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.
C. Learning
Discuss how different contexts enhance the text’s meaning and enrich the reader’s understanding.
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Ask students to briefly summarize what Recall the previous lesson.
Begin the lesson by discussing the they learned in the previous lesson.
previous lesson on literary elements and
Ask the students to recall the previous
how they contribute to the meaning of a Introduce the new lesson on how
lesson that we had about the discourse
text. linguistic contexts can enrich the reader's
1. Reviewing previous lesson or community in the text they have read.
understanding of a text.
presenting the new lesson
Introduce the new lesson by explaining
Introduce the new lesson: Context and
that today, we will focus on the linguistic Explain the importance of language in
the Text’s Meaning.
features of a text and how they contribute literature and how different linguistic
to its meaning. contexts shape the meaning and
interpretation of a text.
Explain that understanding the linguistic Tell the students that they will be given a
Provide the students with the objectives
features of a text is important because it test to assess their learnings.
of the lesson:
allows us to better understand and State the purpose of the lesson: to
• To identify and explain the
appreciate the author's style and message. understand how the use of different
relationship of context with the
2. Establishing the purpose of the languages and dialects in literary texts
text’s meaning.
lesson Tell students that by the end of the can provide layers of meaning and
• To develop critical thinking skills in
lesson, they will be able to identify enhance the reader's understanding of the
understanding texts.
linguistic features and articulate how they text.
• To analyze the relevancy of the
contribute to the overall meaning of a
context to the meaning of the text.
text.
3. Presenting examples/instances of Use a PowerPoint presentation to provide Provide examples of texts from different Show a short video clip of a news report Let the students give examples of the
the new lesson examples of linguistic features such as linguistic contexts. or a speech from a politician. topics that were discussed for the whole
 week.
Display an excerpt from a Filipino poem
and discuss how the use of Filipino
language adds depth and cultural nuances
to the poem.

Show a passage from a novel written in

English but with occasional Spanish
diction, syntax, and figurative language.
phrases.
Show examples of each feature in various
Discuss how the incorporation of Spanish Ask the students to identify the topic and
texts from the Philippines and across the
words enriches the reader's experience by the central message of the video. Then,
world.
conveying the historical and colonial ask them to identify the context of the
influence on the characters and setting. video.
Explain how each feature contributes to
the overall meaning of the text.
Share a short story written in a regional
dialect and discuss how the inclusion of
the dialect reflects the distinctiveness and
local flavor of the story.

Encourage students to share any

4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
Distribute a handout with a passage from
a 21st century literary text.
In small groups, students identify the
linguistic features present in the passage.
Once students have identified various
features, have them discuss how each
feature contributes to the overall meaning
of the passage.
After group discussion, have each group
share their findings with the class.
As a class, discuss the identified
linguistic features and how they
contribute to the overall meaning of the
passage.
experiences they've had with reading
texts from different linguistic contexts.
Explain the concept of linguistic contexts
and how they can shape the reader's
understanding of a text.
Discuss the impact of using different
languages, dialects, or styles in literature.
Engage the students in a brief discussion
about their observations regarding the
examples shared earlier.
Divide the class into small groups and
provide each group with a different
literary text in a specific linguistic
context.
Instruct the groups to analyze the text,
paying close attention to the linguistic
choices made by the author and how they
contribute to the overall meaning and
understanding.
Give a short time for the learners to
Define context and its significance in
review their notes ready for the test.
understanding the text.
Provide examples of how context can
shape the meaning of the text.
Ask the students to list down the
context/s that are important in
understanding the text.
Provide a text passage from a literary
piece and ask the students to identify the
context/s and how it influences the
meaning of the text.
Form small groups and ask them to
discuss and analyze a text assigned to
them. They should identify the context/s
present in the text and is essential in
understanding the meaning.

Provide guiding questions to help

students analyze the texts, such as:
  How does the use of language in
the text influence your
interpretation?
 What cultural or historical
information can you glean from
the language used?
 How does the use of language
contribute to the tone or
atmosphere of the text?

Allow groups time to discuss and analyze

their assigned texts.

Afterward, ask each group to share their

findings and insights with the rest of the
class.
Engaging activity: Language in Action

Divide the class into pairs or small

groups.
Distribute a different short literary text
written in a language or dialect
unfamiliar to the students.
Divide students into pairs.
Instruct each group to read and discuss
Distribute markers and chart paper.
the text, and then create a short skit or
Assign each pair of students a different
dialogue that showcases their
linguistic feature (diction, syntax,
understanding of the linguistic context The students will create a mind map or a
figurative language).
and its impact on the text. visual representation of the text assigned
to them. The mind map should show the
6. Developing Mastery Have them create a poster that includes a
Encourage students to be creative in their central message of the text, its context/s,
definition of their assigned feature, an
interpretation while staying true to the and how it shapes or influences the
example from a 21st century literary text,
linguistic and cultural elements of the meaning of the text.
and an explanation of how the feature
text.
contributes to the meaning of the text.
After preparation time, have each group
Have each pair present their poster to the
present their skits or dialogues to the
class.
class.

Facilitate a brief discussion after each

presentation, highlighting the linguistic
choices made and the impact they had on
the audience's interpretation and
understanding of the text.
7. Finding practical applications of Lead a class discussion on how Lead a class discussion on the practical Ask the students to apply the concept of
concepts and skills in daily living understanding linguistic features applications of understanding linguistic context and its significance in

8. Generalizing and abstractions
about the lesson
9. Evaluating Learning
10. Additional Activities for
Application or Remediation
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.
enhances our daily communication and
writing abilities.
Ask students to explain how
understanding linguistic features can lead
to a deeper understanding and
appreciation of literature.
For remediation, provide extra practice
identifying and analyzing linguistic
features through passages from texts at a
lower reading level.
For extension, have students analyze a
longer passage or a whole short story and
identify and explain the linguistic
features.
contexts in daily life, beyond just
literature.
Encourage students to share examples
where understanding different languages
or dialects enhanced their understanding
of a situation, context, or cultural event.
Summarize the key learnings from the
lesson, emphasizing the importance of
linguistic contexts in enriching the
reader's understanding of a text.
Encourage students to apply this
knowledge when reading literature from
different linguistic contexts in the future.
Assess students' understanding and
learning through a short written
reflection, asking them to explain how
linguistic contexts influence the reader's
interpretation of a text.
Provide additional literary texts from
various linguistic contexts for students to
practice analyzing and interpreting.
Encourage students to explore and read
literature from different countries and
cultures to further develop their
understanding of linguistic contexts.
understanding the text to their daily lives.
Ask them to provide an example of how
context influenced the meaning of a
conversation they had with someone.
Summarize the lesson and ask the
students to provide a generalization or
abstraction of the significance of context
in understanding the text they read.
The teacher will create a quiz to assess
the learnings of the students. Make sure
that the quiz covers all the topics that
were discussed for the whole week.
For remediation, the students can do
additional mind maps or visual
representations of a text assigned to them
but with a different or more specific
focus on context.
For application, the students can look for
texts in social media or online platforms
and identify the context/s present in them
that shapes the meaning of the post. They
can discuss in class how the netizen’s
backgrounds and experiences influence
the context of their posts.
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?