School

DAILY LESSON LOG Teacher

Department of Education Teaching Dates and Time
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions through:
B. Performance Standards 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; and
2. an adaptation of a text into other creative forms using multimedia.
Do self- and/or peer-assessment of the
C. Learning Produce a creative representation of a literary text by applying multimedia and ICT skills. creative adaptation of a literary text
Competencies/Objectives based on rationalized criteria, prior to
presentation.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
- Present the new lesson by showing a. Start the class by asking the students if they have read any literary texts that have Recall the previous lesson.
1. Reviewing previous lesson or images and videos of various multimedia been adapted into different forms, such as movies, TV shows, or plays.
presenting the new lesson formats that can be used in interpreting a b. Guide the class in a brief discussion on how adaptations can be an effective way to
literary text. introduce literary texts to a wider audience.
- Explain to the students the importance State that the purpose of this lesson is to
of choosing an appropriate multimedia give self and peer evaluation of the
a. State the objective of the lesson: To apply ICT skills in crafting an adaptation of a
format in interpreting a literary text. output in making a literary text by
2. Establishing the purpose of the literary text.
- Tell them that by the end of the lesson, applying multimedia skills.
lesson b. Explain that by the end of the lesson, the students should be able to create an
they should be able to identify the
adaptation of a literary text using various ICT tools.
multimedia format that will best suit a
certain literary text.
- Show a short story or poem and explain Show sample on how to evaluate the
how different multimedia formats can be output by presenting the rubrics.
a. Present examples of literary texts that have been adapted into different forms, such
used to interpret them.
as "The Hunger Games" books turned into movies, or the Filipino myth "Mariang
3. Presenting examples/instances of - Provide examples of multimedia
Makiling" turned into a graphic novel.
the new lesson formats such as videos, podcasts,
b. Demonstrate the different ICT tools that can be used for adaptations, such as video
infographics, and digital storytelling.
editing software or digital art tools.
- Show a sample video interpretation of a
literary text.
4. Discussing new concepts and - Discuss with the students the different a. Discuss the elements of a literary text that should be considered when crafting an Presentation of the creative output.
practicing new skills #1 factors to consider when choosing a adaptation, such as plot, character, setting, and themes.

5. Discussing new concepts and
practicing new skills #2
multimedia format for a literary text such
as the theme, mood, and target audience.
b. Guide the students in selecting a literary text that they want to adapt.
- Give them a group activity where they
c. Instruct the students to use ICT tools to create visuals or storyboards of their
will choose a literary text and brainstorm
adaptation.
on what multimedia format will be best to
interpret it.
- Have the groups present their chosen
literary texts and the corresponding
multimedia format they chose.
a. Discuss the different ways to adapt a literary text, such as changing the POV or the
- Ask the class to give constructive setting, or introducing new characters.
feedback on the group’s chosen b. Instruct the students to use ICT tools to create a multimedia adaptation of their
multimedia format and suggest other chosen literary text.
multimedia formats that they think will
be better suited for the literary text.

- Tell the students to individually create

their interpretation of a literary text using
their chosen multimedia format.
6. Developing Mastery
- Provide them with a rubric that will
guide them in creating their
interpretation.
- Explain to the students how this lesson
7. Finding practical applications of can help them in their future careers,
concepts and skills in daily living especially in the media and marketing
industry.
- Ask the students to share their insights,
8. Generalizing and abstractions
learning, and generalizations based on
about the lesson
what they have learned from the lesson.
9. Evaluating Learning
- Provide students with a take-home
10. Additional Activities for assignment where they will interpret a
Application or Remediation literary text using a multimedia format
that they have not yet explored in class.
a. Provide the students with more time to work on their adaptations.
b. Walk around the room and offer suggestions or feedback to each student.
c. Encourage the students to ask questions or seek assistance as they work on their
projects.
a. Have the students present their adaptations to the class. Ask the learners what have they learned
while they are making their output.
b. Spark a discussion on how literary adaptations can be used as a tool for education,
entertainment, or even social commentary.
a. Ask the students to reflect on their experience in crafting an adaptation of a literary Summarize the whole process.
text.
b. Guide the students in discussing the benefits and challenges of using ICT tools for
adaptations.
c. Encourage the students to think critically about the literary texts they have read and
how they can further apply ICT skills to create adaptations.
Rate the output of the learners and give
feedback for them to ponder.
a. For students who finish early, provide a list of literary texts that have not yet been
adapted and encourage them to brainstorm an adaptation using ICT tools.
b. For students who need further assistance, provide additional tutorials or resources
for using ICT tools for adaptations.

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 this 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?