Republic of the Philippines

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 January 30-February 4, 2017 Quarter Second Semester, Second Quarter

Session 1 Session 2 Session 3 Session 4

1. OBJECTIVES Objective must be met over the week and connected 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 developing content knowledge and
competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.

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. Recall the different elements of story. 1. Recall the different elements of story. 1. Explain how a selection may be 1. Explain how a selection may be
2. Demonstrates communicative competence 2. Narrate the wriiten short story confidently. influenced by culture, history, environment, influenced by culture, history,
through storytelling. 3. Share insights on the activity. or other factors. environment, or other factors.
3. Share insights on the activity. 2. Determine key ideas, tone, and purposes 2. Determine key ideas, tone, and
CONTINUATION OF PRESENTATION OF of the author. purposes of the author.
PRESENTATION OF WRITTEN OUTPUT 1 WRITTEN OUTPUT 1 3. Analyze dialogue as one of the elements 3. Analyze dialogue as one of the
in building the theme of a play. elements in building the theme of a play.
4. Differentiate / Compare and contrast the 4. Differentiate / Compare and contrast
various 21stcentury literary genres and the the various 21stcentury literary genres
ones from the earlier genres / periods, and the ones from the earlier genres /
citing their elements, structures, and periods, citing their elements, structures,
traditions. and traditions.

1. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach, in the CG, the content can be tackled in a week or two.
Various dimensions of Philippine literary history from pre-colonial to contemporary. Literary pieces from the Philippines.

 Performance Task 1  Continuation of PerformanceTask 1  The Female Voice  The Female Voice
 A Low Art (Excerpt from Penelopiad by  A Low Art (Excerpt from Penelopiad
Margarret Atwood-Canda) by Margarret Atwood-Canda)
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain children’s 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 and 21st Century Literature from the Philippines 21st Century Literature from the Philippines
the World CG (updated December 2013) the World CG (updated December 2013) and the World by Marikit Tara A. Uychoko, and the World by Marikit Tara A. Uychoko,
First Edition First Edition
 1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources
3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
pp. 92-95.
Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D.
Materials Materials Materials Materials
a. Video of the material A. Video of the material A. Video of the material A. Video of the material
b. Laptop and speaker B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker
c. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and Marker C.Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and
Marker
These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the formative assessment activities. Sustain learning
systematically by providing students 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 and previous knowledge. Indicate the time allotment for
each step.
Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking Preliminary Activities/ Preliminary Activities/
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/
“It’s not who I am underneath, It’s what I do “The training is nothing, the will is Reflection based on the given quotation. Reflection based on the given quotation.
that defines me.” –Bruce Wayne, Batman everything.” –Henri Ducard, Batman Begins
“The problem is not the problem. The “The graetest power on Earth is the
Begins
problem is your attitude about the magnificent power we all of us
problem. -Capt. Jack Sparrow-Pirates possess...the power of the human
2. Checking of Previous Activities of the Carribean brain.” –Professor X, X Men 2
UNFREEZING ACTIVITY
UNFREEZING ACTIVITY
2. Review on the Previous Lesson
1. To catch students’ attention, the teacher plays
3. To catch students’ attention, the teacher Introduction to World Literature UNFREEZING ACTIVITY
a video clip of the TAICHI BREATHING
exercise. plays a video clip of the SKELETON DANCE.
UNFREEZING ACTIVITY
To catch students’ attention, the teacher,
2. The teacher gives instruction on what the 4. The teacher gives intruction on what the the teacher plays a video clip of the
To catch students’ attention, the teacher, STRETCHING SONG.
students should do during the song. students should do during the song.
the teacher plays a video clip of the
WALKING SONG. 6. The teacher gives intruction on what
The students perform the activity. The students perform the activity.
the students should do during the song.
5. The teacher gives intruction on what the
students should do during the song. The students perform the activity.
The students perform the activity.
B. Establishing a purpose for the MOTIVE QUESTION PRESENTATION OF OUTPUT MOTIVE QUESTION REVIEW OF THE PREVIOUS LESSON
lesson
WHAT ARE THE ELEMENTS OF SHORT 1. Pairs will be called through draw lots. 1.Why do you think history is called Summary of Iliad and Odyssey.
STORY? “history” instead of “herstory? What does
2. They will be graded acording to the agreed this reveal about the roots of history?
1. The teacher post various pictures on varied criteria.
topics. 2. Do you think women’s voices, and their
perspectives, have been heard and
2.The students will be paired and they have to chronicled as faithfully as men’s
RUBRICS FOR THE SHORT PRESENTATION
create their own short story based from their perspectives? Why do you think so?
chosen pictures. Dialogue/ Content...............................................10
Action..................................................................10
3. What is the importance of the female
Integration of the Lesson.....................................5
3. They will follow the given pattern. Over-all Rapport...................................................5 perspective?
TOTAL 20
Title:

Author:

Setting:

Charcaters:

Plot:

C. Presenting examples/instances of VIDEO PRESENTATION PRE-READING ABOUT THE AUTHOR

the new lesson
1. After the presentation, the teacher lets the Viewing
students watch a video presentation of Greel 1.In small groups, search for video
Literature. summaries of the epic poem The Odyssey
by Homer. Save and watch this videos in
2. The students jot down important details from class. Afterward, discuss the Odyssey. The
teacher may ask the following questions.
the video.
1.How would you describe Odysseus
character?
2. How would you describe Penelope’s
charcater?
3. If you have a choice, would you want to
be Odysseus or Penelope? Explain your
answer.
Margaret Arwood, a Canadian poet,
novelist, literary critic, essayist,
and environmental activist. She is a winner
of the Arthur C. Clarke Award andPrince of
Asturias Award for Literature, has been
shortlisted for the Booker Prize five times,
winning once, and has been a finalist for
the Governor General’s Awardseveral
times, winning twice. In 2001, she was
inducted into Canada’s Walk of Fame. She
is also a founder of theWriters’ Trust of
Canada, a non-profit literary organization
that seeks to encourage Canada’s writing
community. Among innumerable
contributions toCanadian literature, she
was a founding trustee of theGriffin Poetry
Prize.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
CONTINUATION.. CONTINUATION BACKGROUND KNOWLEDGE
The Odyssey and the Iliad by Homer can
be considered as part of the Greek oral
history. In Jud Burton;s (2013) article”
Issues of Historicity in The Iliad and the
Odyssey, “he discusses the Dark Age of
Greece and its bardic tradition.”
CLASS PRESENTATION DEBATE INDIVIDUAL SILENT READING
CONTINUATION..
1. The teacher picks the arrangement of the 1.Divide the class into two, ponder on this
performances through draw lots. taught. The story that you are about to read is part
of a retelling of The Odyssey from
2. Each group are given 5-10 minutes for the “ABSENCE MAKES THE HEART GROW Penelope’s perspective, which gives us a
performance-based assessment. FONDER or ABSENCE MAKES THE different take on the epic and reveals
HEART FORGET.” gender stereotypes found in Homer’s The
3. All students will be judge according to the given
criteria. Odyssey.
RUBRICS FOR THE SHORT PRESENTATION
Dialogue/ Content...............................................10
Action..................................................................10
Integration of the Lesson.....................................5
Over-all Rapport...................................................5
TOTAL 20
F. Developing mastery
(Leads for Formative
Assessment 3)
THINK, PAIR SHARE
1. Have the students be paired into two.
2. The teacher lets the students consolidate
students answers.
COMPARISON AND CONTRAST
1. The teacher lets students compare and
contrast the characteristics of Penelope,
. Odysseus’ wife in Homer’s Odyssey and
Atwood’s Penelopiad.

CHARACTERIZATION
Penelope of Penelope of
Homer’s Odyssey Atwood’s
Penelopiad

G. Finding practical applications of
concepts and skills in daily living
INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING GUIDE QUESTIONS
Write your answer on a yellow pad. (2
1. Have each student discuss his/her ideas with 1. Have each student discuss his/her ideas 1.Have each student discuss his/her ideas pts.ea)
a partner. with a partner. with a partner.
1.Why does Penelope consider storytelling
“ a low art”?
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 2.How does Penelope’s portrayal differ
their sharing. their sharing. expand their sharing. from the traditional portrayal of Odysseus?
What do you think of Odysseus?
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.Based on Penelope’s perspective, how is
group discussion. group discussion. small group discussion. she different from how the epic portrays
4. Synthesize the output of 4. Synthesize the lesson. her? What do you think of Penelope’s
the activity. 4. Synthesize the lesson. charcater in the preceding story?
4.What does she have to say about the
“official version” of what happened? Why
does she point this out?
5.Why does she call herself “ a stick used
to beat other woman with” ? Do you agree
with her?
6.Why does Penelope say that she
“sounds like an owl” when she tries to warn
other women?
7.How much of ancient history do you think
is based on fact and how much on gossip
or exageration?
8.Do you think the story is colored by the
biases of the storyteller?
9.Do you think history is colored by the
biases of the historian?
10.Does this story change the way you
look at literature and history? Why or why
not?
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 today’s lesson. have learned for today’s lesson. they have learned for today’s lesson. they have learned for today’s 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 students 1. The teacher checks and records students 1.The teacher checks and records
work. work. students work. 1. The teacher checks and records
students work.
2. The teacher makes necessary comments or 2. The teacher makes necessary comments or 2.The teacher makes necessary
suggestions on the students’ output. suggestions on the students’ output. comments or suggestions on the 2. The teacher makes necessary
students’ output. comments or suggestions on the students’
output.

J. Additional activities for AGREEMENT ASSIGNMENT ASSIGNMENT CONTINUATION..

application for remediation
1. The teacher instructs the students to 1. The teacher instructs the students to pick at COMPLETE THE FOLLOWING STORY
search for the copy of the short story least three important lines from the story. GRAMMAR TECHNIQUE FOR THE EPIC
MAY DAY EVE. ODYSSEY
2. Tell the students that they will deliver the
chosen lines from the story. Title:
Author:

Setting:
Time:
Place:
Characters:
Major:
Minor:
Plot:
Exposition:
Rising Action:
Complication:
Climax:
Falling Action:
Denouement:

4. REMARKS Some section complete the unfinished activity

dated last Friday.
5. REFLECTION Reflect on your teaching and assess yourself 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 supervisor can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80% on SMAW- SMAW- SMAW- SMAW-
the formative assessment HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
 B. No. of learners who require additional SMAW- SMAW- SMAW- SMAW-
activities for remediation. HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
C. Did the remedial lessons work? No. of SMAW- SMAW- SMAW- SMAW-
learners who have caught up with the HUMSS- HUMSS- HUMSS- HUMSS-
lesson. CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
D. No. of learners who continue to SMAW- SMAW- SMAW- SMAW-
require. HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
E. Which of the teaching strategies
worked well? Why did these work?

F. What difficulties did I encountered

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I used/ discover which I
wish to share with other teachers?

Narrative Reflection

(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)

Prepared by: Checked by:

MRS. JENNIFER M. OESTAR MRS. MELBA S. REMOJO

Secondary School Teacher I Senior High Academic Coordinator

Noted by:

_________________________
Secondary School Principal II/ Officer-in-Charge