SCHOOL Canocotan National High School GRADE LEVEL 11

GRADES 1 TO 12
TEACHER Roxette Marie A. Tuzon LEARNING AREA 21st Century Literature from PH and the World
DAILY LESSON LOG
TEACHING DATES AND TIME November 11-15, 2019 QUARTER Quarter 3

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 analysis and critical Writing a close analysis and critical Writing a close analysis and Writing a close analysis and critical
Write the LC Code for each interpretation of literary texts, interpretation of literary texts, critical interpretation of literary interpretation of literary texts,
applying a reading approach, and applying a reading approach, and texts, applying a reading applying a reading approach, and
doing an adaptation of these, doing an adaptation of these, approach, and doing an doing an adaptation of these,
require from the learner the require from the learner the ability adaptation of these, require from require from the learner the ability
ability to: to: the learner the ability to: to:
1. identify representative 1. identify representative texts 1. identify representative 1. identify representative
texts and authors from and authors from Asia, texts and authors from texts and authors from
Asia, North America, North America, Europe, Asia, North America, Asia, North America,
Europe, Latin America, Latin America, and Africa. Europe, Latin America, Europe, Latin America, and
and Africa. (EN12Lit-IIa- (EN12Lit-IIa-22) and Africa. (EN12Lit-IIa- Africa. (EN12Lit-IIa-22)
22) 22)
GAD Concept: Shared Parenting GAD Concept: Shared Parenting GAD Concept: Shared Parenting 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, traditions and A. Literary genres, traditions and A. Literary genres, traditions and A. Literary genres, traditions and
forms from different national forms from different national forms from different national forms from different national
literature and cultures, namely, literature and cultures, namely, literature and cultures, namely, literature and cultures, namely,
Asian, Anglo-American, European, Asian, Anglo-American, European, Asian, Anglo-American, European, Asian, Anglo-American, European,
Latin American, and African Latin American, and African Latin American, and African Latin American, 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
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 Uychoco, M. T. 21st Century Uychoco, M. T. 21st Century
http://www.readingrockets.org/article/reading- Literature from the Philippines and Literature from the Philippines Literature from the Philippines and
methods-students-ld
the World, pp. 151- 155. and the World, pp. 151- 155. the 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 competency Review the previous lesson. Review the previous lesson. Review the previous lesson.
presenting the new lesson and objectives.
B.Establishing a purpose for the lesson The learners will play Classify Me The learners will create an
game. infographic 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 types of critical Give background knowledge about
the new lesson interpretations/ literary criticisms. Haruki Murakami.
D.Discussing new concepts and Discuss about reading approaches. Read The Boy Named Crow. Apply
practicing new skills #1 KWL Chart.
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery Answer the guide questions. The learners need to write a The learners will finalize their
(Leads to formative assessment) critical interpretation of the story output.
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 The learners summarize the story.
abstractions about the lesson 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?

Prepared by: Checked by:

ROXETTE MARIE A. TUZON, LPT NANCY B. GONZALES, ED.D

Teacher I Assistant School Principal II