Grade Level GRADE 12
Teacher MS. KAREN R. ROYO
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
st
21 Century Literature from
Learning Area
the Philippines and the World
7:30- 8:30 (MThF), 8:30-9:30 (W)- 12 (A)
Teaching
10:30- 11:30 (TWThF)- 12 (D)
Dates and Quarter 1
1:00- 2:00 (TWTh)- 9:30- 10:30- 12 (C)
Time
2:00- 3:00 (TWThF)- 12 (B)
Objectives must be the met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures 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 will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
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
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Writing a close analysis and critical interpretation of literary 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 precolonial to the contemporary (EN12Lit-Ia-
21)
To orient students on the subject/course: Day 1. Identify the periods of Day 2. Discover the features of the Day 3. Discover the features of the
 Subject description Philippine literature dimensions of the periods of dimensions of the periods of Philippine
 Subject requirements Philippine literature (geographic, literature (geographic, linguistic and
 Class policies linguistic and ethnic dimensions of ethnic dimensions of Philippine literary
 Grading system Philippine literary history from pre- history from pre-colonial to the
colonial to the contemporary) contemporary)
To administer diagnostic test to the
learners.
List the 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.
 4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
(Drill/Review/Unlocking of
Difficulties)
B. Establishing a purpose for
the lesson (Motivation)
C. Presenting
examples/instances of the
new lesson (Presentation)
D. Discussing new concepts
and practicing new skills
#1 (Modeling)
E. Discussing new concepts
and practicing new skills
#2 (Guided Practice)
F. Developing mastery
(Leads to Formative Assessment 3)
(Independent Practice)
These steps should be done across the week. Spread out the activities appropriately so that 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.
Motivation Questions: ACTIVITY 1. WHAT DIMENSION AM
 Why do we need to study I?
Philippine Literature?  Teacher will present to class
 What are the different literary varied questions that when
eras in Philippine Literature? answered will characterize the
three dimensions in a literary
piece.
PHILIPPINE LITERARY HISTORY DIMENSIONS OF PHILIPPINE
 Pre- Colonial LITERARY HISTORY
 Spanish Period  Geographic
 Linguistic
 American Period
 Japanese Period  Ethnic
 Contemporary/Modern Period
LESSON PROPER:
LESSON PROPER: Definition of:
 Teacher will present to class  Geographic dimension and
through a PowerPoint presentation geography
the evolution of Philippine Literary  Linguistic Dimension/Language
History.  Ethnic Dimension/Ethnicity
Process Questions: ACTIVITY 2. READ AND ANALYZE! (35 ACTIVITY 3. “READ AND ANALYZE”
 What are the essential elements of minutes) Directions: Read the poem “Bloketista”
the literary pieces under different Students will read the epic entitled by Hipolito M Berano and answer the
periods of literature? Indarapatra at Sulayman (Epikong Mindanao) questions that follows.
 Why is it important to learn about By: Bartolome del Valle (Region XII-
the pre- colonial literature of the SOCCSKSARGEN
Bloketista by Hipolito Berano
Philippines?
 Which era do you think has been Kaatubang ko hay bukid
able to exert its influence the most?
na mga bato
Why?
daw higante sa akon atubangan.
 Damu ang pangutana
sa akon huna-huna
kung paano ko ini tabtabon
Pero taga-Romblon ako,
unga ng kabatuhan
ginaginhawa ko hay alpog,
ang kusog ko
hay halin sa mga blokiti
nga nagapangangayat
sa quarrihan kag planta.
Ang mga bukid nga marbol kaya ko gubaon
kaya ko pantayon
hasta maging marble dust o dapo-dapo nga
nagapuling sa akon mga mata
kag nagapilit sa akon pisngi
kag mga panit.

Sa akon sinsil kag maso

Inot-inot ta ikaw paisuton
kaya ta ikaw humanon nga barongoy o
kwadrado nga bloketi
kay ibaligya sa minugsukat ning bato para
makwartahan,
para may makaun ang akon pamilya.

Bloketista ako, taga-Romblon ini

onga ng kabatuhan gani waya may
guinakahadlukan
bisan higante ka sa akon atubangan.

The students will be divided into five

groups and are assigned according to the
G. Finding practical five major periods/era of Philippine
applications of concepts literature; then, they will be asked to
and skills in daily living make a concept map about the history of
Philippine literature from pre-colonial to Students will then be grouped into groups
(Application/Valuing) with 5-7 members and will be tasked to
contemporary period. Output will be
presented in class. identify the dimensions of literature present
in the epic by completing the given table.
Then create a short critique about it.

Teacher will ask:

H. Making generalizations and What are the dimensions of Philippine
What are the periods in the evolution of
abstractions about the Literary history? Describe each.
Philippine Literary History?
 lesson (Generalization)
1. This period is influenced by the birth of 1. This dimension of literature tells us 1. Who is the speaker in the poem?
public-school systems. about places and the relationships 2. What does the poem talk about?
a. Contemporary b. Spanish between people and their environment. 3. Where is the poem from?
c. American d. Japanese a. Ethnic b. Geographic 4. What is the message of the poem in the 1st
c. Linguistic d. Form stanza? 2nd stanza?
2. This period makes use of figurative 5. What makes marble a part of our culture
languages and other modern techniques. 2. This dimension of literature is related to and tradition?
a. Contemporary b. Spanish a system of conventional spoken, manual
c. American d. Japanese (signed), or written symbols by which
individuals express themselves.
3. This period is considered the war times a. Ethnic b. Geographic
with influence on literary arts and forms. c. Linguistic d. Form
I. Evaluating learning a. Pre-colonial b. Spanish
c. Japanese d. American 3. This dimension of literature refers to
social entities sharing real or putative
4. This period has something to do with features like a common origin or cultural-
Alibata. linguistic legacy.
a. Pre-colonial b. Spanish a. Ethnic b. Geographic
c. Japanese d. American c. Linguistic d. Form

5. This period can be associated with

religion and propaganda.
a. Pre-colonial b. Spanish
c. Japanese d. American
J. Additional activities for
application or remediation
V. 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 the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 BY:

KAREN R. ROYO EDMUND A. BAUTISTA

SST1 Head Teacher IV/OIC