GRADES 1 TO 12 School
DAILY LESSON Teacher
LOG Teaching Dates and Time
Monday Tuesday
I. OBJECTIVES 1 hr
A. Content Standards The learner will be able to
understand and appreciate the
elements and contexts of 21st
Century Literature from the
regions.
B. Performance Standards a. a written close analysis and
critical interpretation of a
literary text in terms of form and
theme, with a description on its
context derived from research;
b. an adaptation of a text into
other creative forms using
multimedia.
C. Learning Explain the literary, biographical,
Competencies/Objectives
linguistics, and socio- cultural
Write the LC Code for each
contexts and discuss how they
enhance the text’s meaning and
enrich the reader’s
understanding (EN12Lit-1e-28)
Study and appreciation of
literary texts from the different
regions written in different
genres covering:
1. regions in Luzon, Visayas,
II. CONTENT Mindanao
2. major genres (poetry, fiction,
drama, creative nonfiction, as
well as hyperpoetry, blogs,
mobile phone Texttula, chick lit,
speculative fiction, flash fiction,
Grade Level
Learning Area
Wednesday
1 hr
The learner will be able to
understand and appreciate the
elements and contexts of 21st
Century Literature from the
regions.
a. a written close analysis and
critical interpretation of a
literary text in terms of form
and theme, with a description
on its context derived from
research;
b. an adaptation of a text into
other creative forms using
multimedia.
Explain the literary,
biographical, linguistics, and
socio- cultural contexts and
discuss how they enhance the
text’s meaning and enrich the
reader’s understanding
(EN12Lit-1e-28)
Study and appreciation of
literary texts from the
different regions written in
different genres covering:
1. regions in Luzon, Visayas,
Mindanao
2. major genres (poetry,
fiction, drama, creative
nonfiction, as well as
hyperpoetry, blogs, mobile
phone Texttula, chick lit,
Quarter
Thursday
1 hr
The learner will be able to
understand and appreciate the
elements and contexts of 21st
Century Literature from the regions.
a. a written close analysis and critical
interpretation of a literary text in
terms of form and theme, with a
description on its context derived
from research;
b. an adaptation of a text into other
creative forms using multimedia.
Explain the literary, biographical,
linguistics, and socio- cultural
contexts and discuss how they
enhance the text’s meaning and
enrich the reader’s understanding
(EN12Lit-1e-28)
Study and appreciation of literary
texts from the different regions
written in different genres covering:
1. regions in Luzon, Visayas,
Mindanao
2. major genres (poetry, fiction,
drama, creative nonfiction, as well as
hyperpoetry, blogs, mobile phone
Texttula, chick lit, speculative fiction,
flash fiction, etc.)
Friday
1 hr
The learner will be able to
understand and appreciate the
elements and contexts of 21st
Century Literature from the
regions.
a. a written close analysis and
critical interpretation of a
literary text in terms of form
and theme, with a description
on its context derived from
research;
b. an adaptation of a text into
other creative forms using
multimedia.
Explain the literary,
biographical, linguistics, and
socio- cultural contexts and
discuss how they enhance the
text’s meaning and enrich the
reader’s understanding
(EN12Lit-1e-28)
Study and appreciation of
literary texts from the different
regions written in different
genres covering:
1. regions in Luzon, Visayas,
Mindanao
2. major genres (poetry,
fiction, drama, creative
nonfiction, as well as
hyperpoetry, blogs, mobile
phone Texttula, chick lit,
 etc.) speculative fiction, flash speculative fiction, flash
fiction, etc.) fiction, etc.)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Get the copy of the selection Get the copy of the selection from
from any Philippine literature any Philippine literature book
book
4. Additional Materials www.deped.gov.ph www.deped.gov.ph
from
Learning Resource
(LR) portal

B. Other Learning
Procedures

IV. PROCEDURES
A. Reviewing previous The learners will recall the lesson
lesson or
on Figures of Speech and literary
presenting the new
lesson devices.
B. Establishing a purpose The teacher will play the Ilocano
for the
Song “Manang BIday”. The
lesson
learners will translate it in
Tagalog and interpret the song.
Short introduction of the
author’s background and the
Ilocano tradition.
C. Presenting The learners will unlock difficult
examples/instances of
terms followed by reading of the
the new lesson
selection “How My Brother Leon
Brought Home a Wife.”
D. Discussing new The teacher will throw
concepts and
comprehension questions based
The learners will have a short
recap about their presentation
during the collaborative
activity.
Sharing of important insights that The learners will have a short
they have learned from the story recap about their presentation
“How My Brother Leon Brought Home during the collaborative
A Wife.” activity.
The teacher will ask the learners to
think of an object where they can
compare themselves to. The learners
will compose a one stanza poem
consisting of five lines only. Short
introduction of the author’s
background.
Unlocking of the Difficult terms
followed by reading of the poem
“LYRIC 17”
Comprehension questions based on
the "Lyric 17"
 practicing new skills #1 on the reading selection “How The teacher will emphasize the use of
My Brother Leon Brought Home metaphor to create a better
a Wife.” understanding of poetry
E. Discussing new Collaborative Work (Text Presentation of the Collaborative Work (Poem Analysis) Presentation of the
concepts and
Analysis) Collaborative Work (Text Collaborative Work (Poem
practicing new skills #2
Analysis) Based on the poem “Lyric 17”, the Analysis)
Based on the story “How My learners will do the ff:
Brother Leon Brought Home a “ How My Brother Leon “ Lyric 17”
Wife”, the learners will do the ff: Brought Home a Wife” Group 1: Analyze Literary Devices
used in the poem focusing on rhyme
Group 1: Analyze Literary and imagery
Devices used in the text Group 2: The author’s life that reflects
Group 2: The author’s life that on the poem
reflects on the text Group 3: Describe the Socio- cultural
Group 3: Describe the Socio- Background of the text
cultural Background of the text

Group Activity Rubric Group Activity Rubric

Lesson: VERY GOOD FAIR Lesson: VERY GOOD FAIR
_______________________________ GOOD _______________________________ GOOD
Task: 5 3 1
__________________________________
Task: 5 3 1
Proper planning and sharing of ideas __________________________________
were observed in the group Proper planning and sharing of ideas
The group followed instructions and were observed in the group
procedures carefully The group followed instructions and
There was maximum participation and
procedures carefully
proper delegation of tasks; cooperation
and self-discipline were observed There was maximum participation and
Arrived at a correct output and able to proper delegation of tasks; cooperation
finish the activity within the time frame and self-discipline were observed
Arrived at a correct output and able to
finish the activity within the time frame

F. Developing mastery Group 1: Choose a particular Group 1: PAINT-THE-POEM-

(Leads to Formative
scenario/ scene from the story Illustrate your own idea of
Assessment 3)
“How My Brother Leon what the poem is all about.
Brought Home a Wife” and
dramatize it. Group 2: PIC-COLLAGE-Create
a collage of your own idea of
Group 2: If you are given the the poem and present it
chance to revise the scenario through a power point
when they crossed the presentation.
 carayan/river, how will you
react to the situation if you Group 3: Compose a song that
were the girl in the story? will reflect your idea of the
poem.
Group 3: If you were Leon, Rubric
10 – Message/ Acting/Impact Dialogue/Delivery Teamwork TOTAL

compose a song dedicated to Del

Pilar
Group
Interpretation
40%
30% 20% 10% 100%

the lady. Group

2
Group
3
Group
4
Group

Group 4: Compose a poem 5

related to the selection.

Group 5: Give the theme of

the story through an
illustration/picture.
Rubric
10 – Message/ Acting/Impact Dialogue/Delivery Teamwork TOTAL
Del Interpretation 30% 20% 10% 100%
Pilar 40%
Group
1
Group
2
Group
3
Group
4
Group
5

G. Finding practical The teacher will ask the ff. The teacher will ask the
application of
questions: learners to pick out one line
the concepts and skills
in daily 1. How would you compare from the poem and relate it to
living the life in the city and their own experiences.
province?
2. If you were to choose
between City and province,
where would you want to
live? Why?

H. Making generalizations What is theme? What is metaphor?

and
What are the literary What is rhyme? Imagery?
abstractions about the
lesson techniques?
I. Evaluating learning Short Story Analysis of “Dead Create your own definition of
Stars” by Paz Marquez Benitez poetry. (You may agree or
disagree with Villa's view.) You
may write your definition in
prose, or if you like, in poetry
form.
J. Additional activities for
application
or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in
the evaluation
B. No. of learners who
require
additional activities for
remediation
who scored below 80%
C. Did the remedial lessons
work? 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: Checked by: Noted by:
GROUP II GROUP III RAINELDA M. BLANCO, Ph.D.
EPS/ LRMDS Specialist