School LAUREL SENIOR HIGH SCHOOL Grade Level GRADE 11
DAILY LESSON Teacher WILLY ALBERT A. BRAZA
LOG
Teaching Date and Time June 18-22, 2018
SESSION 1 SESSION 2
I. OBJECTIVES
A. Content Standard
The learner will be able to understand
and appreciate the elements and
contexts of 21st century Philippine
literature from the regions.
B. Performance Standard Grade 11 Pre-test The learner will be able to No Classes- Laurel Day Celebration
demonstrate understanding and
appreciation of 21st Century Philippine
Literature from the regions through 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.
C. Learning To test the prior knowledge of the Writing a close analysis and critical
Competency/Objectives student about the subject. interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to:
(EN12Lit-Ia-21)
1. Identify the geographic, linguistic,
and ethnic dimensions of Philippine
literary history from pre-colonial to the
contemporary.
II. CONTENT
Various dimensions of Philippine
Literary history from pre-colonial to
contemporary
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
Learning Area 21st Century Literature from the Philippines
and the World
Quarter FIRST
SESSION 3 SESSION 4
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 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.
Writing a close analysis and critical
interpretation of literary texts and doing
an adaptation of these require from the
learner the ability to: (EN12Lit-Ia-21)
1. Identify the geographic, linguistic,
and ethnic dimensions of Philippine
literary history from pre-colonial to the
contemporary.
Various dimensions of Philippine
Literary history from pre-colonial to
contemporary
 2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
21st Century Literature from the
Philippines and the world. (second
edition)
Quipper
The teacher will ask the students on
how they make a story, poem, songs
etc.
The teacher will present the song
“walang hanggang” and the students
will choose a line that caught their
attention.
The teacher will tell students that the
line in every stories, poems etc are
formed by the use of figure of speech.
The teacher will discuss the following:
 Figures of Speech and its
relevance in writing literary
works.
 Definition of Literature
 Understanding Prose, Poetry
and Drama
Philippine Literature “through the years”
pages 25-29
Quipper
What is the importance of literature in
the lives of very person?
What are the forms of literature during
pre-Spanish Period?
The teacher will ask the students to sing
the following folksongs:
 Chit-chirit-chit
 Gumising ka Nene
 Leron Leron Sinta
The teacher will ask the students to
watch the video about the Pre-Colonial
Literature afterwards the students must
come up with a concept map.
The teacher will discuss the different
characteristics of Pre-Spanish
Literature:
 Legends
 Folk Tales
 Epics
 Folk Songs
 Epigrams, Riddles and chants
 Proverbs and sayings
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations
and abstractions about
the lesson
The teacher will ask the students to
think of any line of a poem or a song
or any literary work and identify the
figure of speech used.
The teacher will facilitate a battle of the
wits through “Bugtong” or riddles and
salawikain or sayings.
What are the implications and impact of
these literary forms in the lives of every
person?

I. Evaluating learning The teacher will give an example a

Pre-colonial literature and the students
will identify its forms or characteristics.

J. Additional activities for

application or
remediation
IV. REMARKS

V. 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
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?

Prepared by: Checked by: Noted:

WILLY ALBERT A. BRAZA MARY JANE SARMIENTO MA. LEONOR M. VERTUCIO Ph.D
Subject Teacher Master Teacher II Principal II