DAILY LESSON School Grade Level 11

LOG 21ST
CEN
Department of Education
TUR
Teacher Learning Area Y
LITE
RAT
URE
Teaching Dates and Time 1st/
WEEK 1 Quarter
November 6-10,2023 3rd
Ses
Session 1: Session 2: sion Session 4:
3:
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:
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
B. Performance Standards
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
1. Reviewing previous lesson SUBJECT ORIENTATION Begin the lesson by asking Begin the lesson by asking Begin the lesson by asking
or presenting the new students to share their insights students to share their insights students to share their insights
lesson about the history of the about the history of the Philippines about the history of the
Philippines and its literature. and its literature. Philippines and its literature.

Recap the previous lesson briefly to Recap the previous lesson briefly
provide context for the new lesson. to provide context for the new
 lesson.
Explain to students that the Explain to students that the Explain to students that the
purpose of the lesson is to purpose of the lesson is to purpose of the lesson is to create
understand and appreciate the understand and appreciate the a graphical timeline that focuses
elements and contexts of 21st literary history of the Philippines on how the literatures of the
century literature from the from pre-colonial to contemporary Philippines for each literary
2. Establishing the purpose of Philippines and across the world. periods. period proliferated.
the lesson
Emphasize the importance of Emphasize the importance of Emphasize the importance of
studying literature in gaining studying literature in gaining studying literary history in
insights into different cultures, insights into different cultures, gaining insights into different
perspectives, and human perspectives, and human cultures, perspectives, and
experiences experiences. human experiences.
Introduce students to various Introduce students to various
writers from the Philippines and literary works from different
Introduce students to various
across the world who have made periods in Philippine history,
literary works from different
significant contributions to 21st such as epics, folktales, poetry,
periods in Philippine history, such
century literature. and novels.
as epics, folktales, poetry, and
3. Presenting
novels.
examples/instances of the Provide examples of their works, Provide examples of these
new lesson such as excerpts from novels, works, such as excerpts or
Provide examples of these works,
poems, or short stories. summaries, and discuss their
such as excerpts or summaries,
themes, styles, and cultural
and discuss their themes, styles,
Discuss the themes, writing contexts.
and cultural contexts.
styles, and cultural contexts
represented in the examples.
Engage students in a discussion
Engage students in a discussion
about the literary history of the
Engage students in a discussion about the literary history of the
Philippines, including the pre-
about the elements of literature, Philippines, including the pre-
colonial, Spanish colonial,
such as plot, character, setting, colonial, Spanish colonial, American
American colonial, and
theme, and symbolism. colonial, and contemporary
contemporary periods.
periods.
4. Discussing new concepts
Analyze the examples presented
and practicing new skills Analyze the examples presented
earlier and identify these Analyze the examples presented
#1 earlier and identify the
elements in the texts. earlier and identify the
characteristics and themes of
characteristics and themes of each
each period.
Encourage students to share period.
their interpretations and
Encourage students to share
insights. Encourage students to share their
their interpretations and
interpretations and insights.
insights.
5. Discussing new concepts Introduce the concept of literary Introduce the concept of literary Introduce the concept of a
and practicing new skills analysis and interpretation. analysis and interpretation. graphical timeline and its
#2 purpose.
Guide students in analyzing a Guide students in analyzing a
selected literary work in more selected literary work from each Guide students in creating a
 graphical timeline that focuses
on how the literatures of the
depth. period in more depth. Philippines for each literary
period proliferated.
Teach them how to identify Teach them how to identify literary
literary devices, analyze the devices, analyze the author's Teach them how to identify the
author's choices, and interpret choices, and interpret the meaning significant literary works,
the meaning behind the text. behind the text. authors, and events for each
period and how to represent
them in a timeline.
Divide students into small
groups and assign each group a
specific literary period.
Divide students into small Divide students into small groups
groups and assign each group a and assign each group a different In their groups, students will
different literary work. literary work from a specific period. research and identify the
significant literary works,
In their groups, students will In their groups, students will authors, and events for their
analyze the assigned work and analyze the assigned work and assigned period.
prepare a short presentation prepare a short presentation
6. Developing Mastery highlighting the elements of highlighting the characteristics, They will then create a graphical
literature, themes, and their themes, and their interpretation. timeline that focuses on how the
interpretation. literatures of the Philippines for
Each group will present their their assigned period
Each group will present their findings to the class, fostering proliferated.
findings to the class, fostering collaboration and deeper
collaboration and deeper understanding of the texts and Each group will present their
understanding of the texts. periods. timelines to the class, fostering
collaboration and deeper
understanding of the literary
history of the Philippines.
Facilitate a discussion on the
Facilitate a discussion on the Facilitate a discussion on the
relevance of literature in relevance of studying literary relevance of creating a graphical
everyday life. history in everyday life. timeline in everyday life.

Explore how literature can Explore how literary history reflects Explore how graphical timelines
7. Finding practical provide insights into human and shapes culture, society, and can be used to represent and
applications of concepts experiences, foster empathy, individual identities. analyze different types of data
and skills in daily living and broaden perspectives. and information.
Encourage students to reflect on
Encourage students to reflect on how literary history can be applied Encourage students to reflect on
how literature can be applied to to their own lives and the world how graphical timelines can be
their own lives and the world applied to their own lives and
around them.
around them. the world around them.
8. Generalizing and Guide students in reflecting on Guide students in reflecting on the Guide students in reflecting on
 the broader significance of broader significance of studying the broader significance of
studying literature from various literary history from pre-colonial to studying literary history and
writers. contemporary periods. creating a graphical timeline.

Discuss how literature reflects Discuss how literary history reflects Discuss how literary history
abstractions about the and shapes culture, society, and and shapes culture, society, and reflects and shapes culture,
lesson individual identities. individual identities. society, and individual identities.

Encourage students to make Encourage students to make Encourage students to make

connections between the themes connections between the themes connections between the themes
and ideas explored in the texts and ideas explored in the texts and and ideas explored in the texts
and real-world issues. real-world issues. and real-world issues.
Assess students' understanding
Assess students' understanding Assess students' understanding
and mastery of the lesson
and mastery of the lesson and mastery of the lesson through
through a written or oral
through a written or oral a written or oral assessment.
assessment.
assessment.
9. Evaluating Learning Evaluate their ability to understand
Evaluate their ability to create a
Evaluate their ability to define and define literary history, identify
graphical timeline that focuses
literature, identify elements of the characteristics and themes of
on how the literatures of the
literature, analyze texts, and each period, analyze texts, and
Philippines for each literary
interpret meaning. interpret meaning.
period proliferated.
Provide additional reading
Provide additional reading
materials for students to explore
materials for students to explore
independently or in small
independently or in small groups.
groups.
Assign writing tasks that require
Assign writing tasks that require
students to apply their
10. Additional Activities for students to apply their
understanding of literary history
Application or Remediation understanding of literature and
and express their own
express their own
interpretations.
interpretations.
Offer remedial activities or one-on-
Offer remedial activities or one-
one support for students who may
on-one support for students who
need extra assistance.
may need extra 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?