SCHOOL Dauin National High School GRADE LEVEL 11/ ABM, BP/CSS, EIM, HUMSS, HK

BREGETTE TUBALLA 21st Century Literature from the Phil. And

TEACHER LEARNING AREA the World
DAILY LESSON LOG June 17-20, 2019
ABM – 8:30 – 9:30
BP – 9:45 – 10: 45
TEACHING DATES AND TIME CSS/EIM – 10:45 – 11:45
QUARTER Quarter 1/ Week 3
HUMSS – 1:00 – 2:00
HK – 2:00 – 3:00

SESSION 1 (Monday) SESSION 2 (Tuesday) SESSION 3 (Wednesday) SESSION 4 (Thursday)

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Standards 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
Competencies interpretation of literary texts and interpretation of literary texts and doing an interpretation of literary texts and interpretation of literary texts and
/Objectives doing an adaptation of these require adaptation of these require from the doing an adaptation of these require doing an adaptation of these require
from the learner the ability to: learner the ability to: from the learner the ability to: from the learner the ability to:
Identify representatives texts and Identify representatives texts and authors Identify representatives texts and Identify representatives texts and
authors from each region (e.g. from each region (e.g. engage in oral authors from each region (e.g. authors from each region (e.g.
engage in oral history research with history research with focus on key engage in oral history research with engage in oral history research with
focus on key personalities from the personalities from the students’ focus on key personalities from the focus on key personalities from the
students’ region/province/town) region/province/town) (EN12Lit-a-lb-22) students’ region/province/town) students’ region/province/town)
(EN12Lit-a-lb-22) (EN12Lit-a-lb-22) (EN12Lit-a-lb-22)
21stCentury literature from the region where the school is based in relation to the literature of other regions in various genres and forms in consideration of:
II. CONTENT
Names of author and their works and Names of author and their works and the Names of author and their works and Names of author and their works
the background of the literature from background of the literature from the the background of the literature from and the background of the literature
the region where the high school is region where the high school is located; the region where the high school is from the region where the high
located located. school is located.
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
III. LEARNING concrete and manipulative materials as well as paper- based materials. Hands- on learning promote concept development.
RESOURCES

A. References TG, LM TG, LM TG, LM TG, LM

1. Teacher’s Page 17-23 Page 17-23 Page 17-23 Page 17-23

 Guides/Pages
2. Learner’s Materials
Page 16-25 Page 16-25 Page 16-25 Page 16-25
Pages
3. Textbook Pages Page 16-25 Page 16-25 Page 16-25 Page 16-25
4. Additional Materials
from Learning
Resources (LR) internet internet internet internet
portal
B. Other Learning slideshare.com slideshare.com slideshare.com
Resources Projector, laptop, chalkboard
Projector, laptop, chalkboard Projector, laptop, chalkboard Projector, laptop, chalkboard
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
IV. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
A. Reviewing previous A Twist on Twister
lesson or presenting Put a twist on Twister by hiding
the new lesson words, phrases, and target
Review of the previous lesson language written on them. Review of the previous lesson Video analysis “the beautiful
disaster”
Students must scramble to find
them with a time limit. Add to the
challenge by hiding scrambled
messages, texts with some
wrong information, or
descriptions that need to be
corrected or put together.
B. Establishing a Ask the students to imagine life living “ Pandora’s Box” Picture presentation in connection of What have you observe in the
purpose for the near the volcano. Each team will put all the words the previous lesson. video?
lesson together to create a phrase which
will revel of what will be our topic
for today. The first team that can
revel will be safe for the first
question.
C. Presenting Unlocking Difficulties: PowerPoint Presentation PowerPoint Presentation
examples/instances Context – the collection of interrelated Discussion of the following topics.
of the new lesson conditions in which something exists or  Style and tone of the essay. Discussion of style and substance. Discussion of the topic
occurs.  Unique techniques of the
Region – a broad geographic are
author used.
distinguished by similar features.
Essay – a short piece of writing on a  Reading of the Summary
particular subject “Home of the Ashfall”
Literary – a written work that is
considered to be very good and to have
lasting importance.
D. Discussing new Essential Question:  Video Presentation Red Discussion of eruption and other Hook the students by telling
concepts and Who are the regional writers? alert: A look back on the them to share an experience
catastrophe awareness
practicing new skills What are regional literatures? tragic 1991 Mt. Pinatubo where they come home to see
#1 eruption” what happened to their family
after similar serious incident.
E. Discussing new PowerPoint presentation of the topic Giving insights of the video Video presentation Tell their the student to share
concepts and (Discussion of Pampango Literature) this experience to their
practicing new skills seatmates.
#2
F. Developing mastery Work Plan: (Skit) 24minutes (preparation and Tackle the following in a small groups Ask the students to form a
(Leads to formative Ask the students to divide into 6 groups. presentation) and present in class triad. In each triad, tell the
assessment) They will act as a victim of a volcanic Students will be divided into 4. students to explain the main
eruption, one member will interview about Each group will be given the idea in the essay. Volunteers
their experience during the incidents Are there any situations that can be as
following task devastating as Mount Pinatubo? How from each triad to share their
Group 1 – “I belong” ( Re- can we prepare for these? answer to the class.
enacting)
Group 2 - “Draw” (Drawing of
what happened in Mt. Pinatubo)
Group 3 - “Sing a song” (they
will sing dedicated to the victim of
Mt. Pinatubo)
Group 4 – “ Collage” (Arranging
the picture, explain)
G. Finding After the activity, students will be Speculate: Preparation of the activity
practical/application processed by asking the following Faced with a similar situation, how
s of concepts and Practice or rehearsal of each group questions. would you react? Would you be able to
skills in daily living find humor in the situation?
 What were the common
feelings felt by those victim of
the eruption?
 How did the eruption change
the life of the people?
H. Making Deepen the discussion: (4minutes) Each group will choose a representative Performance of each group
generalizations and Presentation of their skit in the class.  What have you learned so far to discuss their answer in front of the
abstractions about class
that you can apply in your life?
the lesson
 Think of a situation or hardship
in the past. How were you able
to cope with this hardship?
I. Evaluating Learning Presentation of their skit in the class. Navigate: Respond critically to the Continuation of the activity until all
following questions to process the group can present. Summative test.
selection.
J. Additional activities Study the “Configure” page 23-24
for application or of the Learner’s Manual
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by:

BREGETTE TUBALLA JOELOU M. AGUIRRE

Division of Negros Oriental, DNHS PRINCIPAL I