Annex1B to DepEd Order No. 42, s.

2016

GRADES 1 to 12 School CLAVER NATIONAL HIGH SCHOOL-SHS Grade Level 12

DAILY LESSON LOG Teacher ROYLENE MAE E. SAMONTINA Learning Area GENERAL BIOLOGY 1
Teaching Dates and Time August 26-30, 2019 Semester 1st

Session 1 Session 2
(GRADE 12 – GRACIOUSNESS M,T,W(10::45-11:45) ((GRADE 12 – GRACIOUSNESS F(10::45-11:45)
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the structures and functions of lipids and their roles in specific metabolic processes.

B. Performance Standards The learners shall be able to explain the role and significance of lipids in biological systems.
C. Objectives/ Learning  categorize the biological molecule as a lipid according to their structure and  detect the presence of lipids in food products using simple tests
Competencies function
 explain the role of each biological molecule in specific metabolic process

II. CONTENT
LIPIDS

A. References/ Learning Teaching Guide

Resources
IV. 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
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Curriculum Guide
Campbell, N.A. et. al. (2008). Biology 8th Edition Pearson International. Pearson/Benjamin Cummings Publishing.
Reece, J.U. (2011). Campbell Biology, 9th ed. San Francisco, CA: Pearson Benjamin Cummings
Direct Instruction Interactive Discussion:
 Introduce the following learning objectives using any of the suggested protocols The teacher will discuss the different terms that were introduced using power
(i.e., verbatim, own words, or read-aloud) • I can distinguish a carbohydrate from point presentation. Category of lipids, its structure and function and its
a lipid given its chemical structure and function. • I can explain the roles played role in specific metabolic process.
by carbohydrates and lipids in biological systems. • I can detect the presence of
carbohydrates and lipids in food products using simple chemical tests.
 Introduce the list of important terms that learners will encounter in this lesson:
 •
macromolecule • polymer • monomer • dehydration reaction • hydrolysis •
carbohydrates • monosaccharides • disaccharides • glycosidic linkage •
polysaccharide • starch • glycogen • cellulose • chitin • lipids • fat • fatty acid •
triacylglycerol • saturated fatty acid • unsaturated fatty acid • trans-fat •
phospholipids • steroids • cholesterol

F. Developing mastery Group Activity:

EVALUATION (20 MINS)
(Leads to Formative Assessment
3) Divide the class into small groups. Provide the groups with different structures lipids •How many servings are in this container?
G. Finding practical applications and ask them to create models using common or recyclable materials. Ask the •Would you agree that this is the reasonable amount of food you would consume per
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Prepared by:
ROYLENE MAE E. SAMONTINA
SHS T-II
learners to explain or write a short description of their models. In grading the models, serving? How many total food calories (C) are in this container?
check to see if the learners were able to create an accurate model of the assigned •How much fat is present in one serving? What kind of fat? What is the importance of
lipid or carbohydrate. Ask the learners, still in their small groups, to create a short consuming fats in our diet? ?
flowchart that will allow them to distinguish between the different kinds of lipids •Decide on whether this food sample can be eaten often or sparingly and justify.
based on their structures. They may use this flowchart in answering the 3. Recall that human beings, like all animals, are heterotrophs that need to take in
comprehension questions that follow. Provide different molecular structures of the energy and organic molecules (carbohydrates, fats, and proteins) from plant and
following and ask the learners to identify whether these are:
 animal matter.
• saturated fats 4. Explain to the learners that this lesson will describe the structure of lipids and
• unsaturated fats • phospholipids • steroids explain the role that these biomolecules play in important biological processes.
You may also ask the learners to give one of the associated functions or
characteristics of the given lipids.
Aug 26 – Holiday, Aug 30 – 1st Quarter Recognition Program
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
Checked by: Noted by: Approved by:
NOEL D. PECATO MARIA M. ACELO MARISOL M. GALIDO
MT – I, SHS Coordinator Sec. School Head Teacher IV Sec. School Principal V
Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11

DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time June 26 & 28, 2017 (6:00am-12:00nn) Semester 1st

Session 1 Session 2
( 11- C.S. Lewis (6am-8am),11- Jobs (8am-10am), 11-Voltaire (10am-12nn) ) ( 11- C.S. Lewis (6am-8am),11- Jobs (8am-10am), 11-Voltaire (10am-12nn) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
1. A written close analysis and critical interpretation of a literary text in 3. 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 terms of form and theme, with a description of its context derived
research; and from research; and
2. An adaptation of a text into other creative forms using multimedia. 4. An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and region/ province/ town; and
Value contributions of local writers to the development of regional literary Value contributions of local writers to the development of regional literary
traditions. traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Introduction to 21st Century Literature From the Philippines and the World Introduction to 21st Century Literature From the Philippines and the World
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources Tara A. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or • Review on the previous topic. (5 minutes)
presenting the new lesson  The teacher will ask questions: (June 26, 2017 was a Holiday. The activities that should have been given on
 What is literature? that date will be done in this session/ meeting)
B. Establishing a purpose for the
lesson  What can you say about the Literature here in the Philippines?
C. Presenting examples/ instances  Describe the 21st Century Literature. How is it different from the other The class will be grouped into 5 for the reporting.
of the new lesson forms of literature? Rubrics for evaluation and scoring will be prepared by the teacher.
D. Discussing new concepts and
 Give examples of literature that is popular in today’s generation.
practicing new skills #1
E. Discussing new concepts and  Where can we find these kinds of texts or books?
practicing new skills #2
F. Developing mastery  The teacher will group the class into five. Each group will be given a Individual Activity:(Assignment)
(Leads to Formative Assessment topic that they need to report in the next session/ meeting.
3)
 Group 1: Reading and Revolution: The revolution According to Map your family tree.
G. Finding practical applications
of concepts and skills in daily Raymundo Mata Try to find out who your relatives are as far back as your great-great-
living  Group 2: The Death of A Hero: Padre Faura Witnesses the Execution of grandfather, if possible.
H. Making generalizations and Rizal Draw your family tree, and beside the names of your relatives, make a sketch
abstractions about the lesson  Group 3: Authoritarianism: Apo on the Wall by PJ Patino of the historical events that happened in their lifetime.
I. Evaluating learning  Group 4: Survival: The Safe House
J. Additional activities for
application or remediation  Group 5: Poverty: Lengua Para Diablo (The Devil Ate My Words)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.

Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time July 3 & 5, 2017 (6:00am-12:00nn) Semester 1st

Session 1 Session 2
( 11- C.S. Lewis (6am-8am),11- Jobs (8am-10am), 11-Voltaire (10am-12nn) ) ( 11- C.S. Lewis (6am-8am),11- Jobs (8am-10am), 11-Voltaire (10am-12nn) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
1. A written close analysis and critical interpretation of a literary text in 3. 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 terms of form and theme, with a description of its context derived
research; and from research; and
2. An adaptation of a text into other creative forms using multimedia. 4. An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and region/ province/ town; and
Value contributions of local writers to the development of regional literary Value contributions of local writers to the development of regional literary
traditions. traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Reading and Revolution: The Revolution According to Raymundo Mata The Death of a Hero: Padre Faura Witnesses the Execution of Rizal
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources Tara A. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or • The Family Tree will be posted on the board and there will be a brief Review about the previous topic.
presenting the new lesson discussion about it. Motivation: What do you know about Rizal? What do you feel about Rizal?
• The teacher will let the first group report their topic. Why do people often compare and contrast Rizal and Bonifacio?
B. Establishing a purpose for the
lesson The group will first have an introduction about the author and some
C. Presenting examples/ instances background knowledge about the literary piece assigned to them. Semantic Mapping:
of the new lesson Questions to be raised: With a classmate, create a semantic map about everything you know about
D. Discussing new concepts and
practicing new skills #1 What do you know about the publication Noli Me Tangere? Rizal, and all of his achievements and contributions to the Philippine society.
E. Discussing new concepts and Do you think that novels in the Philippines are as important as they used to be The teacher will show how a semantic map looks like.
practicing new skills #2 when the Noli was published in 1887?

F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
The discussion about the topic begins. The teacher will observe and just guide Viewing;
the reporting but everything is solely focused on the students. Look for the Joey Ayala song Mi Ultimo Adios, with English subtitles on
Youtube.
Activities will be given related to the topic.
(example)Small group activity: With a small group, create a poster showing the Evaluation: In a small group, write and perform a song about Jose Rizal. You
relationship between reading and revolution in the past, and the importance of may use lines from either Rizal or Remoto’s poem. The rubrics in grading your
reading and society in the present day. On a piece of paper, write the title of song will be as follows:
your poster and your insights about the importance of reading and nurturing a  40 % creativity
nation of readers. Display the poster around your classroom, and look at the  40% Critical Thinking
posters made by the rest of the class.  20% Melody

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time July 10-14 , 2017 (6:00am-11:00nn) Semester 1st

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and region/ province/ town; and
Value contributions of local writers to the development of regional literary Value contributions of local writers to the development of regional literary
traditions. traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Pre-Colonial Philippine Literature and 21st Century Genre Pre-Colonial Philippine Literature and 21st Century Genre
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources Tara A. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or
presenting the new lesson 1. Review the Previous topic. 1. Review the previous topic.
2. Introduce the Literature of the formative past by the various groups of 2. Ask the students the importance of Literature.
B. Establishing a purpose for the
lesson people who inhabited the archipelago. 3. What is universality? Artistry? Permanence?
C. Presenting examples/ instances 3. Describe the tone, measure and features of the Pre-colonial Lit. 4. Introduce the different Literary Approaches.
of the new lesson 4. Discuss the following: 5. Discuss the following:
D. Discussing new concepts and  Riddle (with examples)  Literary compositions that influenced the world
practicing new skills #1  Proverbs (with examples)  Genres of Fiction
E. Discussing new concepts and
practicing new skills #2
 Salawikain (with examples)  Genres of Non-fiction
F. Developing mastery
(Leads to Formative Assessment Group Task: Individual task:
3)
The class will be divided into 5 groups. Each group will be given 5 examples of How did the following literary compositions below influenced our beliefs,
G. Finding practical applications
of concepts and skills in daily either of the three (3) Riddle, Proverbs,Sayings. They have to give their own culture and tradition?
living interpretation for each.  The Bible or the Sacred Writing
H. Making generalizations and  Koran
abstractions about the lesson Assignment:  The Iliad and Odyssey
I. Evaluating learning Research about Fiction and Non-fiction.  The Mahabharata
J. Additional activities for Give at least 5 examples; 3 from the Philippines.
application or remediation
 Uncle Tom’s Cabin
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time July 16-20 , 2017 (6:00am-11:00nn) Semester 1st

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Poetry: “Mayon” by Kristian Sendon Cordero (Camarines Sur) Poetry: “Third World Geography” by Cirilo F. Bautista (Manila)
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources Tara A. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or -Review the previous topic. -Review the previous topic.
presenting the new lesson Ask the following questions: Ask:
• What do you think about Mayon Volcano?  What are the different scenarios in the present time that show
B. Establishing a purpose for the
lesson  Why do you think people love this tourist destination? oppression?
C. Presenting examples/ instances  Have you seen Mount Mayon up close? If yes, how did you react when  How do 21st Century people combat oppression in their simple ways?
of the new lesson you saw it for the first time?  Give a short actual historical data on what happened during the
D. Discussing new concepts and  Can other events have the same effect on us as a volcanic eruption? Martial Law.
practicing new skills #1
Name some. -Discuss allegory and the different kinds of poetic devices such as dramatic
E. Discussing new concepts and
practicing new skills #2 - Discuss the geographic, linguistic and ethnic dimension of Phil. Lit. History. situations in the development of meaning in a poem.
F. Developing mastery Group Activity: Students will:
(Leads to Formative Assessment The class will be divided into four. There are four stations in the classroom  Cut out news clippings of oppression happening in other parts of the
3)
where photos and biography of Filipino writers/ artists are posted. Each group world, paste this on a sheet of paper and write your reaction about it.
G. Finding practical applications
of concepts and skills in daily will be given 3 minutes to list down the info of each artist/ writer. After the  Write about the realities of struggles that happen in a country faced
living given time is over, the group will move to the next station in their right side. within an oppressive ruler.
H. Making generalizations and This sequence will continue until the first group reaches station four. The group  Relate the details and images in the poem and how it can be related
abstractions about the lesson who can write the 17 artists/writers will be declared as the winner. to actual historical events in history.
I. Evaluating learning (The teacher will show a figure of the column with the information you need to  Explain the dramatic situation presented in the poem.
J. Additional activities for gather to finish your task.)  Explain how allefory was demonstrated in the poem by identifying
application or remediation
the literal and symbolic meaning of the poem.
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time July 24-28, 2017 (6:00am-11:00nn) Semester 1st

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Lesson 3: Home of the Ashfall- Lesson 6: The Love of Magdalena Jalandoni 1st and 2nd Summative Test
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources Tara A. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or - Review of the previous lesson. -Give reminders on how to take the test, like, focus on their won paper and
presenting the new lesson -Discuss the following: manage their time wisely, etc.
•Elements of a short story (Plot, Setting, Characters, Conflict, Point of View, - Distribute the examination sheets and write on the board the time bthey
B. Establishing a purpose for the
lesson Theme) started and the time they should have to submit their papers.
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REFLECTION
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by:
JEAN ALBIE B. SITCHARON
SHS faculty
•Poetic Devices (Imagery, Symbolism< Allegory, Figures of Speech, Mood, Below are some of the instructions/direction on the summative test:
Rhyme) 1st Summative:
•Elements of an Essay (Idea, Motive,Structure,Evidence,Explanation,Coherence, I. True or False
Implication, Presence) True 1. 21st Century Literature are literary works created within the last
decade.
Activities: II. Identification
Lesson 4:Identify the prediction that they made in the story that eventually did Kristian Sendon Cordero 2. This is the author of the poem “Mayon”.
III. Questions
not happen.
1. What are the different scenarios in the present time that show oppression?
- Write instances when the author built up tension in the story.
Lesson 5: 2nd Summative
Question: What does the advent of social media like facebook and twitter mean I. Identification
to our concept of being “at home”? Digi-Fiction 1. It is a 21st Literary genre that combines three media.
Lesson 6: Imagine you are a cultural worker trying to educate people about the II. Matching type. (Match Column a to b and column b to c.
importance and contribution of women in the Phil. Society.
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
effective if each student could have their own set of books to work on and use as reference.
Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Noted by:
MARLYNE M. VILLAREAL
MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time July 31- August 4, 2017 (6:00am-11:00nn) Semester 1st

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT 3rd Summative Test Checking of Summative Tests
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or -Give reminders on how to take the test, like, focus on their own paper and Prepare a marking scheme or rubric
presenting the new lesson manage their time wisely, etc.
- Distribute the examination sheets and write on the board the time bthey  Look at what others have done.
B. Establishing a purpose for the
lesson started and the time they should have to submit their papers.  Make a marking scheme usable by non-experts.
C. Presenting examples/ instances Below are some of the instructions/direction on the summative test:  Give consequential marks.
of the new lesson 1st Summative:  Review the marking scheme after the exam.
D. Discussing new concepts and I. True or False  When marking, make notes on exams.
practicing new skills #1
E. Discussing new concepts and
True 1. 21st Century Literature are literary works created within the last decade.
practicing new skills #2 II. Identification Monitor the quality of your exams
F. Developing mastery Kristian Sendon Cordero 2. This is the author of the poem “Mayon”.
(Leads to Formative Assessment III. Questions  Write impressions on your exam and keep them.
3) 1. What are the different scenarios in the present time that show oppression?  Collect numerical data.
G. Finding practical applications 2nd Summative
of concepts and skills in daily  Get student feedback.
I. Identification
living
H. Making generalizations and Digi-Fiction 1. It is a 21st Literary genre that combines three media.
abstractions about the lesson II. Matching type. (Match Column a to b and column b to c.
I. Evaluating learning
J. Additional activities for
application or remediation
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time August 7-11, 2017 (6:00am-11:00nn) Semester 1st

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT REVIEW OF LESSONS with quizzes 1st Quarter Final Examination
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or • The days prior to the examination date will be used for review and recap of
presenting the new lesson
lessons and activities. • The students will be having their final exams in the subjects they are taking.
B. Establishing a purpose for the
lesson • The teacher will give the coverage for the exams. • Senior High teachers are the proctors.
C. Presenting examples/ instances • Below are some items or questions that might help in the review: • The exams in each subject will be conducted by department and students
of the new lesson
D. Discussing new concepts and
practicing new skills #1 will be shuffled in different rooms in a particular date of examination.
E. Discussing new concepts and 1. Which of the following songs from the Post-war and contemporary
practicing new skills #2 • Exam type may vary depending on the subject.
period depicts the patriotic struggle from the American Period down to
F. Developing mastery
(Leads to Formative Assessment
the 1986 EDSA People uprising? • Students will be told to follow the corresponding rules in taking an exam.
3) • Each subject has an allotted time for students to answer.
G. Finding practical applications 2. Which figure of speech is used in the following lines? “By time did
of concepts and skills in daily beckon to the flowers, and they by noon most cunningly did steal away” • After the students have taken the exam, proctors will collect and
living
H. Making generalizations and 3. Which among the novels of Dr. Jose Rizal describes the Spaniards as a keep the test papers for checking.
abstractions about the lesson
disgrace which provided more hardships to the love ones of the
I. Evaluating learning
J. Additional activities for
Filipinos?
application or remediation
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time August 14-18, 2017 (6:00am-11:00nn) Semester 2nd

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Checking of 1st Quarter Final Examination Remedial Examination/ Special Examination
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or  The students who were not able to pass the exam/ who have
presenting the new lesson
 The teacher will ask who among the students did not take the exam and low scores will have a remedial lesson/exam in a scheduled
B. Establishing a purpose for the will let them stay in another room/ vacant corner to take the final date.
lesson exam.  The teacher will have a recap on some lessons in the previous
C. Presenting examples/ instances  The teacher will distribute the answer sheets for students to check,
of the new lesson quarter and will give a brief quiz or activity related to it.
D. Discussing new concepts and provided that these test questionnaires are owned by a different
practicing new skills #1 section of the same subject to avoid any form of cheating or dishonesty.  The teacher will give a syllabus of the new lesson in the 2 nd
E. Discussing new concepts and  Students will be told to write their name and section on the test
practicing new skills #2 quarter.
F. Developing mastery questionnaires they are checking with a date indicated.  The projects and outputs of students in the previous quarter
(Leads to Formative Assessment  Students are asked by the teacher to put a correction inside an open-
3)
will be given back to them.
close parenthesis before the number of an item with error.
G. Finding practical applications  The students will be grouped for the preparation of activities
of concepts and skills in daily  The purpose of this activity is for students to read and go over the items
and reporting in the next quarter.
living which corresponds to a particular lesson in the subject and know if their
H. Making generalizations and answers are correct or not.
abstractions about the lesson
I. Evaluating learning  An item analysis will follow after the checking of test papers.
J. Additional activities for
application or remediation
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time August 21-25, 2017 (6:00am-11:00nn) Semester 2nd

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Diagnostic Test Philippine Diaspora
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or
presenting the new lesson Respond critically to the following questions and worksheets to process the selection. Motivation
1. The author is a native of Title: Colored Cards
B. Establishing a purpose for the a. Metro Manila b. Dau, Pampanga Time Frame: 15 minutes
lesson c. San Fernando Pampanga d. Angeles, Pampanga Instructions:
C. Presenting examples/ instances 2. The author thought that the volcano that would most likely erupt would be 1. The teacher will distribute colored cards to the students.
of the new lesson a. Mayon c. Pinatubo 2. Each of them will write on the card given to them the most shocking phenomenon
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
b. Halcon d. Arayat they had experienced and write a short description about it.
3. The author was initially, ______ at the sight of the white- covered sorroundings 3. The student will post the card on the wall
a. scared c. curious 4. Some will ask to share their output.
b. overjoyed d. angry
4. At the river, the author's legs shock because Process Questions
a. he was tired from the trip 1. How did you overcome those phenomena?
b. he was so thrilled to be home 2. Are you still in shock or did you already move on from those?
c. he was saddened by the appearance of the town 3. What have you learned from those experiences?
d. he was shocked at the devastation.  Interview family members or friends who were alive during the eruption and
5. The author felt embarrassed at being carried because ask them about their most unforgettable memory of the event.
a. he thought the barker thought he ws a sissy.  Record this or you may have a picture of it.
b. he thought he ws being mocked for his weight  Further discussion and application will be on the next day of the lesson.
c. he thought that he could cross the river himself
d. he thought that he would fall off.

Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time August 28-Sept.1, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Short Story Analysis: Turban Legend by R.Zamora Linmark Short Story Analysis: Waiting by Ron Darvin
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit Tara A. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or The teacher will have a quick recap about the elements of a short story and will The teacher will let the students read another short story and make an
presenting the new lesson
let the students read one and make an analysis of it using the following format analysis of it using the following format below:
B. Establishing a purpose for the below:
lesson - On a whole sheet of yellow paper:
C. Presenting examples/ instances - On a whole sheet of yellow paper: f. Title of the story
of the new lesson a. Title of the story g. Author and short biography
D. Discussing new concepts and
practicing new skills #1 b. Author and short biography h. Setting of the story
E. Discussing new concepts and c. Setting of the story i. Characters and description
practicing new skills #2
F. Developing mastery d. Characters and description j. Plot
(Leads to Formative Assessment e. Plot k. Conflict
3) 1. Exposition/ introduction l. Point of View
G. Finding practical applications
of concepts and skills in daily 2. Rising Action m. Theme
living 3. Climax Answer five (5) related questions about the story: (e.g.
H. Making generalizations and 4. Falling Action There is a juxtaposition of tuna salad with all of the other Filipino dishes,
abstractions about the lesson why?; How do you feel toward Miguel? Why do you feel that way?; what
I. Evaluating learning 5. Denouement
does Miguel want? Can Isabel ever give it to him? Why or why not?; Why is
J. Additional activities for
application or remediation Answer five (5) related questions about the story: (e.g. Why do Filipinos love Miguel being difficult? Is it just because he’s a teenager? Explain your
balikbayan boxes? What does a balikbayan box symbolize?) answer.)

Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
learners who have caught up with the
lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter which
my principal or supervisor can help me
effective if each student could have their own set of books to work on and use as reference.
solve?
G. What innovation or localized materials Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
did I use/discover which I wish to share
with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11
DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time September 4-8, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
I. OBJECTIVES remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and context The learner will be able to understand and appreciate the elements and
of 21st Century Literature of the Philippines and the World. context of 21st Century Literature of the Philippines and the World.
B. Performance Standards The Learner will be able to demonstrate understanding and appreciation of 21st The Learner will be able to demonstrate understanding and appreciation of
Century Literature from the Philippines and the World through: 21st Century Literature from the Philippines and the World through:
 A written close analysis and critical interpretation of a literary text in  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 terms of form and theme, with a description of its context derived
research; and from research; and
 An adaptation of a text into other creative forms using multimedia.  An adaptation of a text into other creative forms using multimedia.
C. Objectives/ Learning 1. Identify the geographic, linguistic and ethnic dimensions of Philippine literary 1. Identify the geographic, linguistic and ethnic dimensions of Philippine
Competencies history from pre-colonial to the contemporary; literary history from pre-colonial to the contemporary;
2. Identify representative texts and authors from each region (e.g. engage in 2. Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the student’s region/ oral history research with focus on key personalities from the student’s
province/ town; and Value contributions of local writers to the development of region/ province/ town; and Value contributions of local writers to the
regional literary traditions. development of regional literary traditions.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Introduction to Afro-Asian Literature Movie Analysis: “Dead Poet’s Society”
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Internet: google.com, slideshare.net, deped.gov.ph
Resources TaraA. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
IV. PROCEDURES enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or The teacher will present a slideshow about Afro-Asian Literature. Some of the  The students will be watching a movie with a length time of 2 hours
presenting the new lesson and 23 minutes.
information are as follows:
 They will be asked to take notes of some details of the following
B. Establishing a purpose for the
lesson  Africa- The Dark Continent about the movie that would be helpful in their activity related to the
C. Presenting examples/ instances  Egypt- The Gift of The Nile said movie:
of the new lesson  Israel- Jewish republic of Asia - Title
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REFLECTION
A. No. of learners who earned 80% in the The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
evaluation
the class activities.
B. No. of learners who require additional There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
activities for remediation who scored
below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by:
JEAN ALBIE B. SITCHARON
SHS faculty
 Arabia- Cradle of Islam - Director
 Iran- Home of the Aryans - Casts/ Character with description
- Setting (Date and Place)
The students will be asked to take down notes or if they have their phones, - Plot
they could record the discussion or take some photos of the slides. - Conflict
- Theme
Answer the following questions:
Direction: Make a reaction paper about the movie. Guide questions will be
1. What is the world’s most populous nation? given below.
2. What is the name of a system that groups people according to birth?
3. What is the sacred book of Islam? 1. What are the four pillars of the university in the movie?
2. What are the values taught by Mr.Keating to his students?
4. Explain the analect: “ If a man in the morning go the right way, he will
die in the evening without regret.” 3. What is the Dead Poet’s Society? Explain their activities.
Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
effective if each student could have their own set of books to work on and use as reference.
Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Noted by:
MARLYNE M. VILLAREAL
MT I/SHS Track Head
Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11

DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time September 11-15, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners will be able to understand and appreciate literary text in various The learners will be able to understand and appreciate literary text in various
genres across national literature and culture. genres across national literature and culture.
B. Performance Standards The learners will be able to demonstrate understanding and appreciation of 21st The learners will be able to demonstrate understanding and appreciation of
Century Literature of the World through: (1) a written close analysis and critical 21st Century Literature of the World through: (1) a written close analysis and
interpretation of a literary text in terms of form and theme, with a description critical interpretation of a literary text in terms of form and theme, with a
of its context derived from research. description of its context derived from research.
C. Objectives/ Learning Identify representative texts and authors from Asia, North America, Europe, Identify representative texts and authors from Asia, North America, Europe,
Competencies Latin America and Africa. Latin America and Africa.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Literary Genres, traditions and forms from different national literature and Literary Genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, Europe, Latin America and African. cultures, namely, Asian, Anglo-American, Europe, Latin America and African.
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit TaraA. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or
presenting the new lesson  The teacher will ask the students about the film “Dead Poet’s Society”  The teacher facilitates the discussion and students will answer
B. Establishing a purpose for the
 The teacher ask the students about some literary works they know and comprehensively.
lesson are familiar with that originated from other countries.  The teacher will ask the students on what particular culture was
C. Presenting examples/ instances  The teacher then asks the students to compare and contrasts the presented in the slides shown by the teacher and how it is being
of the new lesson literary pieces of other countries from our own. presented.
D. Discussing new concepts and  The teacher will then discuss the origin and history of literature from  The teacher will discuss on the various literatures present all over the
practicing new skills #1
other countries/continents. globe and how each culture from these countries are presented.
E. Discussing new concepts and
practicing new skills #2  A quiz will be given by the teacher which is related to the discussion.
F. Developing mastery
(Leads to Formative Assessment Activities: (Sample questions)
3)
G. Finding practical applications 1. What do you mean by “Antiquity”? The class will be grouped into 5. They will give their insights on the different
of concepts and skills in daily literature that was presented.
living 2. This is the most popular romantic novel that originated in Japan?
H. Making generalizations and The group activity will serve as the formative test of the day.
abstractions about the lesson 3. What is the oldest written work in China?
I. Evaluating learning
J. Additional activities for
application or remediation
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
the evaluation
the class activities.
B. No. of learners who require There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
additional activities for remediation
who scored below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
of learners who have caught up with
the lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter
which my principal or supervisor can
effective if each student could have their own set of books to work on and use as reference.
help me solve?
G. What innovation or localized Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
materials did I use/discover which I
wish to share with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11

DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time September 18-22, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Objectives/ Learning Identify representative texts and authors from Asia, North America, Europe,
Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References/ Learning
Resources
IV. 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
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners will be able to understand and appreciate literary text in various The learners will be able to understand and appreciate literary text in various
genres across national literature and culture. genres across national literature and culture.
The learners will be able to demonstrate understanding and appreciation of 21st The learners will be able to demonstrate understanding and appreciation of
Century Literature of the World through: (1) a written close analysis and critical 21st Century Literature of the World through: (1) a written close analysis and
interpretation of a literary text in terms of form and theme, with a description critical interpretation of a literary text in terms of form and theme, with a
of its context derived from research. description of its context derived from research.
Identify representative texts and authors from Asia, North America, Europe,
Latin America and Africa. Latin America and Africa.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Literary Genres, traditions and forms from different national literature and Literary Genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, Europe, Latin America and African. cultures, namely, Asian, Anglo-American, Europe, Latin America and African.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
TaraA. Uychoco. Marikit TaraA. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
Group Reporting: (Group 1- Group 4) Group Reporting: (Continuation- G5-> G7)
The class will be grouped into seven and they will be given a continent/ country  The teacher will give a short quiz related to the lesson presented by
that they have to introduce and report elaborately through a PowerPoint
the first 4 reporters.
presentation: 
The reporting will continue starting from group 5 until group 7.
Here are the continents/countries they need to discuss:
 Another quiz will be given by the teacher related to the report of
 Afro-Asian Literature
 Japanese Literature grouo 5-group 7.
 Indian Literature  Group activity:
 Anglo-American Literature  Gallery walk: The class which was divided into 7 will prepare a
(Leads to Formative Assessment  Chinese Literature gallery/exhibit of their assigned continent/country for the next
3)  Greek Literature meeting. The teacher will evaluate the each exhibit with the guide of
G. Finding practical applications
of concepts and skills in daily  Roman Literature rubrics.
living  Latin (European) Literature
H. Making generalizations and Individual Activity:
abstractions about the lesson On a long bond paper, summarize a famous epic from a certaion country
I. Evaluating learning
J. Additional activities for
or continent. Make a characterization diagram/ chart. Identify from what
application or remediation continent it originated from and who is the author.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
the evaluation
the class activities.
B. No. of learners who require There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
additional activities for remediation
who scored below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
of learners who have caught up with
the lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter
which my principal or supervisor can
effective if each student could have their own set of books to work on and use as reference.
help me solve?
G. What innovation or localized Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
materials did I use/discover which I
wish to share with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11

DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time September 25-29, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Objectives/ Learning Identify representative texts and authors from Asia, North America, Europe,
Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References/ Learning
Resources
IV. 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
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners will be able to understand and appreciate literary text in various The learners will be able to understand and appreciate literary text in various
genres across national literature and culture. genres across national literature and culture.
The learners will be able to demonstrate understanding and appreciation of 21st The learners will be able to demonstrate understanding and appreciation of
Century Literature of the World through: (1) a written close analysis and critical 21st Century Literature of the World through: (1) a written close analysis and
interpretation of a literary text in terms of form and theme, with a description critical interpretation of a literary text in terms of form and theme, with a
of its context derived from research. description of its context derived from research.
Identify representative texts and authors from Asia, North America, Europe,
Latin America and Africa. Latin America and Africa.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Literary Genres, traditions and forms from different national literature and Literary Genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, Europe, Latin America and African. cultures, namely, Asian, Anglo-American, Europe, Latin America and African.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
TaraA. Uychoco. Marikit TaraA. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
Group Reporting: (Group 4- Group 7) Gallery Walk: (Group1-Group7)
The class will be grouped into seven and they will be given a continent/ country  Gallery walk: The class which was divided into 7 will prepare a
that they have to introduce and report elaborately through a PowerPoint
gallery/exhibit of their assigned continent/country. The teacher will
presentation:
evaluate the each exhibit with the guide of a rubrics.
Here are the continents/countries they need to discuss:
 Afro-Asian Literature What each group will do:
 Japanese Literature They will creatively present the literature and culture of their
 Indian Literature assigned country/continent in any of the following ways:
 Anglo-American Literature  Mock interview
(Leads to Formative Assessment  Chinese Literature  Exhibit
3)  Greek Literature  Song/Dance Presentation
G. Finding practical applications
of concepts and skills in daily  Roman Literature  Drama/Play
living  Latin (European) Literature Individual Tasks:
H. Making generalizations and Individual Activity:
Each student will list down the 10 information each group had
abstractions about the lesson On a long bond paper, summarize a famous epic from a certaion country
I. Evaluating learning presented/ showed about their assigned topic. This will be written on
J. Additional activities for
or continent. Make a characterization diagram/ chart. Identify from what
a one whole sheet of yellow paper.
application or remediation continent it originated from and who is the author.
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
the evaluation
the class activities.
B. No. of learners who require There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
additional activities for remediation
who scored below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
of learners who have caught up with
the lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter
which my principal or supervisor can
effective if each student could have their own set of books to work on and use as reference.
help me solve?
G. What innovation or localized Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
materials did I use/discover which I
wish to share with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11

DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time October 2-6, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners will be able to understand and appreciate literary text in various The learners will be able to understand and appreciate literary text in various
genres across national literature and culture. genres across national literature and culture.
B. Performance Standards The learners will be able to demonstrate understanding and appreciation of 21st The learners will be able to demonstrate understanding and appreciation of
Century Literature of the World through: (1) a written close analysis and critical 21st Century Literature of the World through: (1) a written close analysis and
interpretation of a literary text in terms of form and theme, with a description critical interpretation of a literary text in terms of form and theme, with a
of its context derived from research. description of its context derived from research.
C. Objectives/ Learning Identify representative texts and authors from Asia, North America, Europe, Identify representative texts and authors from Asia, North America, Europe,
Competencies Latin America and Africa. Latin America and Africa.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Literary Genres, traditions and forms from different national literature and Literary Genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, Europe, Latin America and African. cultures, namely, Asian, Anglo-American, Europe, Latin America and African.
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit TaraA. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or Beowulf/ Canterbury Tales by Geoffrey Chaucer 2nd Summative Test
presenting the new lesson
 The teacher will announce the winner of the Gallery Walk. The teacher will give summative test with the following coverage:
B. Establishing a purpose for the  Like as promised, the group who won will be exempted from taking the
lesson
C. Presenting examples/ instances 2nd summative test and will automatically receive a perfect score. a) World Literature
of the new lesson  The teacher will proceed to the discussion of the following literary b) Beowulf
D. Discussing new concepts and pieces: c) The Iliad and Odyssey
practicing new skills #1  Beowulf
E. Discussing new concepts and d) Ramayana
 Canterburry Tales
practicing new skills #2
F. Developing mastery  The teacher will show a powerpoint presentation about the epic
(Leads to Formative Assessment Beowulf and the Story Cantrebury Tales. The class will be asked to prepare a one whole sheet of paper for the
3) Questions will be given for students to answer. answer sheet and will be given a time duration of 2 hours to answer the
G. Finding practical applications
of concepts and skills in daily 50-item test.
living Group Project:
H. Making generalizations and The class will be grouped into two. Each group will be making a movie of
abstractions about the lesson 15-20 minute time duration with any genre. (A rubrics will be used by the
I. Evaluating learning teacher to evaluate their performance and output).
J. Additional activities for
application or remediation
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
the evaluation
the class activities.
B. No. of learners who require There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
additional activities for remediation
who scored below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
of learners who have caught up with
the lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter
which my principal or supervisor can
effective if each student could have their own set of books to work on and use as reference.
help me solve?
G. What innovation or localized Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
materials did I use/discover which I
wish to share with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11

DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time October 9-13, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners will be able to understand and appreciate literary text in various The learners will be able to understand and appreciate literary text in various
genres across national literature and culture. genres across national literature and culture.
B. Performance Standards The learners will be able to demonstrate understanding and appreciation of 21st The learners will be able to demonstrate understanding and appreciation of
Century Literature of the World through: (1) a written close analysis and critical 21st Century Literature of the World through: (1) a written close analysis and
interpretation of a literary text in terms of form and theme, with a description critical interpretation of a literary text in terms of form and theme, with a
of its context derived from research. description of its context derived from research.
C. Objectives/ Learning Identify representative texts and authors from Asia, North America, Europe, Identify representative texts and authors from Asia, North America, Europe,
Competencies Latin America and Africa. Latin America and Africa.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Literary Genres, traditions and forms from different national literature and Literary Genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, Europe, Latin America and African. cultures, namely, Asian, Anglo-American, Europe, Latin America and African.
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit TaraA. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or Beowulf/ Canterbury Tales by Geoffrey Chaucer 2nd Summative Test
presenting the new lesson
(The teacher attended a seminar on teaching literature at Davao and reported on Tuesday which (The teacher attended a seminar on teaching literature at Davao and reported on Tuesday
B. Establishing a purpose for the happens to be the day for the NAT Examination. Wednesday classes was scheduled for Tuesday which happens to be the day for the NAT Examination. Wednesday classes was scheduled for
lesson and Thursday regular subjects. In the following day , which is Thursday, there was a School Tuesday and Thursday regular subjects. In the following day , which is Thursday, there was a
C. Presenting examples/ instances Reaserch Congress. Friday, a Fun Run Zumba happened. So, basically this week had been full of School Reaserch Congress. Friday, a Fun Run Zumba happened. So, basically this week had been
of the new lesson extra-curricular activities. This lesson will continue for the following week.) full of extra-curricular activities. This lesson will continue for the following week.)
D. Discussing new concepts and
practicing new skills #1  The teacher will announce the winner of the Gallery Walk. The teacher will give summative test with the following coverage:
E. Discussing new concepts and  Like as promised, the group who won will be exempted from taking the
practicing new skills #2 2nd summative test and will automatically receive a perfect score. e) World Literature
F. Developing mastery
(Leads to Formative Assessment  The teacher will proceed to the discussion of the following literary f) Beowulf
3) pieces: g) The Iliad and Odyssey
G. Finding practical applications
of concepts and skills in daily
 Beowulf h) Ramayana
living  Canterburry Tales
H. Making generalizations and  The teacher will show a powerpoint presentation about the epic The class will be asked to prepare a one whole sheet of paper for the
abstractions about the lesson Beowulf and the Story Cantrebury Tales. answer sheet and will be given a time duration of 2 hours to answer the
I. Evaluating learning Questions will be given for students to answer.
J. Additional activities for 50-item test.
application or remediation
Group Project:
The class will be grouped into two. Each group will be making a movie of
15-20 minute time duration with any genre. (A rubrics will be used by the
teacher to evaluate their performance and output).
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
the evaluation
the class activities.
B. No. of learners who require There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
additional activities for remediation
who scored below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
of learners who have caught up with
the lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter
which my principal or supervisor can
effective if each student could have their own set of books to work on and use as reference.
help me solve?
G. What innovation or localized Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
materials did I use/discover which I
wish to share with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head
Annex1B to DepEd Order No. 42, s.2016

GRADES 1 to 12 School Agusan National High School-SHS Grade Level 11

DAILY LESSON LOG Teacher Jean Albie B. Sitcharon Learning Area 21st Century Literature
Teaching Dates and Time October 16-20, 2017 (6:00am-11:00nn) Semester 1st Semester (2nd Quarter)

Session 1 Session 2
( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am), ( 11- C.S. Lewis (M/W 6am-8am), 11-Marx (T/TH 6:00am-8:00am),
11-Twain (F 6:00am-11:00am) ) 11-Twain (F 6:00am-11:00am) )
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing the content knowledge and competencies. These are assessed using Formative Assessment Strategies, Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners will be able to understand and appreciate literary text in various The learners will be able to understand and appreciate literary text in various
genres across national literature and culture. genres across national literature and culture.
B. Performance Standards The learners will be able to demonstrate understanding and appreciation of 21st The learners will be able to demonstrate understanding and appreciation of
Century Literature of the World through: (1) a written close analysis and critical 21st Century Literature of the World through: (1) a written close analysis and
interpretation of a literary text in terms of form and theme, with a description critical interpretation of a literary text in terms of form and theme, with a
of its context derived from research. description of its context derived from research.
C. Objectives/ Learning Review Quizzes/ Summative Tests 2nd Quarter Final Examination
Competencies
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Literary Genres, traditions and forms from different national literature and Literary Genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, Europe, Latin America and African. cultures, namely, Asian, Anglo-American, Europe, Latin America and African.
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References/ Learning Textbook: 21st Century Literature from the Philippines and the World by Marikit Textbook: 21st Century Literature from the Philippines and the World by
Resources TaraA. Uychoco. Marikit TaraA. Uychoco.
Internet: google.com, slideshare.net, deped.gov.ph Internet: google.com, slideshare.net, deped.gov.ph
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided with demonstration of learning by students which you can
enter from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learn in relation to their life experiences and previous knowledge. Indicate the time allotment fo googr each step.
A. Reviewing previous lesson or • The students will be having their final exams in the subjects they are
presenting the new lesson
taking.
 The days prior to the examination date will be used for review
B. Establishing a purpose for the
lesson and recap of lessons and activities. • Senior High teachers are the proctors.
C. Presenting examples/ instances
of the new lesson  The teacher will give the coverage for the exams. • The exams in each subject will be conducted by department and
D. Discussing new concepts and students will be shuffled in different rooms in a particular date of
practicing new skills #1
E. Discussing new concepts and  As to this subject, the teacher will be presenting the guidelines or examination.
practicing new skills #2 rubrics of the outputs that the class will submit or comply in
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
relation to their filmmaking. • Exam type may vary depending on the subject.
 Each class in the 21st Century Literature will submit the ff:
- Movie Information Sheet • Students will be told to follow the corresponding rules in taking an
- Movie Poster (jpeg format) exam.
- Movie Video (mp4 format)
• Each subject has an allotted time for students to answer.
• After the students have taken the exam, proctors will collect and keep
the test papers for checking.

V. REFLECTION Reflect on your teaching and assess yourself as a teacher. This about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in The learners who got 80% in the evaluation are majority of the students in the sections I handled. They all listened to the discussion and actively participated in
the evaluation
the class activities.
B. No. of learners who require There are only a very few learners who got scores below 80%. Some of them were having problems in the spelling and were not careful in following the
additional activities for remediation
who scored below 80%
directions given in the activities/ quizzes.
C. Did the remedial lesson work? No.
The remedial lessons worked effectively for those who had some difficulty in coping up with the lessons. Those students were absent in the time of the
of learners who have caught up with
the lesson
discussions/activities but eventually they were able to cope up with the advanced learners. I let the students work in groups in order for the advanced learners
to guide and tutor some of the learners who had difficulties. This occurrence is beneficial for both parties.
D. No. of learners who continue to Fortunately, all learners were able to cope up with the lessons and nobody is left behind to do further remedial classes.
require remediation
E. Which of my teaching strategies As I have noticed, scaffolding and implementing group activities worked well in most of my classes. The students were properly guided on the lesson and
worked well? Why did these work?
everyone enjoyed learning and working in groups. They were also able to learn by themselves and make use of their skills and prior knowledge.
The major thing that I want to provide for my students is adequate number of books and learning materials which the school lacks. Learning would be more
F. What difficulties did I encounter
which my principal or supervisor can
effective if each student could have their own set of books to work on and use as reference.
help me solve?
G. What innovation or localized Each teacher has his/her own way and tools to help him/her effectively pass on the knowledge and skills the learner should acquire for their advantage in this
materials did I use/discover which I
wish to share with other teachers?
globally competitive world. These tools and ways are not foreign to anybody and almost all teachers had used most of these already. But if ever I could discover
anything that would benefit the learners in this school, I would be glad to share it with my fellow teachers.
Prepared by: Noted by:

JEAN ALBIE B. SITCHARON MARLYNE M. VILLAREAL

SHS faculty MT I/SHS Track Head