School Grade Level

DAILY LESSON LOG Teacher Learning Area

Department of Education Teaching Dates and Time Quarter
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions through:
B. Performance Standards 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.
Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to identify:
C. Learning
a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary
Competencies/Objectives
b. representative texts and authors from each region (e.g. engage in oral history research with focus on key personalities from the students’ region/province/town)
II. CONTENT GRAPHIC, LINGUISTIC, AND ETHNIC DIMENSIONS OF PHILIPPINE LITERARY HISTORY
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Begin the lesson by asking students to Begin the lesson by asking students to
share their insights about the history of share their insights about the history of
Begin the lesson by asking students to
1. Reviewing previous lesson or the Philippines and its literature. the Philippines and its literature.
SUBJECT ORIENTATION share their insights about the history of
presenting the new lesson
the Philippines and its literature.
Recap the previous lesson briefly to Recap the previous lesson briefly to
provide context for the new lesson. provide context for the new lesson.
Explain to students that the purpose of Explain to students that the purpose of Explain to students that the purpose of
the lesson is to understand and appreciate the lesson is to understand and appreciate the lesson is to create a graphical
the elements and contexts of 21st century the literary history of the Philippines timeline that focuses on how the
literature from the Philippines and across from pre-colonial to contemporary literatures of the Philippines for each
2. Establishing the purpose of the the world. periods. literary period proliferated.
lesson
Emphasize the importance of studying Emphasize the importance of studying Emphasize the importance of studying
literature in gaining insights into different literature in gaining insights into different literary history in gaining insights into
cultures, perspectives, and human cultures, perspectives, and human different cultures, perspectives, and
experiences experiences. human experiences.
 Introduce students to various writers Introduce students to various literary
from the Philippines and across the world works from different periods in
who have made significant contributions Introduce students to various literary Philippine history, such as epics,
to 21st century literature. works from different periods in folktales, poetry, and novels.
Philippine history, such as epics,
3. Presenting examples/instances of Provide examples of their works, such as folktales, poetry, and novels. Provide examples of these works, such as
the new lesson excerpts from novels, poems, or short excerpts or summaries, and discuss their
stories. Provide examples of these works, such as themes, styles, and cultural contexts.
excerpts or summaries, and discuss their
Discuss the themes, writing styles, and themes, styles, and cultural contexts.
cultural contexts represented in the
examples.
Engage students in a discussion about the Engage students in a discussion about the
literary history of the Philippines, literary history of the Philippines,
Engage students in a discussion about the
including the pre-colonial, Spanish including the pre-colonial, Spanish
elements of literature, such as plot,
colonial, American colonial, and colonial, American colonial, and
character, setting, theme, and symbolism.
contemporary periods. contemporary periods.
4. Discussing new concepts and
Analyze the examples presented earlier
practicing new skills #1 Analyze the examples presented earlier Analyze the examples presented earlier
and identify these elements in the texts.
and identify the characteristics and and identify the characteristics and
themes of each period. themes of each period.
Encourage students to share their
interpretations and insights.
Encourage students to share their Encourage students to share their
interpretations and insights. interpretations and insights.
Introduce the concept of a graphical
Introduce the concept of literary analysis timeline and its purpose.
Introduce the concept of literary analysis
and interpretation.
and interpretation.
Guide students in creating a graphical
Guide students in analyzing a selected timeline that focuses on how the
Guide students in analyzing a selected
5. Discussing new concepts and literary work from each period in more literatures of the Philippines for each
literary work in more depth.
practicing new skills #2 depth. literary period proliferated.
Teach them how to identify literary
Teach them how to identify literary Teach them how to identify the
devices, analyze the author's choices, and
devices, analyze the author's choices, and significant literary works, authors, and
interpret the meaning behind the text.
interpret the meaning behind the text. events for each period and how to
represent them in a timeline.
6. Developing Mastery Divide students into small groups and Divide students into small groups and Divide students into small groups and
assign each group a different literary assign each group a different literary assign each group a specific literary
work. work from a specific period. period.

In their groups, students will analyze the In their groups, students will analyze the In their groups, students will research
assigned work and prepare a short assigned work and prepare a short and identify the significant literary
presentation highlighting the elements of presentation highlighting the works, authors, and events for their
literature, themes, and their characteristics, themes, and their assigned period.
interpretation. interpretation.
They will then create a graphical timeline
 that focuses on how the literatures of the
Philippines for their assigned period
Each group will present their findings to proliferated.
Each group will present their findings to
the class, fostering collaboration and
the class, fostering collaboration and
deeper understanding of the texts and Each group will present their timelines to
deeper understanding of the texts.
periods. the class, fostering collaboration and
deeper understanding of the literary
history of the Philippines.
Facilitate a discussion on the relevance of Facilitate a discussion on the relevance
Facilitate a discussion on the relevance of studying literary history in everyday life. of creating a graphical timeline in
literature in everyday life. everyday life.
Explore how literary history reflects and
Explore how literature can provide shapes culture, society, and individual Explore how graphical timelines can be
7. Finding practical applications of insights into human experiences, foster used to represent and analyze different
identities.
concepts and skills in daily living empathy, and broaden perspectives. types of data and information.

Encourage students to reflect on how Encourage students to reflect on how Encourage students to reflect on how
literature can be applied to their own literary history can be applied to their graphical timelines can be applied to
lives and the world around them. own lives and the world around them. their own lives and the world around
them.
Guide students in reflecting on the
Guide students in reflecting on the
Guide students in reflecting on the broader significance of studying literary
broader significance of studying literary
broader significance of studying history from pre-colonial to
history and creating a graphical timeline.
literature from various writers. contemporary periods.
Discuss how literary history reflects and
8. Generalizing and abstractions Discuss how literature reflects and shapes Discuss how literary history reflects and
shapes culture, society, and individual
about the lesson culture, society, and individual identities. shapes culture, society, and individual
identities.
identities.
Encourage students to make connections
Encourage students to make connections
between the themes and ideas explored in Encourage students to make connections
between the themes and ideas explored
the texts and real-world issues. between the themes and ideas explored in
in the texts and real-world issues.
the texts and real-world issues.
Assess students' understanding and Assess students' understanding and
Assess students' understanding and
mastery of the lesson through a written or mastery of the lesson through a written
mastery of the lesson through a written or
oral assessment. or oral assessment.
oral assessment.
9. Evaluating Learning
Evaluate their ability to understand and Evaluate their ability to create a
Evaluate their ability to define literature,
define literary history, identify the graphical timeline that focuses on how
identify elements of literature, analyze
characteristics and themes of each period, the literatures of the Philippines for each
texts, and interpret meaning.
analyze texts, and interpret meaning. literary period proliferated.
10. Additional Activities for Provide additional reading materials for Provide additional reading materials for
Application or Remediation students to explore independently or in students to explore independently or in
small groups. small groups.

Assign writing tasks that require students Assign writing tasks that require students
to apply their understanding of literature to apply their understanding of literary
 history and express their own
and express their own interpretations.
interpretations.
Offer remedial activities or one-on-one
Offer remedial activities or one-on-one
support for students who may need extra
support for students who may need extra
assistance.
assistance.

REFLECTION

A. No. of learners who earned 80%

in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 this 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?