Professional Documents
Culture Documents
Department of Education
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level 11-HUMSS, BPP, CSS1, CSS2, SMAW,
Senior High School Department EIM/DOMRAC
Daily Lesson Log Teacher
JENNIFER M. OESTAR Learning Area 21st Century Literature of the Philippines
and the World
Teaching Dates and Time March 6-10, 2017 Quarter Second Semester, Second Quarter
B. Performance Standards The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world 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;
2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper that interprets literary texts using any of the critical approaches; and
3. an adaptation of a text into other creative forms using multimedia.
C. Learning Competencies/ Objectives At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are
expected to: expected to: expected to: expected to:
1.Express the theme of the story by means of 1.Situate the text in the context of the 1.Demonstrates communicative
differentiated instruction. region and the nation. competence through his/her
understanding of literature for a deeper
2. Show enthusiam in participating in group 2. Identify representative texts (originally appreciation of World Literature.
activities. written in the 21stcentury) and authors from
Asia, North America, Europe, Latin 2..Produce a creative representation of a
3. Reflect on the values exemplified on the America, and Africa. literary text by applying multimedia skills.
selected literary text.
3.Explain how a selection may be 3. Apply creativity skills in crafting an
influenced by culture, history, environment, adaptation of a literary text.
or other factors.
Unit 8-Module 1: The Other Family Unit 8-Module 1: The Other Family Unit 8-Module 2: The Runaway Unit 8-Module 2: The Runaway
Coraline (Excerpt) by Neil Gaiman from Coraline (Excerpt) by Neil Gaiman from The Boy Named Crow (Excerpt from The Boy Named Crow (Excerpt from
England England Kafka on the Shore) by Haruki Kafka on the Shore) by Haruki
Murakami from Japan Murakami from Japan
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulate materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References 21st Century Literature from the Philippines and 21st Century Literature from the Philippines 21st Century Literature from the Philippines 21st Century Literature from the
the World CG (updated December 2013) and the World CG (updated December 2013) and the World CG (updated December Philippines and the World CG (updated
2013) December 2013)
21st Century Literature from the Philippines and 21st Century Literature from the Philippines and
the World by Marikit Tara A. Uychoko, First the World by Marikit Tara A. Uychoko, First 21st Century Literature from the Philippines 21st Century Literature from the
Edition Edition and the World by Marikit Tara A. Uychoko, Philippines and the World by Marikit Tara
First Edition A. Uychoko, First Edition
A. Reviewing previous lesson or Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking Preliminary Activities/ Preliminary Activities/
presenting the new lesson Attendance/Classroom Management Etc. of Attendance/Classroom Management Etc. Routines/Checking of Routines/Checking of
Attendance/Classroom Management Attendance/Classroom Management
SOMETHING TO PONDER SOMETHING TO PONDER Etc. Etc.
1. Giving of Literary Quotation of the Day/ 1. Giving of Literary Quotation of the Day/ SOMETHING TO PONDER SOMETHING TO PONDER
Reflection based on the given quotation. Reflection based on the given quotation.
1. Giving of Literary Quotation of the Day/ 1. Giving of Literary Quotation of the Day/
Reflection based on the given quotation. Reflection based on the given quotation.
B. Establishing a purpose for the MOTIVE QUESTIONS CHECKING OF ASSIGNMENT MOTIVE QUESTIONS REVIEW OF THE PREVIOUS LESSON
lesson
1. Have you ever wish that you ever wish that GUIDE QUESTIONS 1.What do you know about Japanese 1.The teacher will ask somebody to
you have a different mother or father? literature? narrate the summary of the story with the
1. The protagonist has an unusual name. Why following pattern.
2.What would you like to change about your do you think it is spelled that way? 2. What stereotypes exist when we talk
Title:
parents? about samurai? Author:
2.How would you describe the other mother?
3. Would you ever want to spend time with Why do you feel that way? 3. What are your expectations when it Setting:
Time:
another mother, someone like your mother but comes to samurai women? Why do you Place:
more interesting? Why or why not? 3.Why does the other mother have significant expect this? Characters:
differences in appearance from her real Major:
Minor:
mother? What could this mean? Plot:
Exposition:
3. Why does the other mother have significant Rising Action:
Complication:
differences in appearance from her real Climax:
mother? What could this mean? Falling Action:
Denouement:
4.How do you feel about the button eyes?
What could this signify in the story?
E. Discussing new concepts and INDIVIDUAL SILENT READING AFTER READING INTRODUCTION CLASS PRESENTATION
practicing new skills #2
The story that you are about to read is about Compare and contrast watching the trailers In the excerpt you are about to read, you 1. The teacher picks the arrangement of
Coraline and her other parents. She unlocks a with reading the excerpt. Which medium did will learn what samurai women were like. the performances through draw lots.
forbidden door in her new house and steps into a you enjoy more? Discuss this as a small group This part follows the samurai woman, Chie,
living room that eerily looks like her own, but and share the outcome of your discussion with 2. Each group are given 5-10 minutes for
and how she was able to marry her
different. class. the performance-based assessment.
husband, Kan.
3. All students will be judge according to
1.The teacher asks the students to read the the given criteria.
story silently.
2. Discussion immediately follows after the RUBRICS FOR THE SHORT PRESENTATION
silent reader.
Presentation....................................................... 10
Content................................................................10
3. Questions will be raised to better Creativity..............................................................10
understand the story. TOTAL 30
G. Finding practical applications of INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING
concepts and skills in daily living
1. Have each student discuss his/her ideas with 1.Have each student discuss his/her ideas with 1.Have each student discuss his/her ideas 3.Have each student discuss his/her ideas
a partner. a partner. with a partner. with a partner.
2. Have each pair join another pair to expand 2.Have each pair join another pair to expand 2.Have each pair join another pair to 4.Have each pair join another pair to
their sharing. their sharing. expand their sharing. expand their sharing.
3. Call on a few students to share their small 3. Call on a few students to share their small 3. Call on a few students to share their 3. Call on a few students to share their
group discussion. group discussion. small group discussion. small group discussion.
4. Synthesize the output of the activity. 4. Synthesize the lesson. 4. Synthesize the lesson. 4. Synthesize the lesson.
H. Making generalizations and DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER
abstractions about the lesson
1. Have the students summarized what they 1. Have the students summarized what they 1. Have the students summarized what 1. Have the students summarized what
have learned for todays lesson. have learned for todays lesson. they have learned for todays lesson. they have learned for todays lesson.
2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the
lesson. lesson lesson lesson
I. Evaluating learning CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING,
SUGGESTING
1. The teacher checks and records 1. The teacher checks and records students 1.The teacher checks and records students
students work. work. work. 1. The teacher checks and records
students work.
2. The teacher makes necessary comments 2. The teacher makes necessary comments or 2.The teacher makes necessary comments
or suggestions on the students output. suggestions on the students output. or suggestions on the students output. 2. The teacher makes necessary
comments or suggestions on the students
output.
Narrative Reflection
(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)
Prepared by: Checked by: