GRADE 11 School Grade Level 11

DAILY LESSON Teacher Learning Area 21st Century Literature from the
LOG Philippines and the World
Teaching Dates Quarter 1st
and Time

I. OBJECTIVES Objectives must be met over the day 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 in learning the 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 contexts of 21st century Philippine literature from the regions.

B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each.
The learners 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.
.
The learners:
Identify the geographic, and linguistic of Philippine literary history from precolonial to the contemporary EN12Lit-Ia-21

III. CONTENT
A. 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:
1. various dimensions of Philippine literary history from precolonial to contemporary;

V. LEARNING RESOURCES 21st Century Literature from the Philippines and the World. Author: Ernesto Thaddeus M. Solmerano, miel Kristian B. Ondevilla, Marjueve M. Palencia,
Violeta L. Jerusalem, Jesus Q. Cruz

B. Other Learning Resources PowerPoint Presentation

Video clips
Picture collage of Philippine geography, pre-colonial literary works and ethnic groups

VI. PROCEDURES These steps should be done across the day. 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 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.
Daily Routine
1. Prayer
2. Greetings

1

A. Reviewing previous lesson or
presenting the new lesson
B. Presenting
examples/Instances of the
new lesson
3. Putting the class in order
4. Checking of attendance
The teacher says:
“If you don’t know history, then you don’t know anything. You are a leaf that doesn’t know that it is part of a tree.” Michael
Crichton
(The teacher let the learners share their thoughts/ ideas regarding the given lines)
KNOWING YOURSELF: The teacher presents different literary pictures for the students to identify
1. What
literary titles do the pictures signify? Justify your
answers.
2. Who are the leading characters you remember in the stories portrayed in the pictures?
2

C. Discussing new concepts and
practicing new skills # 1
D. Discussing new concepts
and practicing new skills #2
E. Developing mastery (leads to
Formative Assessment 3)
3. What is the general setting or the place where the stories happened in each picture-story?
4. What are the themes or the main idea of these picture-stories?
5. What Filipino values do these stories tell about?
Let the students share their insights about the picture-stories.
Define yourself poetically!
Students define Philippine culture and literature through “Ambahan” poem. Let the students read the poem by group as follows:
GROUP 1 – 1-6 stanzas
GROUP 2 – 7-12 stanzas
GROUP 3 – 13- -18 stanzas
GROUP 4 – 19- 24 stanzas
GROUP 5 – 25- 39 stanzas
My Learning, My Analysis, My Realizations!
Let the students, by group, find how Filipinos view:
a. life from birth to old age;
b. the Filipino culture about courtship;
c. the concept of home, friendship and marriage; and
d. the Filipino culture about death.
The teacher shares history of Philippine literature from pre-colonial to contemporary period highlighting literary genres and great
Filipino authors using powerpoint presentation and downloaded videos from youtube
(Lesson may be summarized by simple video clips about Philippine literature history.)
The students will be divided into four groups and are assigned according to the four major periods/era of Philippine literature;
then, they will be asked to make a concept map about the history of Philippine literature from pre-colonial to contemporary
period.
(Output will be presented in class.)
3
 F. Finding practical application With the same groupings, the students must think of any Hiligaynon folksongs, riddles or any form of literature that are still sung and recited in their
of concepts and skills in community.
daily living

G. Evaluating learning Identify the following statements.

1. The first Filipino novelists who wrote the award –winning “The Child of Sorrow”.
2. A fiction story which narrates the origin of something.
3. A nonfiction story which was transformed into a movie and tell about the life of Filipino lesbians.
4. A well known Filipino short story writer and author of the “Dead Stars”.
5. A Philippine dialect used in the “Ambahan” poetry.
6. General setting for Filipino legends like “Maria Makiling”.
7. A tool being portrayed in the Filipino riddle “A deep well that is full of chisels.”
8. A literary genre which is usually played on stage.

VII. REMARKS The lesson will be discussed for one (1) hour for 5 consecutive meetings. Some activities may be shortened and may be changed depending on the level
of the learners.

VIII. REFLECTION

Prepared by: Checked by: