SCHOOL Dauin National High School GRADE LEVEL 11/ ABM, BP/CSS, EIM, HUMSS, HK

TEACHER BREGETTE TUBALLA LEARNING AREA 21st Century Literature from the Phil. And the World
DAILY
LESSON
July 15 - 18, 2019
LOG
ABM – 08:30 – 09:30
BP – 09:45 – 10: 45
TEACHING DATES AND TIME CSS/EIM – 10:45 – 11:45
QUARTER Quarter 1/ Week 7
HUMSS – 01:00 – 02:00
HK – 02:00 – 03:00

SESSION 1 (Monday) SESSION 2 (Tuesday) SESSION 3 (Wednesday) SESSION 4 (Thursday)

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 the elements and contexts of 21st century Philippine literature from the regions.
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Standards 1. Inter literary meaning from literal language based on usage
2. Describe how literary meaning is created in the essay by way of characterization and structure
3. Respond critically to the essay and articulate this response through a presentation of a short biography of local woman writer from your area or region.
C. Learning Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
Competencies interpretation of literary texts and interpretation of literary texts and doing an interpretation of literary texts and interpretation of literary texts and
/Objectives doing an adaptation of these require adaptation of these require from the learner doing an adaptation of these require doing an adaptation of these require
from the learner the ability to: the ability to: from the learner the ability to: from the learner the ability to:
Infer literary meaning from literal Infer literary meaning from literal language Explain the literary biographical, Explain the literary biographical,
language based on usage based on usage linguistic, and sociocultural contexts linguistic, and sociocultural contexts
(EN12Lit-a-ld-26) (EN12Lit-a-ld-26) and discuss how they enhance the and discuss how they enhance the
text’s meaning and enrich the text’s meaning and enrich the
Analyse the figures of speech and Analyse the figures of speech and other
reader’s understanding reader’s understanding
other literary techniques and devices literary techniques and devices in the text
(EN12Lit-a-l3-28) (EN12Lit-a-l3-28)
in the text (EN12Lit-a-ld-27) (EN12Lit-a-le-27)

21stCentury literature from the region where the school is based in relation to the literature of other regions in various genres and forms in consideration of:
II. CONTENT Study and appreciation literary texts Study and appreciation literary texts from Study and appreciation literary texts Study and appreciation literary texts
from different regions written in different regions written in different genres from different regions written in from different regions written in
different genres covering: covering: different genres covering: different genres covering:
1. Regions in Luzon, Visayas, 1. Regions in Luzon, Visayas, Mindanao 1. Regions in Luzon, Visayas, 1. Regions in Luzon, Visayas,
Mindanao 2. Major genres (poetry, fiction, drama, Mindanao Mindanao
2. Major genres (poetry, fiction, creative nonfiction, as well as hyper 2. Major genres (poetry, fiction, 2. Major genres (poetry, fiction,
drama, creative nonfiction, as
 well as hyper poetry, blogs, poetry, blogs, mobile phone, testtula, drama, creative nonfiction, as drama, creative nonfiction, as
mobile phone, testtula, chick lit, chick lit, speculative fiction, flash well as hyper poetry, blogs, well as hyper poetry, blogs,
speculative fiction, flash fiction. fiction. Etc.); mobile phone, testtula, chick lit, mobile phone, testtula, chick lit,
Etc.) speculative fiction, flash fiction. speculative fiction, flash fiction.
Etc.) Etc.)
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
III. LEARNING concrete and manipulative materials as well as paper- based materials. Hands- on learning promote concept development.
RESOURCES

A. References TG, LM TG, LM TG, LM TG, LM

 Teacher’s
Page 45 – 48 Page 45 – 48 Page 45 – 48 Page 45 – 48
Guides/Pages

 Learner’s Materials Page 60 - 67 Page 60 - 67 Page 60 - 67 Page 60 - 67

Pages

 Textbook Pages Page 60 – 67 Page 60 – 67 Page 60 – 67 Page 60 – 67

 Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning slideshare.com slideshare.com slideshare.com
Resources Projector, laptop, chalkboard
Projector, laptop, chalkboard Projector, laptop, chalkboard Projector, laptop, chalkboard
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
IV. PROCEDURES 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 Video presentation:
Picture analysis:
lesson or https://www.youtube.com/watch?
presenting the new Review of the previous lesson v=QJSes3-_y8c Review of the previous lesson
lesson

B. Establishing a What pop ups in your mind when you Ask: What do you think is the lesson
purpose for the see this picture? Ask each group to prepare for their short What were the images of did the writer teach you?
lesson presentation devastation dramatized in the video
that connects to the poem?
C. Presenting What do you remember about this Video presentation: Image map: to understand the
examples/instances event and how did you feel knowing Start of the presentation Before and after of Tacloban City poem, students list the images
of the new lesson that there was a storm coming? after the typhoon: that can be found in the poem.

https://www.youtube.com/watch? SIGHT
v=VljZYbUDYuk SOUND

TASTE

D. Discussing new Reading of the Poem: Ask;

concepts and Continuation of the presentation Can we really prepare enough for
practicing new “ THE HAIYAN DEAD” these natural calamities? Why or TOUCH
skills #1 whynot?
Discussion of the poem through
powerpoint presentation SMELL
E. Discussing new Brainstorming: Process the activities:
concepts and Video presentation about the typhoon Continuation of the presentation How are the current conceptions of 1. What did you notice
practicing new Haiyan or Ondoy the storm different from early times? among the images?
skills #2 2. What is the dominant
image in the poem?
3. What role does it play in
the poem?
F. Developing mastery Ask: Do the ff. activities and share in
(Leads to formative 1. How do you feel seeing the Continuation of the presentation class: by pair Brainstorming of the activity
assessment) devastation in the video? Imagine yourself as someone
2. Can we really prepare witnessing the aftermath of a storm.
enough for these natural Write a short poem of five to ten
calamities? Why or why not? lines lift the spirit of the victims.
3.
G. Finding Hook the students by asking them to What did you feel after reciting the poem Ask:
practical/applicatio make a mind map on the word together? Doing the activities
ns of concepts and “storm” How do the images help deliver
skills in daily living the message of the poem?
BORED What did you consider as a storm
in your life?
NO TV FLOOD
STORM

BROWNOUT HEAVY RAIN

H. Making Group the students into 10: What do you think about the lives of the victims Random pain will be selected to Each group will share of what
generalizations and They are going to read – aloud the now? present in the class. they come up in their image map.
abstractions about poem
the lesson
I. Evaluating Learning 10 items test: Understand and appreciate the image that the Quiz: Complete the statements. 10 Set out:
1. It refers to the creative use of poem has printed through the play words. items Answer page 67 in learner’s
language mostly in each Describe the areas affected by the typhoon 1. A ____ is the creative use of manual.
statement. before, during, after, and now. language usually found in __.
2. It is comparison that utilizes Before Yolanda During Yolanda 2. The persona of the poem “The
connective words such as like After Yolanda Now Haiyan Dead” speaks in the
and as. ___ person
J. Additional activities Read – aloud will be performed in
for application or next meeting.
remediation
V. REMARKS Haven’t discussed this lesson yet.
VI. REFLECTION
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:

BREGETTE TUBALLA JOELOU M. AGUIRRE

Teacher 1 PRINCIPAL I
Division of Negros Oriental, DNHS