Annex 2B.1 to DepEd Order No.42, s.

2016

DAILY LESSON LOG School: Silangan National High GRADE 11

School

21ST CENTURY
LITERATURE FROM THE
Teacher IVY GAIL B. BENITO Learning Areas PHILIPPINES AND THE
WORLD
Teaching Week: Week 1: November Quarter SECOND
7-11, 2022
Time:
6:00-7:40AM; 7:40-
8:30; 9:40-11:20AM;
11:50-1:30 PM Session 1

I. OBJECTIVES
A. Content The learner will be able to understand and appreciate literary texts in
Standard various genres across national literature and cultures.

B. Performance The learner will be able to demonstrate understanding and appreciation of

Standard 21st-century literature of the world 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 from
research;
2. critical paper that analyzes literary texts in relation to the context of the
reader and the writer or a critical paper that interprets literary texts using
any of the critical approaches; and
3. an adaptation of a text into other creative forms using multimedia.

C. Learning 1. Writing a close analysis and critical interpretation of literary texts,

Competencies/ applying a reading approach, and doing an adaptation of these, require
Objectives Write LC from the learner the ability to identify: representative texts and authors
Code from Asia, North America, Europe, Latin America, and Africa. (EN12Lit-IIa-
22)
II. CONTENT
Theme Appreciating Different Representative Literary Texts
Subject Matter Writing a Close Analysis and Critical Interpretation of Literary Texts
applying a Reading Approach
III. LEARNING RESOURCES
A. References 21st Century Literature from the Philippines and the World Quarter 2 -
Module 6
1. Teacher’s Guide
pages N/A
2. Learner’s 1-14
Materials pages
3. Textbook pages
N/A
4. Additional
Materials from PowerPoint Presentation
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the 1. Administer pre-test
previous lesson or 2. Presentation of the lesson title
presenting the new 3. Presentation of the Objectives
lesson 4. Inform learners of the expected output which is the Digital Picture Story
B. Establishing a 1. Task 1 (What’s In)
purpose for the - Ask the learners to answer the following essential questions:
lesson 1. What are ICT Skills?
2. What are the essential elements of the literary piece “Footnote to
Youth”?
3. What is the use of multimedia to relatively interpret a literary text?
C. Presenting 1. Task 2 (Configuration)
examples/instance - Ask learners to guess the hidden words that are associated with reading
s of the lesson through configuration.
D. Discussing new 1. Task 3 (Fill Me
concepts and - Discuss Reading Approaches
Practicing new - Instruct learners to read the selection Chechnya by Anthony Marra and
skills #1 facilitate learners to fill out the table with setting and character. Use
skimming as a reading technique.

3. Task 4 (Scan Me!)

- Instruct learners to read and understand the story, Adaptation from The
Journey to the River Sea and fill out the table with point of view, conflict,
and theme. Use scanning as a reading technique.

E. Discussing new
concepts and
Practicing new N/A
skills #2
F. Developing 1. Assessment 1
Mastery (Leads to - Instruct learners to read the selection Chechnya by Anthony Marra and
Formative answer the questions that follow:
Assessment) 1. What descriptions were given about the setting of the story?
2. What seems to be the conflict surrounding the story?
3. What was the deal made by Sonja and Akhmed?
4. What change in attitude was evident in the main character of the story
at the beginning and at the end?
5. Why was it important for the writer to narrate the events that
happened during the wars to reveal traditions in Chechnya?

2. Assessment 2(Comprehension Check!)

- Instruct learners to read and understand the story, Adaptation from The
Journey to the River Sea, and answer the questions.
1. What problems did Maia experience during her travel to Brazil?
2. What are the characteristics of Gwendolyn and Beatrice?
3. What life lessons did she learn from her friends Finn and Clovis?
G. Finding Practical - The learners will complete the sentences given.
applications of - The learners will analyze the verse and explore the content, theme,
Concepts and skills setting, and message of the poem by creating a visual poem. Include a short
in daily living background of the author in the visual poem. Search for images that
support the required elements of the poem. You may select any multi-
media tools that suit your skills and availability of gadget/s.
H. Making
generalizations and - Learners will share the insights they have learned from the lesson and
Abstractions about activities.
the lesson
I. Evaluating
learning
J. Additional
activities for N/A
application or
remediation
V. REMARKS
VI. REFLECTION
A. Number of
learners who
earned 80% in the
evaluation
B. Number of
learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work?
Number of learners
who have caught
up with the lesson.
D. Number 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?

Checked:

____________________________
Department Head

Noted:

DR. REBECCA F. AVERION

Principal III