School Balocawe Integrated School Grade Level 11

DAILY LESSON 21st Century Literature in

LOG Teacher Mayremar D. Reoyan Learning Area the
Philippines and the World
Teaching Dates and Time August 29-30, September 1, 2023 (Week 1) Quarter Week 1

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the
regions.
2. Performance Standards The learner will be able to demonstrate understanding and appreciation of 21st century Philippine literature from the regions
through:
 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
 An adaptation of a text into other creative forms using multimedia.
3. Learning Competencies/ Writing a close analysis and
critical interpretation of literary
Objectives texts and doing an adaptation of
these require from the learner
the ability to:
 Identify the geographic,
linguistic, and ethnic dimensions
of Philippine literary history from
pre-colonial to the
contemporary;
 Value the contributions of
local writers to the
development of regional
literary traditions.
II. CONTENT Philippine Literature:
Dimensions of National
Imaginary
 The Regional Approach to
Reading Philippine Literature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages Ma. Soccoro Q. Perez, PHD,
Beyond Borders; Reading
Literature in the 21st Century.
Quezon City: Phoenix
Publishing House, 2016. Pp 2-7

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Laptop, Projector, Visual Aid,
/ Materials Manila Paper, Catolina, Chalk
and Board LED TV
IV. PROCEDURES

A. Reviewing previous “If I were to be a book

lesson or presenting the character..”
new lesson The learners will share to the
class their favourite book
character. They have to
introduce him/her to the others
and explain why he/she is
their favourite.

B. Establishing a purpose for At the end of the lesson, the

the lesson learners are expected to;
 Understand the definition and
importance of 21st century
 literature;
 Distinguish the works of
Filipino writers from various
regions;

C. Presenting examples/ The teacher will present a set of

instances of the lesson pictures that shows prominent
Filipino writers and a graphical
representation of their work. The
learners will then give their
insights about the images
presented.

D. Discussing new concepts Assignment Collaborative Activity

and practicing new skills In pairs, learners will be asked The learners will be given five
#1 to research about the life and (5) minutes to discuss with their
works of a Filipino writer per pair the assignment that they’ve
region. This will be used for prepared. They will share to the
tomorrow’s collaborative class what they’ve gathered
activity. afterwards.
E. Discussing new concepts Discussion/ Collaborative
and practicing new skills Learning/Guided Instruction
#2

F. Developing mastery Exercises from the text books or Quiz

(Leads to Formative from the net. Can be A quiz will be formulated based
Assessment 3) differentiated activity on the collaborative
activity.

G. Finding practical Transfer Task in GRASPS Transfer Task:

 applications of concepts G- oal: The goal of this task is
and skills in daily living inculcated to the students the
value of patronizing the works of
Filipino writers.
R-ole: Learners will be
production team. They will
function as a film crew and
create a short video.
A-udience: Other groups will
watch their presentation. If
permitted, other teachers might
also be invited to watch and rate
their works.
S-ituation: Some of the
learners are not familiar with the
prominent Filipino writers. Some
of them don’t even know about
any of their works. There really
is a need for them to
acknowledge their roots as part
of being 21st century learners.
P-roduct: The class will be
divided into two groups. Each
group will create and present a
short video clip on the topic;
“The Revival of Filipino
Literature”.
S-tandards: The presentation
will be graded using the
following criteria:
H. Making generalizations Philippine Regions – The
and abstractions about the Philippines is divided into
lesson eighteen (18) regions which
greatly attributed to its rich
diversity of literature.

I. Evaluating learning
 J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional
activities for remediation.
3. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did this work?
6. What difficulties did I
encounter which my
 principal or supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: MAYREMAR D. REOYAN

SHST-1

Checked by: EDERICK A. DELA CRUZ

Principal 1