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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY School
LESSON Teacher
LOG Inclusive Dates
SENIOR HIGH SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC
Code)
III. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resources Portals
B. Other Learning Resources
V. PROCEDURES
CAMANGA NATIONAL HIGH SCHOOL Grade Level & Quarter GRADE-11/ 1ST SEM
KRIS IBON O. ALCANTARA SHS Track TVL, GAS, STEM
January 9-13, 2023 Learning Area 21ST Century Lit.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure 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 children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
appreciation of World Literature, including Philippine Literature.
The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a deeper
appreciation of World Literature, including Philippine Literature.
Identify representative Compare and contrast Compare and contrast the Do self- and/or peer- ICL
texts and authors from the various 21st various 21st century assessment of the
Asia, North America, century literary genres literary genres and creative adaptation of a
Europe, Latin America, andtheir elements, their elements, structures, literary text, based on
and Africa; (EN12Lit-IIa- structures, and and traditions from across rationalized criteria,
22 traditions from across the globe prior to presentation.
the globe (EN12Lit-IId-25) (EN12Lit-IIij-31.3)
(EN12Lit-IId-25)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled
in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
DepEd Tv Channel/ DepEd Tv Channel/ DepEd Tv Channel/ DepEd Tv Channel/
Youtube Youtube Youtube Youtube
ADM Module 1 ADM Module 1 ADM Module 1 ADM Module 1
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Revising 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
E. Discussing concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Let‘s check your knowledge
about European literature.
Answer
each item
Identify representative texts
and authors from Asia, North
America,
Europe, Latin America, and
Africa;
Let‘s see what you know,
what you don‘t know, and
what you want to
know about Europe. Fill in
the columns in the
worksheet below.
Discuss the European
Literature,
Introduce the writers and
authors in different periods.
Tell: King Arthur is a key
figure in all of European
literature. The legendary
king and the episodes of
his life have been echoed
in literary texts for several
centuries.
Compare and contrast the
various 21st century literary
genres and
their elements, structures,
and traditions from across
the globe
Review the elements of the
story.
Let the students read the
story “ The Miracle of the
Sword and the Stone”
Comprehension Check:
Asking series of questions.
Activity: Give the elements.
Recall the story “The
Miracle of the Sword and
Stone”.
-Determine how the
Arthurian themes are
echoed in the work of 21st
century writer, Alan
Fenton.
-Identify how the writer
uses characters, scenes,
and imagery that parallel
the tales of King Arthur and
his knights
Introduce to the students
Alan Fenton.
Read the story of Alan
Fenton, “The Call of
Destiny”.
Comprehension Check:
Asking series of questions.
Identify how the writer uses
characters, scenes,
and imagery that parallel
the tales of King Arthur and
his knights
Create a timeline to note
the important periods in
European literature
Do self- and/or peer-
assessment of the
creative adaptation of a
literary text, based on
rationalized criteria, prior
to presentation.
Name a character in a
movie or story which you
can relate with each
word
Read the summary of
Harry Potter and the
Sorcerer‘s Ston
Based on the given
information on the
different archetypes for
characters specify which
character in Harry Potter
and the Sorcerer‘s Stone
subscribes to the given
archetype.
Using your knowledge
about the archetypes
found in Harry Potter and
the Sorcerer‘s Stone,
write a critical paper

G. Finding practical
applications of concepts
and skills in daily living
What characteristics do you
think writers must have?
If you become a leader of
the country what would be
the things you do?
What lesson have you
learned about the stories.
about the impact of the
archetypes to the
story.
What characteristic of
Harry you can relate?
Why?

H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
How do you find the
European literature?
Formative assessment
What lesson have you
learned from the story?
Formative assessment.
What is the differences and How do you find the
similarities of the story activity?
“The Miracle of the Sword
and Stone” and “The Call
of the Destiny”.
Formative assessment. Oral assessment

J. Additional activities for

application or remediation

VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VII. REFLECTION the students learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the evaluation.
No. of learners who require additional activities for
remediation
Did the remedial lessons work? No. of learners who have
caught up with the lesson.
No. of learners who continue to require remediation.
Which of my teaching strategies worked well? Why did it
work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I used/discover
which I wish to share with other learners?
Made for TRTU members & The Teachers’ Posts FB Friends only.
Prepared by: Checked by:

KRIS IBON O. ALCANTARA REY M. DALUMPINES, MAED

Teacher III OIC School Head/ Master Teacher I