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School Benjamin B. Esguerra Memorial


NHS
GRADES 12
DAILY LESSON LOG

Teacher
Teaching Date

I. OBJECTIVES
A. Content Standards
B. Performance Standards

C. Learning Competencies
/Objectives
LC code
II. CONTENT

Jeremias U. Rivera
July 11, 2016

Grade 11
Level
Learning 21st Century Literature
Area from the Philippines and
of the World
Quarter 1st

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:
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.
- Identify the geographic and ethnic dimensions of Philippine
literary history from pre-colonial to modern.
- Appreciate the application of imagery in the text provided.
- Review on different literary forms.
EN12Lit-Ia-21
21st Century literature from the region where the school is based in relation to the literature of
other regions in various genres and forms in consideration of:
- various dimensions of Philippine literary history from pre-colonial to contemporary.

III. LEARNING RESOURCES


A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

Lesson 1: Geographic and Ethnic Dimensions of Literature


21st Century Literature from the Philippines and the World
Boholano Riddles http://www.bohol.ph/article43.html

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson

RIDDLE-RIDDLE!
The class will be divided into five groups (permanent) and the teacher will be giving three
riddles. The groups will be given 30 seconds to answer each riddle. The group with the highest
number of correct answers will be given merit points.
RIDDLES:
1. There's a priest's trunk, when opened, could not be closed. EGG
2. No matter how small is the compadre, He can climb a coconut tree. ANT
3. . The house of Luis is filled with bullets. PAPAYA
CLINCHER: There was a guy who always turns on the light before sleeping. One night he
forgot to turn the on and when he heard the news on the radio, he killed himself.
Why did the guy kill himself?
ANSWER: His job is turning the light on at the lighthouse for the navigators to be guided.
The news on the radio said that lot of the navigators got killed that day in his area.

B. Establishing a purpose
the lesson

for
GROUP ACTIVITY
1. Divide the class into 4 groups then ask each group to:
a.) Using the semantic webbing graphic organizer, list down five words that are associated
with riddles.
b.) Give three examples of riddles with answers in English and where did you get these
riddles.
c.) Using the Venn Diagram, compare and contrast riddles to WH questions.
d.) Using Venn Diagram, compare and contrast riddles to poems?
e.) Using the KWLH chart, fill it out with the ideas you know about prose and poetry.
The activity will last for 15 minutes.

C. Presenting examples/
instances of the new lesson

Mayon by Kristian Sendon Cordero Camarines Sur

NAME THAT IMAGERY!


D. Discussing new concepts
and practicing new skills

E. Discussing new concepts and


practicing new skills
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical applications
of concepts and skills in daily
living

The five groups will be asked to list the five imageries used in the Mayon and identify the
type their types (imagery). The activity will last for ten minutes. As there are much imagery
that appeal to one or more senses, make sure to include all the possible answers.

GROUP ACTIVITY
- The groups will be given a text to read which can be fiction or non-fiction. From these texts,
the students will identify and categorize the imageries once again.
- From the texts as well, the students must be able to figure how literature varies as the time
changes. Students must also identify dialect, regiolect, some elements of poetry, and
linguistic variations that these texts contain.
1- Complete the KWLH chart that group five initially created.
2- In a beauty pageant or Mr. Pogi- like concept, create a role-play by asking three of your
members to be the contestants and answer a question pertaining to the importance of
knowing the two types of literature.
3- Comment as to how the give diamante is created. Basing on the diction, where do you
think the author was born and raised? Justify.
4- Refer to your copy of Apo on the Wall. Using the main idea chart, list down three
supporting details as to why this poem is talking about Martial Law.
5- Referring to your idea of Bahay-Kubo and Magtanim ay Di Biro, using web diagram,
how will you describe Philippines before we were colonized?

H. Making generalizations and


abstractions about the lesson
I. Evaluating learning

1. How many types of imagery we discussed?


2. It was dark and dim in the forest. Identify what kind of imagery it appealed to?
3. The children were screaming and shouting in the fields. Identify what kind of imagery it
appealed to?
4 He whiffed the aroma of brewed coffee. Identify what kind of imagery it appealed to?

5. True or False, riddle is a form of poetry.


6. True or false, a written text can reflect the history of a country and richness of its language.
7-8. What are the two main types of literature.
9. Before Philippines was colonized, it was proven that we do not have any form of literature.
True or False.
10. True or false, the words on the written texts used by the authors cannot reflect the regions or
location where they belong?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80%
on
the formative assessment
B. No.of learners who require
additional activities for remediation.
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?
Checked by:
REBECCA F. AVERION, Ph.D.
Taytay SHS Principal

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