SCHOOL Dalig National High School GRADE LEVEL 11

GRADES 1 TO 12 TEACHER Maria Violeta N. Parado LEARNING AREA 21st Century Literature from PH and the
DAILY LESSON LOG World
TEACHING DATES AND TIME QUARTER Week 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

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 literary texts in various genres across national literature and cultures.
B.Performance Standards The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through:
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context
derived from research
C.Learning Competencies/Objectives Writing a close Writing a close analysis and critical Writing a close analysis Writing a close analysis and critical
Write the LC Code for each analysis and critical interpretation of literary texts, and critical interpretation of literary texts, applying
interpretation of applying a reading approach, and interpretation of literary a reading approach, and doing an
literary texts, doing an adaptation of these, require texts, applying a reading adaptation of these, require from the
applying a reading from the learner the ability to: approach, and doing an learner the ability to:
approach, and doing 1. identify representative texts adaptation of these, 1. identify representative texts
an adaptation of and authors from Asia, North require from the learner and authors from Asia, North
these, require from America, Europe, Latin the ability to: America, Europe, Latin America,
the learner the ability America, and Africa. (EN12Lit- 1. identify and Africa. (EN12Lit-IIa-22)
to: IIa-22) representative
1. identify texts and GAD Concept: Shared Parenting
representativ GAD Concept: Shared Parenting authors from
e texts and Asia, North
authors from America,
Asia, North Europe, Latin
America, America, and
Europe, Latin Africa. (EN12Lit-
America, and IIa-22)
Africa. GAD Concept: Shared
(EN12Lit-IIa- Parenting
22)
GAD Concept: Shared
Parenting
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.
 A. Literary genres, A. Literary genres, traditions and A. Literary genres, A. Literary genres, traditions and forms
traditions and forms forms from different national traditions and forms from different national literature and
from different literature and cultures, namely, Asian, from different national cultures, namely, Asian, Anglo-
national literature Anglo-American, European, Latin literature and cultures, American, European, Latin American,
and cultures, namely, American, and African namely, Asian, Anglo- and African
Asian, Anglo- American, European,
American, European, Latin American, and
Latin American, and African
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
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources slideshare.com Uychoco, M. T. 21st Century Literature Uychoco, M. T. 21st Uychoco, M. T. 21st Century Literature
http://www.readingrockets.o from the Philippines and the World, Century Literature from from the Philippines and the World, pp.
rg/article/reading-methods-
students-ld pp. 151- 155. the Philippines and the 151- 155.
World, pp. 151- 155.
IV.PROCEDURES 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 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 lesson or State the learning Review the previous lesson. Review the previous Review the previous lesson.
presenting the new lesson competency and lesson.
objectives.
B.Establishing a purpose for the lesson The learners will play The learners will create an infographic
Classify Me game. about the symbolism of crow in
literature.
Direction: The
learners will classify
the countries
according to their
continents.
C.Presenting examples/instances of Have a refresh on Give background knowledge about
the new lesson types of critical Haruki Murakami.
interpretations/
literary criticisms.
D.Discussing new concepts and Discuss about reading Read The Boy Named Crow. Apply
practicing new skills #1 approaches. KWL Chart.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery Answer the guide questions. The learners need to The learners will finalize their output.
(Leads to formative assessment) write a critical
interpretation of the
story in coupon bond.
G.Finding practical/applications of Ask:
concepts and skills in daily living
How the story will improve your
relationship to your family?
H. Making generalizations and The learners compare The learners summarize the story.
abstractions about the lesson the concepts being
discussed.
I.Evaluating Learning The learners’ outputs will be criticized.
J.Additional activities for application
or remediation
V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask relevant questions.
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?