Grades 1

to 12 School Upper Sepaka Integrated School Grade Level 11 Newton TVL

DAILY Teacher Bae Jasmin T. Salaman Learning Area 21st Century from the Philippines to the World
LESSON LOG
Teaching Dates and February 13-16, 2023 Quarter 3rd (2nd Semester)
Time
Monday Tuesday Wednesday Thursday

I. OBJECTIVE
The learners demonstrates:
A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
B. Performance Standard 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 Writing a close analysis and critical Writing a close analysis and critical interpretation of Writing a close analysis and critical interpretation of Writing a close analysis and critical interpretation of
interpretation of literary texts and doing an literary texts and doing an adaptation of these literary texts and doing an adaptation of these require literary texts and doing an adaptation of these
adaptation of these require from the learner the require from the learner the ability to: from the learner the ability to: require from the learner the ability to:
ability to: 1. identify the geographic, linguistic, and ethnic 1. identify the geographic, linguistic, and ethnic 1. identify the geographic, linguistic, and ethnic
1. identify the geographic, linguistic, and dimensions of Philippine literary history from pre- dimensions of Philippine literary history from pre- dimensions of Philippine literary history from pre-
ethnic dimensions of Philippine literary history colonial to the contemporary (EN12Lit-Ia-21) colonial to the contemporary (EN12Lit-Ia-21) colonial to the contemporary (EN12Lit-Ia- 21)
from pre-colonial to the contemporary
(EN12Lit-Ia-21)
II. CONTENT A. 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:
1. various dimensions of Philippine literary history from pre-colonial to contemporary;
III. Learning Resources
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal www.youtube.com. www.youtube.com. www.scribd.com
www.slideshare.com
B. Other Learning Resources video clip, pictures of famous writers video clip, power point presentation power point presentation questionnaire

IV. PROCEDURE
A. Reviewing previous lesson or Picture puzzle on the famous writers Recall of the previous lesson. Recall of the past lesson
presenting the new lesson and elicit from the students what they
have in common, and
then the teacher gives them the bird's
eye view of the subject
B. Establishing a purpose for the (1) Define literature and other words (1) Identify the forms of literature Identify writers and their works during the
lesson related to it, (2) enumerate previously produced during the pre-colonial period Spanish , Japanese and American Period
learned writers and (2) appreciate a literary piece through
identify the genres of their literary oral reading
pieces
C. Presenting examples/instances (1) Elicit from the students their A teacher gives a background what A bit background during the
of the new lesson knowledge on the definition of pre-colonial means. Spanish, Japanese and
literature based from L I T E R A T U American Occupation
R E, (2) let students watch a video
clip on the etymology of
literature
D. Discussing new concepts and Teacher discusses the definition of A teacher shows a power point Teacher presents the slides containing the
practicing new skills #1 literature, and then allows students to presentation on the literature produced lesson on the different periods.
name famous writers they have during the pre-Spanish period.
learned and what their
masterpieces are.
E. Discussing new concepts and A video clip of "Biag ni Lam Ang (epic)
practicing new skills #2
F. Developing mastery (leads to Group Activity using a concept Teachers shows in a power point Teacher shows a slide containing a
Formative Assessment 3) map/semantic web. . Group class then presentation of the Iloko version of picture, if not available just the names of
a representative draws a paper Biag ni Lam-ang. writers and let each group ( previous
containing a word and let each group grouping) identify their period and their
brainstorm on what it works.
means, then one will report to the
 class their output. (Genres, Cultures,
Traditions, Structures)
G. Finding practical applications of Sharing of ideas, observations and Teacher presents the Iloko version of
concepts and skills in daily experiences that is related to the Biag ni Lam-ang and assigned per group
living lesson. to creatively read chosen stanzas to
imbibe appreciation of the
epic.
H. Making generalizations and Literature is….. The forms of literature produced
abstractions about the during the period are…
lesson
J. Evaluating learning What is literature? Genres? What are the forms of literature What are the periods discussed? Who are Quiz
Culture? Structures? produced during the pre-colonial period? the writers in each period?

V. Remarks
VI. Reflections
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
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
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

BAE JASMIN T. SALAMAN JASON F. LINGHON

TEACHER I SHS Coordinator
 School Upper Sepaka Integrated School Grade Level 11 Newton TVL

Grades 1 Teacher Bae Jasmin T. Salaman Learning Area 21st Century from the Philippines to the World
to 12
DAILY LESSON Teaching February 20-23, 2023 Quarter 3rd (2nd Semester)
LOG Dates
and Time
Monday Tuesday Wednesday Thursday

I. OBJECTIVE 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.
The learners demonstrates:
A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
B. Performance Standard The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions 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; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning Competencies Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
interpretation of literary texts and interpretation of literary texts and doing interpretation of literary texts and doing an interpretation of literary texts and doing
doing an adaptation of these require an adaptation of these require from the adaptation of these require from the learner an adaptation of these require from the
from the learner the ability to: learner the ability to: identify the ability to: learner the ability to: identify
identify representative texts and representative texts and authors from identify representative texts and authors representative texts and authors from
authors from each region (e.g. engage each region (e.g. engage in oral history from each region (e.g. engage in oral each region (e.g. engage in oral history
in oral history research with focus on research with focus on key personalities history research with focus on key research with focus on key personalities
key personalities from the students’ from the students’ region/province/ personalities from the students’ from the students’ region/province/
region/province/ town region/province/ town town
town
II. CONTENT 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:
Canonical authors and works of Philippine National Artists in Literature.
21stCentury
III. Learning Resources
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources slideshare.com Projector, slideshare.com Projector, https://www.britannica.com /biography/Nick- https://jhayelie.wordpress.com
laptop, chalkboard laptop, chalkboard Joaquin /2012/12/11/may-day-eve-nickjoaquin-
https://jhayelie.wordpress.com excerpt/
/2012/12/11/may-day-eve-nickjoaquin- excerpt/ Projector, laptop, chalkboard
Projector, laptop, chalkboard

IV. PROCEDURE
A. Reviewing previous lesson State the learning competencies. Recall of the previous lesson. Recall of the past lesson Review of the past lesson
or presenting the new lesson
B. Establishing a purpose for the Let the learners explain what an (1) Identify the forms of literature Present the biography of Nick Joaquin
lesson artist for them is. produced during the pre-colonial period
(2) appreciate a literary piece
through oral reading
C. Presenting examples/instances Discuss about National Artist
of the Award.
new lesson
D. Discussing new concepts and Discuss some of the National Continuation of discussion Teacher presents the slides containing the Continuation of discussion
practicing new skills #1 Artist Awardees in Literature lesson on the different periods.
E. Discussing new concepts A video clip of "Biag ni Lam Ang The learners read May Day Eve. The
and practicing new skills #2 (epic) learners will answer guide questions.
F. Developing mastery (leads to The learners will write something about Create a flow chart on how the story
Formative Assessment 3) the National Artist Awardees in happened.
Literature.
G. Finding practical applications of How the awardees can help you How the work of Nick Joaquin
concepts and skills in daily express yourself nowadays? influence to know more about
living Philippine literature?

H. Making generalizations and The learners state the works of the The learners generalize things
abstractions about the lesson awardees. about Nick Joaquin.
I. Evaluating learning Quiz

V. Remarks

VI. Reflections
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
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
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

BAE JASMIN T. SALAMAN JASON F. LINHON

TEACHER I SHS Coordinator
 Grades 1 School Upper Sepaka Integrated School Grade Level 11 Newton TVL
to 12
Teacher Bae Jasmin T. Salaman Learning Area 21st Century from the Philippines to the World
DAILY LESSON
LOG

LESSON LOG
Teaching Dates and February 27-28, 2023 Quarter 3rd (2nd Semester)
Time
Monday Tuesday Wednesday Thursday

I. OBJECTIVE
d The learners demonstrates:
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner:
B. Performance Standard 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 Identify from the representative texts Identify from the representative texts
and authors from (e.g. engage in oral and authors from (e.g. engage in oral
history research with focus on key history research with focus on key
personalities from the students ‘ personalities from the students ‘
region/province/town) (EN12Lit-Ib- region/province/town) (EN12Lit-Ib- 22)
22)

II. CONTENT Canonical Authors and Works of Philippine National Artists in Literature

III. Learning Resources

A. References
1.Teacher’s Guide pages 21st Century Literature Philippines and the World Sanchez Vibal Publishing House pp. 12-17

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal www.youtube.com. www.youtube.com.

B. Other Learning Resources laptop, projector, copy of the laptop, projector, copy of the story
story the Juan Manalakasan the Juan Manalakasan

IV. PROCEDURE
A. Reviewing previous  The learners will be group Recall of the previous lesson.
lesson or presenting the new into 5 and they will read and
lesson analyze the story of Juan
Manalaksan
 Learners will interpret the
content of the story.

Process Question
1. What is the Story All About?
2. Who is the main character of
the story?
3. Describe his way of living
4. What part of the story do
like?
5. How did he got his power?
6. If you get such power what
do you want do?
B. Establishing a purpose for Aside from the story made Juan
the lesson Manalaksan what other story do
you know that come from other
town or provinces?

H. Presenting Do you know the song Ate ku

examples/instances of the Pung Singsing? From what province it
new lesson originated?
I. Discussing new concepts Canonical Authors and Works of A teacher shows a power point
and practicing new skills Philippine National Artists in presentation on the literature produced
#1 Literature during the pre-Spanish period.
 • Other literary Works from
the Region
J. Discussing new concepts A video clip of "Biag ni Lam Ang (epic)
and practicing new skills
#2

K. Developing mastery Group Activity: Search other text or Teachers shows in a power point
(leads to Formative author that engage in the oral presentation of the Iloko version of Biag
Assessment 3) literature. ni Lam-ang.

L. Finding practical What is the importance of knowing Teacher presents the Iloko version of
applications of concepts texts or literary pieces from your Biag ni Lam-ang and assigned per group
and skills in daily living region? to creatively read chosen stanzas to
imbibe appreciation of the
epic.
M.Making generalizations The forms of literature produced during
and the period are…
abstractions about the lesson

N. Evaluating learning What are the forms of literature produced

during the pre-colonial
period?

V. Remarks

VI. Reflections
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation
Q. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
R. No. of learners who
continue to
require
remediation
S. Which of my teaching
strategies worked well?
Why did these work?
T. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
U. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked by:

BAE JASMIN T. SALAMAN JASON F. LINHON

TEACHER I SHS Coordinator