School LAUREL SENIOR HIGH SCHOOL Grade Level GRADE 11

DAILY Teacher MR. WILLY ALBERT A. BRAZA Learning Area 21st Century Literature from the Philippines
LESSON LOG and the World
Teaching Date and Time June 4-8, 2018 Quarter FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance Standard
The learner will be able to demonstrate understanding and appreciation of 21 st 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.

C. Learning Writing a close analysis and critical
Competency/Objectives interpretation of literary texts and
doing an adaptation of these
require from the learner the ability
to: (EN12Lit-Ia-21)
1. Identify the geographic, linguistic,
and ethnic dimensions of Philippine
literary history from pre-colonial to
the contemporary
Writing a close analysis and critical
interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to:
(EN12Lit-Ia-21)
1. Identify the geographic, linguistic,
and ethnic dimensions of Philippine
literary history from pre-colonial to the
contemporary.
Writing a close analysis and critical
interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to:
(EN12Lit-Ia-21)
1. Identify the geographic, linguistic,
and ethnic dimensions of
Philippine literary history from
pre-colonial to the contemporary.
Writing a close analysis and critical
interpretation of literary texts and doing
an adaptation of these require from the
learner the ability to: (EN12Lit-Ia-21)
1. Identify the geographic, linguistic,
and ethnic dimensions of Philippine
literary history from pre-colonial to the
contemporary.

II. CONTENT
Various dimensions of Philippine Various dimensions of Philippine Various dimensions of Philippine Various dimensions of Philippine
Literary history from pre-colonial to Literary history from pre-colonial to Literary history from pre-colonial to Literary history from pre-colonial to
contemporary contemporary contemporary contemporary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Philippine Literature “through the Philippine Literature “through the Philippine Literature “through the years”
years” pages 1-25 years” pages 25-29 pages 63-101
4. Additional Materials from
Learning Resource Quipper Quipper Quipper Quipper
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
The teacher will give examples of The teacher will ask the students to
poems, songs, declamation piece sing the following folksongs:
etc. and will ask students the
emotions applied or used that they
felt while reading or listening to it.  Leron Leron Sinta
 Through emotions and
knowledge, any person
can produce a good
literary works.
What is literature?
Why do we need study literature?
What is the importance of literature
in the lives of every person?
The teacher will discuss the
following:
 Definition of Literature
 Historical background of
the Philippine Literature.
What is the importance of literature in
the lives of very person?
What are the forms of literature during
pre-Spanish Period?
 Chit-chirit-chit
 Gumising ka Nene
The teacher will ask the students to
watch the video about the Pre-
Colonial Literature afterwards the
students must come up with a concept
map.
The teacher will discuss the different
characteristics of Pre-Spanish
Literature:
 Legends
 Folk Tales
 Epics
 Folk Songs
 Epigrams, Riddles and
chants
 Proverbs and sayings
What are the other forms of pre-
colonial literature?
The students and teachers will
identify the effects of Spanish
colonization in the lives of the
Filipinos on their daily living.
The teacher will use the TG Activity:
Tell – Discuss the effects of Spanish
colonization on the Philippine
Literature.
Guide – Guide the students as they
identify the characteristics or literary
forms.
Remind the student of the saying that
“Change is the only permanent thing in
this world”.
The teacher will ask the students
regarding their observation on how
literature changed over the years.
The teacher will show the students the
tools and facilities that are used in
modern or contemporary literature.
 Newspapers
 Magazines
 Televisions
 Theatre
The teacher will present a video of a
monologue, spoken works and spoken
poetry.
The teacher will discuss the Literature in
the Philippines during the Period of the
third republic and the new society, the
American regime, the period of activism,
the Japanese period and the rebirth of
freedom.
E. Discussing new concepts
and practicing new skills # 2

F. Developing mastery
(leads to Formative
Assessment 3)
The teacher will ask the students on
what the students can say about
the Philippine Literature and how is
it important for them to study
literature.
The teacher will facilitate a battle of
the wits through “Bugtong” or riddles
and salawikain or sayings.
The teacher will ask the students to How does the Philippine literature
Complete the statements below: evolve over the years?
I thought ____________________
I learned that
___________________________

G. Finding practical application

of concepts and skills in daily
living
H. Making generalizations What are the implications and impact The teacher will ask the students to
and abstractions about of these literary forms in the lives of cite some recreation plays that are
the lesson every person? related to Christianity.

I. Evaluating learning The teacher will give an example a The students will make an essay
Pre-colonial literature and the regarding “Literary evolution”.
students will identify its forms or
characteristics.

J. Additional activities for Present the most notable Literary work The students will prepare a short
application or in the Philippines during pre-Spanish spoken poetry and will be presented in
remediation Period. class on the next meeting.
IV. REMARKS

V. 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 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: Noted:

WILLY ALBERT A. BRAZA MA. LEONOR M. VERTUCIO

Subject Teacher Principal II