JULY3-7, 2018.docx

School San Luis Pampanga Teacher Roselle Anne Crisostomo

GRADE 11 DAILY LESSON LOG

Teaching Dates and Time July3-7,2018 Day 1

I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/ Objectives Write the LC code for each. II. CONTENT

Grade Level Learning Area Quarter

Day 2

Grade-12 21ST Century Literature of the Philippines and the World 1st

Day 3

Day 4

The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a descript ion of its context derived from research; and 2.) an adaptation of a text into other creative forms using multimedia. Explain the literary, biographical, Explain the literary, biographical, Explain the literary, biographical, Situate the texts in the context linguistics, and socio- cultural linguistics, and socio- cultural linguistics, and socio- cultural of the region, the nation, and contexts and discuss how they contexts and discuss how they contexts and discuss how they the world enhance the text’s meaning and enhance the text’s meaning and enhance the text’s meaning and enrich the reader’s understanding. enrich the reader’s understanding enrich the reader’s understanding LC Code EN12Lit-1e-28 EN12Lit-1e-28 LC Code EN12Lit-1e-28 EN12Lit-1e-28 LC Code EN12Lit-1e-28 LC Code EN12Lit-IIc-29 EN12Lit-IIc-29 Study and appreciation of literary Study and appreciation of literary Study and appreciation of literary Study and appreciation of texts from the different regions texts from the different regions texts from the different regions literary texts from the different written in different genres written in different genres written in different genres regions written in different covering: covering: covering: genres covering: 1. regions in Luzon, Visayas, 1. regions in Luzon, Visayas, 1. regions in Luzon, Visayas, Mindanao Mindanao Mindanao 2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction, drama, creative nonfiction, as drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as well well as hyperpoetry, blogs, as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile mobile phone Texttula, chick lit, phone Texttula, chick lit, phone Texttula, chick lit, phone Texttula, chick lit, speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction, etc.) etc.) etc.) etc.)

III. LEARNING RESOURCES A. References 1. Teacher’s Guide

pages

21st Century Literature from the 21st Century Literature from the 21st Century Literature from the Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page 2 of 9 2 of 9 2 of 9

21st Century Literature from the Philippines and the World CG page 2 of 9

2. Learner’s Materials

None

pages 3. Textbook pages

4.

Additional Materials from Learning Resource (LR)portal

None

None 21st Century Literature from the Philippines and the World(Vibal Publishing). XVIII, FROM”AMSTERDAM:A CYCLE” by J. Neil C. Garcia (Manila). pp. 141-147

Get the copy of the selection from any Philippine literature book

www.deped.gov.ph

www.deped.gov.ph

B. Other Learning Resource

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

The teacher will ask the learners to have a short recap about their presentation during the collaborative activity.

The teacher will ask the learners to share important insights that they have learned from the story “How My Brother Leon Brought Home A Wife.” 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.

C. Presenting examples/Instances of the new lesson

The teacher will unlock difficult terms followed by reading of the poem “LYRIC 17.”

D. Discussing new concepts and practicing new skills # 1

The teacher will ask the learners to answer the comprehension questions based on the "Lyric 17." The teacher will emphasize the use

The teacher will ask the learners to have a short recap about their presentation during the collaborative activity.

The teacher will ask the learners about what they learn from literary elements, genres and tradition Motivation: The learners will share their five heroes or villains from comics, movies, TV, etc. They will complete the column.

1. Read the selection: “Stonehenge by Rio Alma using  jigsaw reading method for learners’participation. Individual Activity : 1. Navigate ( critical response to the given questions to p rocess the selection)

of metaphor to create a better understanding of poetry

E. Discussing new concepts and practicing new skills # 2

Presentation of the Collaborative Collaborative Work (Poem Presentation of the Collaborative The learners will do a reporting Analysis) Work (Text Analysis) Work (Poem Analysis) of their answers to the given Based on the poem “Lyric 17”, the “Lyric 17” questions. “How My Brother Leon Brought learners will do the following: Home a Wife” Group 1: Analyze Literary Devices used in the poem focusing on rhyme and imagery Group 2: The author’s life that reflects on the poem Group 3: Describe the Sociocultural Background of the text Group Activity Rubric Lesson: _______ Task: _______ Proper planning and sharing of ideas were observed in the group The group followed instructions and procedures carefully There was maximum participation and proper delegation of tasks; cooperation and selfdiscipline were observed Arrived at a correct output and able to finish the activity within the time frame

VERY GOOD 5

GOOD

FAIR

3

1

F. Developing mastery (leads to Formative Assessment 3)

The teacher will group the class and do the following tasks: Group 1: Choose a particular scenario/ scene from the story “How My Brother Leon Brought Home a Wife” and dramatize it. Group 2: If you are given th e chance to revise the scenario when they crossed the carayan/river, how will you react to the situation if you were the girl in the story? Group 3: If you were Leon, compose a song dedicated to the lady. Group 4: Compose a poem related to the selection. Group 5: Give the theme of the story through an illustration/picture. Rubric 10  –  Del Pilar

Message/ Interpretation 40%

Acting/ Impact 30%

Dialogue/ Delivery 20%

Team work 10%

PAINT-THE-POEMGroup 1: Illustrate your own idea of what the poem is all about. Group 2: PIC-COLLAGE-Create a collage of your own idea of the poem and present it through a power point presentation. Group 3: Compose a song that will reflect your idea of the poem. Rubric 10  – Del Pilar Group Group Group Group Group

Message/ Interpretation 40%

Acting /Impact 30%

Dialogue/ Delivery 20%

Team work 10%

TOTAL 100%

1 2 3 4 5

TOTA L 100%

Group 1 Group 2 Group 3 Group 4 Group 5

G. Finding practical application of concepts and skills in daily living

The

teacher will ask the ff. questions: How would you compare the life in the city and province? If you were to choose between City and province, where would you want to live? Why?

The teacher will ask the learners to pick out one line from the poem and relate it to their own experiences.

The teacher will ask the learners, “Why is understanding people’s culture and history through their landmarks and tourist spots important in our world today?”

The teacher will ask the learners to answer the following questions: 1. What is theme? 2. What are the literary techniques?

The teacher will ask the learners to answer the following questions: 1. What is metaphor? 2. What is rhyme? Imagery?

The teacher will ask the learners about the theme of the poem and how they apply it to their real life situation.

1. 2.

H. Making generalizations and abstractions about the lesson

I.

Evaluating learning

J.

Additional activities for application or remediation

V. REMARKS VI. REFLECTION A. No. of learners who earned 80% 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

The teacher will ask the learners to have a Short Story Analysis of  “Dead Stars” by Paz Marquez Benitez

The teacher will assist the learners in creating their own definition of poetry. (You may agree or disagree with Villa's view.) They may write their definition in prose, or if they like, in poetry form.

Group Activity: ROLE (p. 137) The teacher will ask the learners to think of a landmark or tourist spot and come up with a brochure that will highlight in detail the significance of the place and act as a tour guide. (see attached rubric)

principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Checked by:

Noted by:

LORNA T. LATIGAR

RUBY ROSA C. SAGUM

MT-I/SHS GROUPHEAD

PRINCIPAL IV

Prepared by:

ROSELLE ANNE CRISOSTOMO MT-I