School ORO SITE HIGH SCHOOL Grade Level 11

DAILY
Teacher RIA CHARO R. MORATO 21st CENTURY
LESSON
Learning Area LITERATURE
LOG
(DLL) Teaching Dates June 19, 2023 Quarter 4th QUARTER
and Time 7:40-8:30 am GAS 11B

I. OBJECTIVES

A. Content Standards The learners will be able to understand and appreciate the literary
genres, traditions and forms from different national literature and
cultures from Asian, Anglo American, European, American and African
B. Performance Standards The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures
C. Learning Competencies/ The learners are expected to:
Objectives a. Define imagery
b. Identify the types of imagery
c. Create poem that makes use of imagery
II.CONTENT IMAGERY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages N/A
2. Learner’s Material pages N/A
3. Additional Materials from N/A
Learning Resource portal
B. Other Learning Resources 21st Century Literature from the Philippines and the World by Ernesto
Solmerano et al.
C. Other materials multimedia presentation, pictures, lapel, activity sheets, laptop,
IV. PROCEDURES
A. Reviewing previous lesson or Preliminaries will be done such as opening prayer, checking of
presenting the new lesson attandance and stating the house rules. Recall of previous topic.
Present pictures to the student and ask what do they imagine upon
seeing those pictures.
B. Establishing a purpose for the State the learning objectives of the topic.Emphasize to the class the
lesson importance of using literary device in getting the reader’s imagination in
order to convey information.
C. Presenting examples/instances Present to the students sample lines of poetry and ask if what sense
of the new lesson does it appeal to.
1. The sun light filled the fields with golden rays.
2. Silence was broken by the pitch of piano keys as Shannon
began practicing for her concerto.
D. Discussing new concepts and Discuss the definition of imagery which makes use of mental images
practicing new skills #1 and also the types of imagery. Ask students to give samples of
imagery used in a sentence.
E. Developing mastery Ask students to read a contextualized poem and Japanese poems and
(Leads to Formative Assessment 3) ask them to identify the imagery evedent in the poems.
F. Finding practical applications of Ask students what is the practical applications of knowing the
concepts in daily living concepts about imagery.
G. Making generalizations and Ask questions leading to the generalization of what they have learned
abstractions in the lesson from the lesson.
H. Evaluating learning Ask students to answer the Practice Task ( Volunteer students will be
called to answer in identifying the imagery used in the sentence)
1. The old man took the handful of dust, and sifted it through his skin
and fingers (Auditory, Tactile)
2. The sound of drum in the distance attracted him. (Visual, Auditory)
3. The beacons of moonlight bathed the room in ethereal light
(Olfactory, Visual)
4. The aroma of coffee makes me wake up in the morning. (Olfactory,
Tactile)
5. The burger, filled with spices, made his mouth water in anticipation of
the first bite. (Gustatory, Auditory)
Group Activity: The clas will be divided in 4 groups and will be given
the following tasks. ( A rubric will be provided to the students)
GROUP 1. Draw a specific scene where imagery could be present.
GROUP 2. Make a short dialogue with the use of imagery
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 GROUP 3. Make a poem that contains imagery.
GROUP 4. Choose lines of a song that makes use of imagery
(After each presentation,critiquing will be done. Praises, comments
and suggestions will be given to the student’s works)
Paired Activity. Ask students to work with a partner in answering.
Choose the letter of the phrase that does NOT appeal to the same
sense as that of the boldfaced phrase.
1. Continuous as the starts that shine
a. moon’s wet silver pool
b. sapphires gleaming brightly
c. pine-scented grass
2. The asphalted road, soft and moist against the feet
a. Her soft and foolish heart
b. Blustering wind from the lake
c. Stake sharp at the tip
3. The murmuring of the bees
a. The droning of the plane
b. The singing of the birds
c. The trusting look of her brown eyes
4. The gurgle of the water in the fountain
a. The fuel blast of moonlight
b. The melody of rain
c. The squeak of spinning wheels
5. The grating of cartwheels on the pebbles
a. The murmuring haunt of flies
b. The crackling of the fire
c. The eternal note of sadness
Individual Activity
Ask students to create a poem either a Haiku or Tanka that makes use
of imagery.
*During the presentation of outputs, give praises and feedbacks to
show appreciation of students’ effort and motivate them to do their best
always.
I. Additional activities for Ask students to recall some experiences using imageries by
application or remediation constructing sentences based on the indicated imagery in each item.
1.VISUAL__________________________________________
2. AUDITORY ______________________________________
3. OLFACTORY ____________________________________
4. GUSTATORY ____________________________________
5. TACTILE ________________________________________
V. REMARKS
VI.REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation scored below 80%
C. Did the remedial lesson 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: Noted by:

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RIA CHARO R. MORATO RAFAELA B. SALCEDA
Teacher III Master Teacher I

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