GRADE 1 to 12 School SANTIAGO NATIONAL HIGH SCHOOL Grade Level 11 GAS

DAILY LESSON LOG Teacher CHRISTIAN EA Learning Area 21st CENTURY LIT. From the PHIL. And the WORLD
Teaching Dates and Time Semester SECOND

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
B. Performance Standard The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through:
1. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a
2. critical paper that interprets literary texts using any of the critical approaches; and 3. an adaptation of a text into other creative forms using multimedia.
C. Learning Competency The learner…
/Objectives
Identifies properties of a well-written text
EN11/12RWS-IIIgh-4-4 EN11/12RWS-IIIgh-4.4
EN11/12RWS-IIIgh-4-4 EN11/12RWS-IIIgh-4.4
1. Define memoir and its unique 1. Define metafiction and its unique
1. Define speculative fiction; attributes as literary genre; features as an experimental form 1. Recall rules on mechanics
2. Discuss some of the populay sub- 2. Explain the difference among of storytelling; 2. Correct errors on S-V agreement,
genres of speculative fiction; memoirs, autobiographies and 2. Explain the various devices of verb tenses, capitalization and
3. Explain the sub-genre dystopian diaries metafiction; punctuation in a given paragraph
fiction; 3. Discuss the significance of the 3. Discuss the significance of 3. Value honesty.
4. Explore the contemporary issues memoir as both a means of metafiction as a 21st century
reflected in speculative fiction. expressions and a way of form.
documenting history.

I. CONTENT
 Speculative Fiction  Memoir  Metafiction

D. LEARNING
 RESOURCES
A. References 21st Century Literature from the
Philippines and the World by
Emilou Lindsay Icaza Mata,
Nerissa Gabelo, FeLix Ambon
and Edward Babasa, pp. 94-
111
- Manila paper
- Marker
- Blackboard and chalk
- Power poin Presentation/Prezi
- Metacards
4. PROCEDURES
a. Motivation
- Ask the students to read the
selection 1 : Harrison Bergeron by
Kurt Vonnegaut Jr.
- Let the students ask themselves
first, “What if everyone were
equal”?
 Present the day’s objectives.
b. Presentation of the Lesson
- Reflect on the following situations
and answer the questions honestly.
There are no right or wrong
answers. (refer to page 96)
- Text Analysis . (pp. 103)
c. Generalization
- Let the students give the key points
discussed in class .
- Literary connections on speculative
fiction.
21st Century Literature from the
Philippines and the World by
Emilou Lindsay Icaza Mata,
Nerissa Gabelo, FeLix Ambon
and Edward Babasa, pp.114-
130
- Manila paper
- Marker
Blackboard and chalk
Powerpoint presentation
a. Review – Ask the students to give
the definition of speculative fiction.
b. Motivation- Let the students form their
CLS. Ask them to do the following:
Literary Selections- ( Night) by Elie Wiesel
 Present the day’s objectives
c. Presentation of the Lesson-
- From their lists, ask the students to the
the ff. activity;
1. What do you know about the
Holocaust? Take a close look at the
montage of photographs below. Each
photograph is a snapshot of what people
experienced during that period in history.
- Remind them to work as one team.
-Let their leader and/or reporter present
their output in class.
- Supplement the discussion of the
reporters on the activity.
21st Century Literature from the
Philippines and the World by
Emilou Lindsay Icaza Mata, Developing Skills in Grammar and
Nerissa Gabelo, FeLix Ambon Composition 1 by Ramos, Carmen
and Edward Babasa, pp.131- M. and Amelia C. Sanchez, pp.
147 149, 154,281
- Worksheets
- Manila paper
- Marker
- Hand outs
a. Motivation
- a. Review – Have the students recall
the lessons discussed on
- Let the students read the sentences. Mechanics (S-V Agreement, Tenses
- Ask them to share to class their of Verbs, Punctuation)
observations on the given sentences.
 Present the day’s objectives
 Present the day’s objectives
b. Presentation of the Lesson-
b. Presentation of the Lesson-
- Elaborate further on some points that
-Using the answers of the students, lead the students did not fully understand by
them to the discussion of the rules on providing examples.
punctuation.
c. Generalization/Valuing-
- Let them work with their Cooperative
Learning Stations. Each group is given -Let the students share their ideas on
hand outs on specific punctuation marks these:
to discuss in class. They should provide
 What happens when any of the
sentences showing the use of the given
mechanics in sentence construction is
punctuation marks.
violated? How does it affect the process
 -Give them time to read the selection, d. Generalization/Valuing- of communication?

-Let the students give a synthesis of the

day’s lesson.
c. Generalization/Valuing-
 What happens when there are
-Let the students summarize the key no punctuation marks in
points in the discussion by presenting and sentences, or incorrect
answering the post questions. punctuation marks are used in
-Text Analysis sentences?

V. ASSESSMENT - Reading Selection 2. Divergent - Formative Test: Literary Connections. - Let the students correct a paragraph that - Summative Test (30 points)
(Chapter 1)(2011) by Veronica Find an example of a memoir written by violates the rules on punctuation.
Roth a famous person. Answer the ff.
questions.
1. What significant historical event or
social issue does the memoir shed light
on?
2. What message does the author convey
by relating his/her story?

REMARKS

Prepared by: Checked/Noted by:

CHRISTIAN EA, T II NATIVIDAD B. REYES,PhD, Principal III