
is considered to be poem? diglosia? long before our
gravious offense to  What is Liiterary forefathers with
Montressor? analysis/ that of today?
 What is all about the  How are you going  Whaich is mor
story’s theme and to write literary favorable the
meesage? analysis using the traditional
 Why Montressor elemets of poems courtship or the
does take revenge? and stories? boom of 21st
century?

E. Discussing new concepts and  Who s Fortunato?  What s the  What are the  What is the use of
practicing new skills #2  What irony is difference of just standardised forms figures of speech in
attched with his watching and of language? composing literary
name? reading between  How do languages works?
 Why why do you the lines? help interpret  What is the effect
think the story is all  Which is more literary works? of social median in
about dark helpful in the trade of
romanticism? sharpening minds courtship today?
and critical thinking
21st century genre
translations and
transformations or
classic lietrary genre
interpretation?
F. Developing mastery Why do we need to consider
that revenge is never an
answer to a simple
problem?
What is the importance of
reading between the lines?
Why do we need to
consider the language in
literary analyzation and
interpretation?
What is the biggest function
of language in literature?
Why do we need to value
the classic trend of
courtship?
Is it necessary to use
figures of speech in
composing literary text?

G. Finding practical application of (individual work) (individual work) (Group work) (Group work)
concepts and skills in daily living  Make an analysis  Each student is  Group students into  Devide the class
about the story The given a copy of the 5 groups into 2 groups
Cask of Amontillado. poem I Wandered  Assgn each group  Make a play
Lonely as A Cloud. the tast to do  Group 1:show the
 The students are  Let each group traditional
tasked to interptet translate a prtactices of
and analyze the song/poem/story courtship
lines and stanzas of into regional  Group 2: perform a
the poem dialect. modernized
 They were give (ibanag,ilocano courtship.
freedom of etc.)
expressions and
relate it to personal
experiences.

H. Making generalizations and
abstractions about the lesson
Is the story The Cask of
Amontillado relevanct to
social illnesses? How and
why?
What practices and
behaviors should not be kept
and immitated by the
Why do we need to
interpret and analyze liteary
textx?
What are the vernacular
languages being used in the
country? In region 2?
What is the help of
translating literary text into
particular languages used in
a a particular place? expand
What is the theme of the
poem?
What are the lesson beign
emphasized from the poem
read.

I. Evaluating Learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
readers/viewers?
Give 15 identification tests.
Reseach about Literary
anlysis.
Give 10-item quiz.
Give exapmle of non-literary
works.
your answer.
Administer a 20-item quiz.
Read in advance the Poem
The Passionate Shepherd to
his Love by: sir Walter
Raleigh.
The strategy which worked
well in the lesson waas, film
viewing and text
interpretation.
Give 15 identification tests.
75% of the students.
Students were able to
grasp easily the meaning
and messages of stories
and poems through fiml
viewing
The students were gve an
ample time to analalyze a
poem. This activity help
student express their own
opinions and let them
 develop theit Higher Order
Thinkng Skilss(HOTS)
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?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES January 28-31,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
B. Performance Standards 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.
C. Learning Competencies/ 3. situate the texts in the
Objectives context of the region,
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
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.
3. situate the texts in the
context of the region,
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
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.
4. appreciate the cultural
and aesthetic diversity of
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures.
. 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.
5.compare and contrast
the various 21st century
 nation, and the world
II. CONTENT The last Leaf,by: O’Henry
III. LEARNING RESOURCES www.audible.com/
https://en.m.wikipedia.org>
wiki>the last leaf
A. References www.audible.com/
https://en.m.wikipedia.org>
wiki>the last leaf
1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIc-29
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint
Presentation,Video clips
nation, and the world
Understanding literary
works using Digi Fiction
https://www.slideshare.n
>darinjohn
www.audible.com/
https://en.m.wikipedia.org>
wiki>the last leaf
https://www.slideshare.n
>darinjohn
www.audible.com/
https://en.m.wikipedia.org>
wiki>the last leaf
EN12Lit-IIc-29
Powerpoint
Presentation,Video clips,
pictures
literature of the world
I wandered Lonely As a
Cloud, by:William
Wordsworth
Expressing Diversity in the
World
https://www.poetryfoundat
ion.org>poems
https://study.com
https://www.poetryfoundat
ion.org>poems
https://study.com
EN12Lit-IIc-33
Powerpoint
presentation,video clips
literary genres and their
elements, structures, and
traditions from across the
globe
21st century literary genre
Science fiction vs Digi
fiction
https://www.cde.ca.gov>lit
rlgenres
https://www.cde.ca.gov>lit
rlgenres
https://www.britanica.com
>topic>beowulf
EN12Lit-IId-25
.Powerpoint
presentation,video clips
 III. PROCEDURES
A. Reviewing previous lesson or What are the two kinds of
presenting the new lesson devices?
Who can differentiate the
two devices?
B. Establishing a purpose for the  Perceive from
lesson inisipartional
quotes
 Analyze the story
The Last Leaf by:
O’Henry
 Answer
comnprehension
questions
 Relate the story
into real life
situation
C. Presenting examples/ instances of (The teacher will flash
the new lesson inspirational quotes.)
Give your own opinion about
the following quotes.
Who is Johnsy in the story
The last Leaf written by
O’Henry?
Who can describe the
charater traits of Mr.
Benman?
 Develop mesaage
of text through
digi-fiction
 Realate story(s)
into real life
situation
 Draw conclusions
based frokm the
the given facts
Teacher will flash Graphic
quotes.
What can you infer from the
quotes flashed?
In understanding literary
text which is more effetiva
digi fiction or video
presentation?
What is digi fiction?
 Read the poem  Know 21st century
I wanderedLlonely literary genres
as a  Compare and
Cloud,by:William contrast sciece
Wordsworth fiction with digi
 Analyze the fiction
content of the  Cite example of
poem science fiction and
 Dicuss the digi fiction
diversity of  Analyze the
literature in the animated story
world Beowulf
 State the culural
rules and norms
of the poem
The teacher will play a Play the animated Epic
video. Beowulf.
What can you say about the Ask students to watch and
video played? analayze carefully the epic
 1. “Here’s to those movie.
who inspire you and
don’t even know it.”
2. “once you replace
negative thoughts to
positive ones,you’ll
start having positive
results.- Willie
Nelson

Let students watch and read

the video about the story
The Last Leaf.
D. Discussing new concepts and  Who is O’Henry?  In reading stories,  What is the focus of  What is 21st
practicing new skills #1  What does the story what is the first the poem? century literarture?
want to entail? thing that we should  What are the  Read all the 21st
 What is the theme considxer? strengths and century literary
of the story?  Is unlocking of weaknesses of the genres.ask
 Who is the main difficulties though writer in writing the students’ aboput
charater in tle story? context clue/s poem? the genre they
 What is the message effective in  Ask students to were familiar and
of the story to the analyzing stories? read between the made use of it.
readers? How? lines and gve the  What is scence
 How many times implied meaning of fiction?
you will go over the poem.  What is the
reading a certain diffrence between
story or text before science fiction and
you will understand digi fiction?
the story?
E. Discussing new concepts and  Who is the narrator  What is the most  What are cultural  What is all about
practicing new skills #2 of the story? effective way or tool rules? the story Beowulf?
 Why do we need to in understanding  What are cultural  What is the
extend our patience literary text? norms? diffrence between
 in many factors in
life?
 Why the story is
entitled The Last
Leaf?
 What is the leaf had
to do with the
characters of the
story?
 Compare and  Explain how epic story and
contrast the contemporary science fiction?
effectiveity of works contemplate  Does written epic
reading stories with cultural can be trasform to
between the lines norms? a digi-fiction
and watching same genre? How?
story through digi  Can youconsider
fiction. Beowulf as an
epic?

F. Developing mastery
What is the best part of the
story where everyone can
relate? How is it true in real
situations and
circumstances in life?
How are you going to relate What culural norms, values, What is the great or big
and situate foreign stories to and beliefs are being help of 21st centyr literary
national to regional phase? emphasized in the poem? genren classic genres?

G. Finding practical application of (Indivdual work ) (individual work) Individual work. (Individual work.)
concepts and skills in daily living  Make a photo story Make a literary  Make a poster  Base from the
about a person or interpretation of the story about how to animatedBeowulf
people who always the Last Leaf using graphic appreciate the Compare and
give you hope? novels. beauty of the contrast Scince
 Use any mobile environment. Fiction and digi
application to edit  Put it on a whole fiction.
your story. band paper.
 You can use any of
the following;
-Movie Maker
-Power Director
-Digi-fiction etc.
H. Making generalizations and What moral or lesson is Between 21st and clasic How can you appreciate Among the 21st century
abstractions about the lesson brougth out in every part of literary genres, which do the beaurty of the world? literary genres which of

I. Evaluating Learning
the story?
Is the story related to social
and personal growth in life?
Ellaborate your answer.
Give 15 identification tests.
you think is more effective n
interpteting and
understanding literary text?
Why?
Give 10-item quiz.
The envronment to be those is really effective in
particular. transforming literary text?
What are the values and
norms that people should
practice and apply in taking
good care to the wonders of
the world?
Administer 20 –Item quiz. Give 10-item identification
quiz.

J. Additional activities for application Answer the questions Read in advance the poem I Read the epic Beowulf. Have an advance reading
or remediation briefly. Wandered Lonely as A Cloud about the story The Cask of
1. Whati s the most by William Wordsworth. Amontillado by: Edgar Allan
unforgetable Poe.
situation in you life
that challenged your
spiritual,moral and
social relationship?
2. Who is the most
precious person in
your life? Why?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% of the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked The teacher gave The students were able
well? Why did these work? diffrentiated activities with anlayzed literary works and
trthe aid of ICT to the transformations using the
students. 21st centure genres.
The teacher also asked
students to use 21st century
genres in understanding
literary works.
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?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL
TEACHER
GRADE 11
DAILY LESSON LOG
TEACHING DATES February 11 and 15,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30-
3:30
Session 1
I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
B. Performance Standards 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
approac.hes; and 3. an
adaptation of a text into
other creative forms using
multimedhia.
C. Learning Competencies/ 7. Identify the figures of
Objectives speech and other literary
techniqtpues and devices in
GRADE LEVEL 11
LEARNING AREA/S 21st CENTURY
LITERATURE
MARYANN B. ANGOBUNG FROM THE
PHILIPPNES AND
THE WORLD
QUARTER FOURTH
Session 2 Session 3 Session 4
. The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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.
8. explain the biographical,
linguistic, and sociocultural
contexts and discuss how
 the text.
II. CONTENT The Nymph’s Reply to the
Shepherd,by Sir Walter
Raleigh
III. LEARNING RESOURCES
https://www.poetryfoundati
on.org>poems
https://m.poets.org>poetsor
g>poem
they enhance the text’s
meaning and the reader’s
understanding
The Other Family by Neil
Gaiman.
https://www.thoughtco.co
m>coraline-byNeilGaiman

A. References https://www.thoughtco.co
https://www.poetryfoundati m>coraline-byNeilGaiman
on.org>poems
https://m.poets.org>poetsor
g>poem

1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIe-27 EN12Lit-IIf-28

2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint Powerpoint Presentation,
Presentation,Video clips photocopies
photocopies
 III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Who is the author of the
Poem the passionate
Shepherd to his Love?
What is the Theme of the
Poem?
What is the theme of the
poem The Nymph’s Reply
to the Shepherd?
How can you relate the
poem into real life
situation?

B. Establishing a purpose for the  Read the poem, The  Unlock unfamiliar
lesson Nymph’s Reply to words from the
the Shepherd by: Sir stor;
Walter Raleigh.  Read and
 Lift figurative understand the
languages,phrases story;
from the poem;  Answer
 Discuss socio comprehension
cultural relevance of questions;
the poem.  Draw conclusions
based from the
given facts.
C. Presenting examples/ instances of Re-paly the video of the Ask studenyts to gues the
the new lesson poem The Passonate meaning of the unfamiiar
Shepher to his Love. words, and use each word
to construct simple
sentences.
1. Fantasy
2. Huge
3. Starving
4. Pastry
5. Stew

Let students read

 the story

D. Discussing new concepts and  Who is Sir Walter  Who is Neil

practicing new skills #1 Raleigh? Gaiman?
 What is all about the  What is the
title of the poem? objective of the
 How the poem is story?
connected with the  What is the
poem of Christopher concept of the
Marlowe the story?
Passionate Shepherd  Who is the main
to his Love? character of the
 What can you infer poem?
from the 1st 2  What is the
stanzas of the strongest or most
Poem? persuasive part of
 What can you say the story?
about the last stanza
of the poem?

E. Discussing new concepts and
practicing new skills #2
 What are the figures  The protagonist
of speech that you has usial name,
found from the why do you think it
poem? is spelled that way?
 Lift figurative  How does this
languages that you story feed on this
found from the fantasy?
poem.  Why does coraline
 Ask students to rspond the way she
explain each does?
figurative language
in their own
perspective.
F. Developing mastery Why do we need to give
emphasis to the theme of
each poem?
What are the valuable
figurative languages found
in the poem?
If you were to relate the
story into real life
siatuation, is there any
significance with culture?
From the country England?
From the world?

G. Finding practical application of (Individual work) (Individual Work)

concepts and skills in daily living  Compare and  Give the plot
contrast the work of structure of the
Christopher story.
Marlowe and Sir
Walter Raleigh.
 State dialogues from
The Passionate
Shepherd to his Love
and its responses
from the poem The
Nymph’s Reply To
The Shepherd.Use a
graphic Organizer.

H. Making generalizations and
abstractions about the lesson
What is the value/s that you What is the moral lesson
find valuable and meaningful that is worth apllying into
from the poem? real life?
Realate the poem into real
life situation give a realistic
example.

I. Evaluating Learning Give 15 identification tests. Give a True or false test.

J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
Read the story of The Other
Family by:Neil Gaiman
Feb.12,2019 Local Holiday Feb.13-14,2019
Basic Education Exit
Assessment for G-12
Poetry reading using videos,
unlocking of difficulties.
Refect from the story.
Read and reseach about
the author of the story
Pygmalon and Galatea.
75% of the students.
The students understood
the sthe poems more using
audio vsual presentations.
The studets were able to
give the definitions of the
unfamiliar words and
practice their skills on
composing sentences.
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?

Checked by:

CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES February 18-21 ,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
B. Performance Standards 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
approac.hes; and 3. An
adaptation of a text into
other creative forms using
multimedhia.
C. Learning Competencies/ 8. explain the biographical,
Objectives linguistic, and sociocultural
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes; and
3. An adaptation of a text
into other creative forms
using multimedhia.
9. examine the relationship
between text and context
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes;
and 3. An adaptation of a
text into other creative
forms using multimedhia.
9. examine the relationship
between text and context
 contexts and discuss how
they enhance the text’s
meaning and the reader’s
understanding
II. CONTENT Pygmalion and Galatea Analizing context and text in The Necklace by: Guy de
literary text. Moupassant

III. LEARNING RESOURCES https://www.greekmyths- https://www.enoted.com>h www.eastoftheweb.com.>u

greekmythology.com omework-help Books>Necklace
www.dailyartmagazine.com
>story-of-
pygmalionandgalatea

A. References https://www.greekmyths- https://www.enoted.com>h www.eastoftheweb.com.>u

greekmythology.com omework-help Books>Necklace
www.dailyartmagazine.com
>story-of-
pygmalionandgalatea

1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIf-28 EN12Lit-IIg-35 EN12Lit-IIg-35

2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint presentation, Powerpoint presentation, Powerpoint presentation,
video clips. handouts video clips.
 III. PROCEDURES
A. Reviewing previous lesson or Who is Coraline?
presenting the new lesson What are the strenghts of
Neil Gaiman in composing
the story?
B. Establishing a purpose for the  Be acquainted with
lesson the origin of the
story Pygmalon and
Galatea.
 Analyze and
interpret the implied
connotations of the
text
 Answer
comprehension
questions.
C. Presenting examples/ instances of The teacher will play the
the new lesson video of Pygmalion and
Galatea.
(students will watch
heedfully the video)
Who is the main charcter in
the story Pygmalion and
Galitea? Describe the
character in the story.
 Define context and
text in literary work
 Satet the literary
studies in context or
text
 Give the difference
between text and
context in
literarture
Explain the following lines
“Thy bed of roses”.
“Will sit from in the rock and
watch the shepherd feed
their flocks”.
What is the difference
between context and text in
literature?
 Analyze the text of .
the short story The
Necklace.
 Answer
comprehension
questions
 Relate the story
into real life
sistuation
The teacher will play the
video of the story The
Necklace by Guy de
Moupassant
(Students will watch
heedfully the video.)
D. Discussing new concepts and  What is the story of
practicing new skills #1 Pygmalion and
Galatea?
 Who is Pygmalion
and Galatea n Greek
mythology?
 What does Galatea
means?
 What is Pygmalion
known for?
E. Discussing new concepts and  What is the object of
practicing new skills #2 devotion in
Pygmalion?
 What is the maid
idea of Pygmalion
and the statue?
 What is context?  What is the main
 What is a text in dea of the story?
literary work?  Who are the
 What do we mean charcters in the
by subtext? story?
 In literary studies  What is the irony in
what is the meaning the story?
of text and context?  What happens in
 How are we going to the necklace?
determine if the
lines from poems
and stories is a text
or context? Expalin.
 What is the  What is the theme
difference between of the story?
text and context n  How Madame
literature? Loisel’s end with
 What is context in ironic twist?
writing?

F. Developing mastery
G. Finding practical application of
concepts and skills in daily living
 What is the story of
Pygmalion and Galitea?
(group work)
 Group students into
 Why do we need to  What are the literary
understand the terms devices esed in the
and functions of text story The Necklace?
and context in  What do we learn from
literature? the story about the
structure of French
society at time the
story was written?
(individual work) (Group work)
 Re-read the poem  Group students into
 10 groups The Passionate 4 groups
 Discuss with Shepherd to his  Ask each group to
students their task Love. present a short play
to do.  Ask students to litf related to the story
 Each group will lines and identify if discussed.
design their own it is a text or a  Presentation of
ideal face/s, ideal context in group outputs.
man/woman. understanding
 They will be allowed literary work.
to use any apps
from the internet or
mobile phones.

H. Making generalizations and What moral lesson is being What is the importance of How does the reader know
abstractions about the lesson emphasized from the story? knowing text and context in what social class Madame
literarture? Loisel Belongs to?
I. Evaluating Learning Give 10-item quiz. Give 10-item quiz. Give 10-item quiz.

J. Additional activities for application Read about about the Read about the story “The Read the Poem Counting .
or remediation difference between context Necklace”.by: Guy de The Beats by Robert Groves.
and text. Maupassant.
V. REMARKS Feb. 21-22, 2019; local
holiday.
VI. REFLECTION
A. No. of learners who earned 80% on the 75% of the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked The most effective strategy .the students were able to
well? Why did these work? used was undestanding the use theit Higher Order
text and context of Thinking Skills.(HOTS)
literaryworks by means of
critical reading.

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?
Checked by:
CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES February 26- March 1 ,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
B. Performance Standards 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
approac.hes; and 3. An
adaptation of a text into
other creative forms using
multimedhia.
C. Learning Competencies/ 9. examine the relationship
Objectives between text and context
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes; and
3. An adaptation of a text
into other creative forms
using multimedhia.
9. examine the relationship
between text and context
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes;
and 3. An adaptation of a
text into other creative
forms using multimedhia.
10. understand literary
meanings in context and
the use of critical reading
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes;
and 3. An adaptation of a
text into other creative
forms using multimedhia
10. understand literary
meanings in context and
the use of critical reading
 strategies strategies
II. CONTENT The Necklace by: Guy de Counting the Beats. Critical Reading and Critical Strategies of Critical
Moupassant Read the Poem Counting Thinking Reading
The Beats by Robert Groves. Guidelines of Criyical
Reading

III. LEARNING RESOURCES www.eastoftheweb.com.>uB https://www.poemhunter.c https://www.csuohio.edu> https://www.csuohio.edu>

ooks>Necklace om writing-center writing-center
https://brill.com>view>title depts.washinton.edu>uwU
Bsat>4_critical readng
www.hunter.cuny.edu>inve
ntion

A. References www.eastoftheweb.com.>uB https://www.poemhunter.c https://www.csuohio.edu> https://www.csuohio.edu>

ooks>Necklace om writing-center writing-center
https://brill.com>view>title depts.washinton.edu>uwU
Bsat>4_critical readng
www.hunter.cuny.edu>inve
ntion
1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIg-35 EN12Lit-IIg-35 EN12Lit-IIh-36 EN12Lit-IIh-36
2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint presentation, Powerpoint presentation, .Powerpoint presentation, Powerpoint presentation,
video clips. Hand outs. Hand outs. Hand outs.
 III. PROCEDURES
A. Reviewing previous lesson or What is the difference
presenting the new lesson between context and text in
literature?
B. Establishing a purpose for the  Analyze the text of
lesson the short story The
Necklace.
 Answer
comprehension
questions
 Relate the story into
real life sistuation
C. Presenting examples/ instances of The teacher will play the
the new lesson video of the story The
Necklace by Guy de
Moupassant
(Students will watch
heedfully the video.)
What is the main idea of the What is the theme of the What are the 5 skills of
story the necklace? poem countng the beats? critical reading?
 Read the poem  Define critical  Enumerate and
between the lines reading define the
 State the theme of  Discuss the 5 critical strategies of critical
the poem reading skills reading
 Describe the  Identify the  Elucidate the
characterizaton of difference between guidelines of
the persona of the critical reading and critical reading
poem simple reading  Make a sample
 Give the analysis of critical reading
the poem through sa literary
text.
The teacher will flash the Expalin the lines Explain the following titles
poem on the TV screen. below: below:
“The bliss of solitude.” The world is an Apple
(Students will read and “The loud silence makes me 50 years of Solitude
analyze the poem.) deaf.”
D. Discussing new concepts and  What is the main  Who is the persona What is critical reding?  What are the
practicing new skills #1 dea of the story? of the poem?  Discuss in class the strategies of of
 Who are the  Describe the mood things to consider critical reading
charcters in the of the persona of to become a  Expalin in class the
story? the poem. critical reader following
 What is the irony in  What is the main  Expalin in class how strategies;
the story? idea of the poem? to develop critical 1. Annotating
What happens in the reading strategy. 2. Contextuali
necklace? zing
3. Reflecting
4. Outlining
5. Summarizi
ng
6. Exploring
the
figurative
language
7. Looking for
patterns of
opposition
E. Discussing new concepts and  What is the theme  Explicate each  Give and explain  Converse n class
practicing new skills #2 of the story? stanza of the poem. the 5 critical the guidelines in
How Madame reading skills crtical reading
Loisel’s end with  Comprehen  Which of the
ironic twist? sion strategies is more
 Phonics effective?
 Fluency
 Vocabulary
 Phonemic
awareness
F. Developing mastery
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
 What are the literary  What is the theme of  What is the main  What is the importance
devices esed in the story the poem? purpose of critical of knowing the
The Necklace? reading? guideline in critical
What do we learn reading?
from the story  How are we going to
about the structure take into consideration
of French society at the strategies in critical
time the story was reading?
written?
(Group work) (individual work) (individual work) (individual work)
 Group students into Discuss how this quotation Read and explain critically Ask students to read
4 groups applies to “Counting the the lines below. heedfully and analyze
 Ask each group to Beats.” critically the poem The Taxi
present a short play written by Amy Lowell.
related to the story “the practical In a Station of the Metro
discussed. impossibility,transcended
 Presentation of only by a belief in miracle,of The apparition of these
group outputs. absolute love between man faces in the crowd:
and moman.” Petals on a wet,black bough
How does the reader know How are you going to relate What is the difference What do you think is the
what social class Madame the poem nto real life beween simple reading and relationship of critical
Loisel Belongs to? situation? critical reading? reading with critical
writing? Explain.
I. Evaluating Learning Give 10-item quiz. Give 10-item quiz. Give 10-item quiz. Give 15-item Modified
TRUE or FALSE.

J. Additional activities for application Read the Poem The Taxi by Reflect from the poem Reseach about the Read in advance the story
or remediation Amy Lowell. discussed. strategies and guidelines of Savitriand Satyavan.
critical reading.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% of the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked The most effective strategy Students were able to
well? Why did these work? is viewing and reading. undertand liteary works by
means of watching short
films and they were able to
use their ability to critisize
and analyze literary text by
means of crtical reading.
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?
Checked by:
CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES March 4-8 ,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
B. Performance Standards 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
approac.hes; and 3. An
adaptation of a text into
other creative forms using
multimedhia.
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes; and
3. An adaptation of a text
into other creative forms
using multimedhia.
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes;
and 3. An adaptation of a
text into other creative
forms using multimedhia.
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes;
and 3. An adaptation of a
text into other creative
forms using multimedhia
C. Learning Competencies/ 10. understand literary
Objectives meanings in context and the
use of critical reading
strategies
II. CONTENT Savitri and Satyavan
10. understand literary
meanings in context and the
use of critical reading
strategies
Life in the 21st Century
By: John Ruskin
10. understand literary
meanings in context and
the use of critical reading
strategies
The Road Not Taken
Robert Frost
11. produce a creative
representation of a literary
text by applying
multimedia skills 11.1
choose appropriate
multimedia form of
interpreting a literary text
Literary Text in Multimedia
presentation.

III. LEARNING RESOURCES :

A. References https://en.m.wikipedia.org> Htttps://en.m.wikipedia.org https://www.poetryfoundat https://cuc.carnet.hr>cuc9

wiki>savitrianngsatyavan >wiki>john ion.org>poems 9>radovi
https://en.m.wikipedia.org>
Avenues in English Book wiki>theroadnottaken
pages 138-138

1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIh-36 EN12Lit-IIh-36 EN12Lit-IIh-36 EN12Lit-IIij-31.1

2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, Powerpoint presentation,
video clips. video clips. video clips. video clips.
 III. PROCEDURES
A. Reviewing previous lesson or What s critical reading?
presenting the new lesson What are the guidelines in
critical nreading?
B. Establishing a purpose for the  Comprehend the
lesson story Savitri and
Satyavan
 Relay the story into
real life situation
 Draw conclusions
based from the
given facts
C. Presenting examples/ instances of Play a short video about the
the new lesson story.
Ask students to watch and
comprehend the dtory.
What is the moral lesson of What is the effect modern What is the message of the
the story Savitri and technology in the life of poem The road Not Taken?
Satyavan? men?
 Give the meaning of  Read and interpret  Delineate
words through the poem multimedia in
context clues  Deduce the theme teaching and
 State the purpose of of the poem learning literature
the essay  Give the overall  State the
 Draw conclusions message of the relationshio of
based from the poem multimedia with
given facts  Relate the message literary text
of the poem into  Give the startegies
real lfe situation. in presenting
literary works
through
multimedia
 Give the meaning  Give a sample  Ask student to
of the following image watch the litrary
words and use each  Ask students to say trasnformation of
word in a sentence. something about Cindirella from a
1. Conveyor the image shown short video.
2. Fantastic  Let students read
3. Artificial the poem Silently
 4. advance
5. Thought-out
 Play a sample video
or song from a
mobile phone.
 Ask students about
the different brands
and model of
various gadgets
from 1990-present.

D. Discussing new concepts and  What is the story all  What can you infer  What is the  What is self
practicing new skills #1 about? from the title of the meaning of the title representation?
 Who is the husband essay? of the poem?  What is multimedia
of Savitri?  What do you thing  What is the in education?
 Who was Savitri? the essay wants to metaphor for the  What is multimedia
 Who is Savitri’s entail? road not taken? in teachng and
goddess?  As you go over the  What is the central learning literature?
opening sentence of message of the
the first poem?
paragraph,do you
agree that the
openng sentence is
effective?
 After reading the
opening sentence,
what can yo infer
from the question
asked?
E. Discussing new concepts and  Whom dis Savitri  What ideas about  What analysis can  Based from the
practicing new skills #2 choose to marry and lfe in the futureare you give in each video played, what
why? brought out in each stanza of the is the use of
 What are some paragraph? Do they poem? multimedia in
wishes of Savitri pose social understanding
could make have problem? literary works?
save Satyavan?  Read again the last  In teaching and
paragraph, do you learning literature
agree in his ideas? is multimedia
Why or why not? effective in
Defend your presenting stories
answer. and unlock
difficulties?
F. Developing mastery  Do modern women What do you think is the How does The Road Which do you think is more
need to be Savitri by purpose of the essay? Not taken relate to life? effective in teaching and
throwing her wishes learning liteary works,
to fulfill her presentations through
husband’s multimedia or classic
pleasures? reading? Expalin your
answer concisely.

G. Finding practical application of (Group work) (Group work) (Individual work) (Group work)
concepts and skills in daily living  Group students into  Group students into Ask students to make their  Group students
5 groups three(3) groups own career plan using a into 2 groups.
 Realte the story into  Assign each group a grphaic organizer.  Make a short film.
real life situation task to do.  Adapt stories from
trough a short play. I. List 5 What will I be… any of the
 Presentation of advantages Who will I be…10 years thousand fairy
group outputs and 5 from now? tales,short
disadvantag stories,poems
es of epics etc.
modern
trend of
 technoloy.
II. Present one
(1) scenario
about
modern
trend of
technology.
III. Write/state
the
attitudes of
man
towards
modern
discoveries.

H. Making generalizations and
abstractions about the lesson
The story is closely related to
some issue of marriage
nowadays do they pose
social problems? Why?
How?
What do you think will
happen if mankind will
depend so much in modern
technologies in all aspects in
life?
What is the overall message
of the poem?
Relate your answer into real
life sistuation.
Are multimedia
presentations helpful in
realting or teaching and
understanding liteary
works? Why or why not?
Explain.

I. Evaluating Learning Give 10-item quiz. Give 15-identification test. Give 15-identification test. Give 20-item quiz.
J. Additional activities for application Read the essay Life in The Read the poem The Road Reseach about Multimedia Study how to aplly ICT skills
or remediation 21st Century,by: John Ruskin Not Taken by: Robert Frost Presentation. in crafting an adaptation of
a literary text.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% of the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked The best strategy and the The students were able to
well? Why did these work? most effective is the use of understand stories from
Multimedia skills in written works to
understading literary text. videos/movies.
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?
Checked by:
CHANDA T. TUMOLVA
G-11 Curriculum Head
 SCHOOL ISABELA SPORTS SENIOR HIGH SCHOOL GRADE LEVEL 11
TEACHER LEARNING AREA/S 21st CENTURY
LITERATURE
GRADE 11 MARYANN B. ANGOBUNG FROM THE
DAILY LESSON LOG PHILIPPNES AND
THE WORLD
TEACHING DATES March 11-15 ,2019
TEACHING TIME 7:30-8:30,8:30-10:30,10:30-11:30,2:30- QUARTER FOURTH
3:30

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
B. Performance Standards 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
approac.hes; and 3. An
adaptation of a text into
other creative forms using
multimedhia.
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes; and
3. An adaptation of a text
into other creative forms
using multimedhia.
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes;
and 3. An adaptation of a
text into other creative
forms using multimedhia.
The learner will be able to
understand and appreciate
literary texts in various
genres across national
literature and cultures
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 approac.hes;
and 3. An adaptation of a
text into other creative
forms using multimedhia
C. Learning Competencies/ 11.2 apply ICT skills in
Objectives crafting an adaptation of a
literary text
II. CONTENT Adaptation of Literary work.
11.2 apply ICT skills in
crafting an adaptation of a
literary text
ICT as an aid to adaptation
and transformation of
Literary work
11.3 do self- and/or
peerassessment of the
creative adaptation of a
literary text, based on
rationalized criteria, prior
to presentation
Self/peer/group discussion
on the film adaptations and
used ICT applications.

III. LEARNING RESOURCES https://en.m.wikipedia.org> :

wiki>literarywork

A. References https://en.m.wikipedia.org>
wiki>literarywork

1. Teacher’s Guide Pages/curriculum guide EN12Lit-IIij-31.2 EN12Lit-IIij-31.2

2. Learner’s Material Page
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources Powerpoint presentation, Powerpoint presentation,
video clips. video clips.
 III. PROCEDURES
A. Reviewing previous lesson or What is Multimedia What is literary adpatation?
presenting the new lesson presentation?

B. Establishing a purpose for the  Define adaptation in  Discuss ICT and .

lesson litearture
 Explain adaptation
play script
 Differentiate various
ways of adapatation
C. Presenting examples/ instances of Re-play the story of Savitri
the new lesson and satyavan.
multmedia skills in
crating an
adaptation
 State the important
funcyions and uses
of ICT in literary
adaptation
 Apply ICT skills in
adapting and
trasforming lirtaty
works
Play a short film entitled
Exodus.

D. Discussing new concepts and  What is literary  What is adaptation?

practicing new skills #1 adaptation?  What is the
 What are the difference between
medium for literary adptation and
adaptation? crating?
 How do those  Explain with
medium differ from students the helpful
each other? ways on how to
 craft an adaptation
of literary work

E. Discussing new concepts and  What does loose  Converse with

practicing new skills #2 adpatation mean? students the uses of
 How does literary ICT in adapting
adaptation work? literary text.
 What are the things  Based from the film
to consider in viewed what can
literary adaptation? you say about its
 Discuss strategies n adaptations and
literary adaptation. transformations?
 Is the transformed
movie effective?
Why?

F. Developing mastery Why do we need to work What are the benefits of

well with literary using ICT in adapting of
adaptation? literary text?
What is the sisgnificance of
literary adaptation in
understanding literary
work?

G. Finding practical application of Group work. Group work.

concepts and skills in daily living
 Group  Group students into
students 2.
into two (2)  Adapt a particular
  Ask students literary work. Make
to propose a a short film out of it.
certain
literary work
to adapt.
 Ask students
to give a
title.

H. Making generalizations and Why do we need to adapt How are you going to make
abstractions about the lesson literary wor? What for? literary adapatations and
transformations effective?

I. Evaluating Learning Give 10-item quiz. Give 15-identification test. Give 15-identification test. Give 20-item quiz.
J. Additional activities for application Reasech about the role of Review the Movie
or remediation ICT in adaptation and adpatations madE.Make a
transformation of literary short peer discussion about
work? it.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 75% of the students.
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No of
learners who have caught up with lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked The best strategy and the The students were able to
well? Why did these work? most effective is the use of understand stories from
Multimedia skills in written works to
understading literary text. videos/movies.
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?
Checked by:
CHANDA T. TUMOLVA
G-11 Curriculum Head