GRADES 1 to 12 School Luciano Millan National High School

Teacher Joemel Mark P. Mamugay

DAILY LESSON LOG Teaching Dates Week 4 Sessions 1-3 (June 27-30, 2017)

Session 1
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary pro
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing obj
lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner will be able to understand and appreciate the elements and context of 21st Century
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippin
B. Performance Standards 1. a written close analysis and critical interpretation of a literary text in terms of form and them
2. an adaptation of a text into other creative forms using multimedia.
At the end of the session, learners are expected to:
1. identify representative texts and authors from each
region;
2. appreciate the use of poetic devices such as
dramatic situation in the development of meaning in a
poem; and
C. Learning Competencies / 3. respond critically to the poem and consequently
Objectives articulate this response through a creative visualization
of the poem.

Write the LC code for each EN12Lit-Ib-22

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the co
II. CONTENT
Poetry
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in le
III. LEARNING RESOURCES learning promotes concept development.

1. Teacher’s Guide pages

21st Century Literature from the Philippines and
2. Learner’s Materials pages the World Activity Sheets (First Quarter), p. 2

3. Textbook pages
4. Additional Materials from Curriculum guide in 21st Century Literature from the Philippines and the World
Learning Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Alw
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, ques
previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson Students will read the poem: THIRD WORLD
GEOGRAPHY by Cirilo F. Bautista (Manila)

or presenting the new lesson

Students will share their answers from the

previous activity:
a) Relate the details and images in the poem and
how it can be related to actual historical events in
the story.
b) Explain the dramatic situation presented in the
poem.
B. Establishing a purpose for the c) Explain how allegory was demonstrated in the
lesson poem by identifying the literal and symbolic
meaning of the poem.
 Teacher will also explain the poem to the
C. Presenting examples/instances students for further understanding.
of the new lesson
Teacher and students will share their explaination
for each line of the poem.

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts

and practicing new skills #2

F. Developing Mastery Students will give a present dramatic situation in

(Leads to Formative Assessment 3) our country and share their thoughts or opinion
about that situation.

Teacher will ask the students to compare or relate

the images of the poem to the present.

H. Making generalizations and

abstractions about the lesson

Students will be evaluated through

rubrics/performance indicator.
 Students will be evaluated through
rubrics/performance indicator.

I. Evaluating Learning

Agreement:
Search about the following:
1. Literary Works
2. Context
3. Style
4. Tone
J. Additional activities for 5. Humor
application or remediation 6. Scene
7. A Portrait of an Essayist
8. Regional Writers and Regional Literature

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? W
VI. REFLECTION 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 strategiesworked 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?
 Luciano Millan National High School Grade Level
Joemel Mark P. Mamugay Learning Area
Week 4 Sessions 1-3 (June 27-30, 2017) Quarter

Session 2 Session 3 Session 4

onnected 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
ncies. 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 learni
om the curriculum guides.

nd and appreciate the elements and context of 21st Century Philippine Literature from the Regions.
rate understanding and appreciation of 21st Century Philippine literature from the regions through:
cal interpretation of a literary text in terms of form and theme, with a description of its context derived from research; and
er creative forms using multimedia.

At the end of the sessions, learners are expected to:

1. value the contributions of local writers to the development of regional literary traditions;
2. identify how tone is related to literary style and how both help create a unique meaning in
the essay; and
3. respond critically to the essay and consequently articulate this response through a five
minutes skit reenacting the aftermath of the Mt. Pinatubo eruption.

EN12Lit-Ic-23
tains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Essay
. 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

21st Century Literature from the Philippines and the World Activity Sheets (First Quarter), pp. 3

terature from the Philippines and the World

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 activiti
tudents 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 an
ment for each step.

Students will answer the following to be shared Student will share the different incident in the
in the class: essay.
1. What is the most shocking natural
phenomena have you experienced?
2. How did you feel about that situation?
3. How did it changed your life?

Group Activity: Group Activity:

1. Read the essay Home of the Ashfall by John 1. Divide the class into 4-5 groups and give
Jack Wigley (Pampanga) each group manila paper and markers.
2. Discuss the essay comprehensively 2. Assign each group a different chunck of
3. Respond critically to the essay by answering learning to summarize in graffiti through
the questions. metacards.
5. Value the contributions of the local writers to 3. When groups have finished, display all the
the development of regional literary traditions. posters side by side along the wall of the
5. Showcase critical thinking skills and creativity classroom.
in presenting the task. 4. Then the groups do a "gallery walk" to view
and dicuss what they see in the graffiti wall
Teacher will introduce how to examine essay, its
techniques in response to a particular context.

Student will discuss the following.

1. Literary Works
2. Context
3. Style
4. Tone
5. Humor
6. Scene
7. A Portrait of an Essayist
8. Regional Writers and Regional Literature

Each group would have to prepare their answers Student will do the following:
to: a) The main ideas in the essay b) Give 5 1. The author utilized Kapampangan language
incidents in the essay and identify the tone that in some of the dialogues in the essay. List
the speaker has in narrating each incident. c) down three possible reasons and effects that
Explain the style of the writer by describing how this technique made.
the writer used words and sentences to deliver 2. In a grid, list down 5 parts of the essay that
his message and commenting on the use of sounds humorous. Explain why that particular
anecdotes in the essay. d) Explain the part seems to be funny.
significance and choice of the author to have an 3. Cite incidents how the writer displayed
introduction that began with startling statistics qualities of honesty and openness in his essay
followed by a brief description of the Mt.
Pinatubo eruption

Students will answer the following: Student will do the following:

a. In the face of disasters or hardship, how has 1. Discuss what the author means by this line:
your family been able to cope? Do you find "But not the poor;they are like fungi. They
yourself using humor as well? don't die. They morph after a catasptrophe.
b. The profound changes that were caused by 2. What effect does Wigley's humurous tone
Mount Pinatubo's eruption have stayed with us have on the essay? Imagine yourself in the
up to today. What changes have you noticed situations being described. Would you be able
which can be tracked back to that eruption? to see the humor there?
c. Are there other situations that can be as 3. Would a more serious tone have added
devastating as Mount Pinatubo? How can we more meaning to the story? Why or why not?
prepare for these? Defend your answer

Students will answer the following: Respond critically to the following questions
1. Well written works that are seen to have and worksheets to process the selection.
lasting value are called__________ works. 1. The author is a native of
2. The attitude a writer via the language being a. Metro Manila b. Dau, Pampanga
used by the writer is called the __________ of c. San Fernando Pampanga d. Angeles,
the writer. Pampanga
3. ___________ is an amusing or funny quality 2. The author thought that the volcano that
to something. would most likely erupt would be
4. ___________ is a manner of presenting a. Mayon c. Pinatubo
things. b. Halcon d. Arayat
5. _______ is the circumstances that form the 3. The author was initially, ______ at the sight
setting for a n event, statement, or idea that can of the white- covered sorroundings
fully understood and assesed. a. scared c. curious
b. overjoyed d. angry
4. At the river, the author's legs shock because
 Students will answer the following: Respond critically to the following questions
1. Well written works that are seen to have and worksheets to process the selection.
lasting value are called__________ works. 1. The author is a native of
2. The attitude a writer via the language being a. Metro Manila b. Dau, Pampanga
used by the writer is called the __________ of c. San Fernando Pampanga d. Angeles,
the writer. Pampanga
3. ___________ is an amusing or funny quality 2. The author thought that the volcano that
to something. would most likely erupt would be
4. ___________ is a manner of presenting a. Mayon c. Pinatubo
things. b. Halcon d. Arayat
5. _______ is the circumstances that form the 3. The author was initially, ______ at the sight
setting for a n event, statement, or idea that can of the white- covered sorroundings
fully understood and assesed. a. scared c. curious
b. overjoyed d. angry
4. At the river, the author's legs shock because
a. he was tired from the trip
b. he was so thrilled to be home
c. he was saddened by the appearance of the
town
d. he was shocked at the devastation.
5. The author felt embarrassed at being
carried because
a. he thought the barker thought he ws a sissy.
b. he thought he ws being mocked for his
weight
c. he thought that he could cross the river
himself
d. he thought that he would fall off.

Agreement: Assignment:
Faced with a similar situation, how would you react? Interview family members or friends who
Would you be able to find the humor in the situation? were alive during the eruption and ask them
Write a five paragraph essay about facing adversity about their most unforgettable memory of the
with humor.
event.Record this or you may have a picture of
it.

as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provid
em relevant questions.
 Grade 12
21st Century Literature
1

Session 4
ses and remedial activities may be done for
ble children to find significance and joy in learning the

rch; and

terials as well as paper-based materials. Hands-on

ou can infer from formative assessment activities.

y learned in relation to their life experiences and
t help your instructional supervisors can provide for