1

21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
GRADE School Grade Level
11 Teacher Learning Area 21ST Century Literature of the Philippines and the World
DAILY Teaching Dates and Time Quarter SECOND
LESSON LOG

Day 1 Day 2 Day 3 Day 4

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 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.
C. Learning The learner will be able to Identify The learner will be able to Identify The learner will be able to Identify The learners will be able to
Competency/Objective the geographic, linguistic and the geographic, linguistic and the geographic, linguistic and identify representative texts and
s ethnic dimensions of Philippine ethnic dimensions of Philippine ethnic dimensions of Philippine authors from each region.
Write the LC code for each. literary history from pre-colonial literary history from pre-colonial literary history from pre-colonial
to contemporary. to contemporary. to contemporary.
LC Code EN12Lit-Ia-21 LC Code EN12Lit-Ia-21 LC Code EN12Lit-Ia-21 LC Code EN12Lit-Ib-22
II. CONTENT Various dimensions of Philippine literary history from pre-colonial to Representative Texts and Authors from Each Region
contemporary
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page
1 of 9 1 of 9 1 of 9 1 of 9
2. Learner’s Materials
pages
3. Textbook pages

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
4. Additional www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will instruct the The teacher will ask the learners The teacher will ask some The teacher will review about the
lesson or presenting learners to do a short recap to recall some important details questions regarding the last previous lesson.
the new lesson regarding the lesson discussed last about the lesson discussed last lesson.
time. time.
The teacher will show some The teacher will ask the learners
pictures (scenarios during pre- to observe carefully the pictures
colonial) to the class and will ask (modern way of living) which will
the learners to describe the be presented to them.
pictures presented. The teacher
should also ask the learners to
identify specifically the
period/time the pictures denote.
B. Establishing a purpose The teacher will group the The teacher will divide the The learners will be grouped into
for the lesson learners and will ask them what learners into five groups. Each 3-4 members and will be asked to
they know about the term ‘pre- group has to brainstorm answers discuss something about the
colonial’ using spider map. to the questions regarding the picture of Mayon Volcano.
pictures and has to present their
answers in class.
C. Presenting The teacher will ask the learners  The teacher will ask the learners  The teacher will ask the learners The teacher will ask the learners
examples/Instances of to watch some videos showing about the period/time the to do "Pick One, Reveal One". about the different scenarios in
the new lesson oral literatures such as riddles, folk pictures suggest. The learners will pick one box the present time that show

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
songs which are used during pre-  The teacher will ask the learners which will also reveal the oppression.
colonial period as well as samples to compare the pre-colonial author's background
of written literatures. period to the contemporary information.
time.  The teacher will read aloud the
poem to the learners.
The teacher will divide the class
into two groups. Each group will
be asked to read aloud the poem
with feelings.
D. Discussing new The teacher will ask the learners The teacher will ask the learners The teacher will instruct the The teacher will group the
concepts and practicing to compare and contrast the set ofto do “Born For You”. The learners learners to make their own learners into 6-8 members, they
new skills # 1 literary pieces presented using will be given pieces of papers graphic organizer which shows the will be asked to present a 3-
Venn diagram. This will be done bywhich contain title of different unfamiliar words in the poem and minute dramatization of the
group. Philippine literary pieces during let them try to write the meaning different instances of oppression
pre-colonial and contemporary of these unfamiliar words based in the present time.
period. The learners have to on their own understanding.
identify which ones are written The teacher will reveal the answer
during pre-colonial and which using a graphic organizer too.
ones are contemporary.
E. Discussing new The teacher will ask the learners The teacher will give each group The teacher will have the learners  
concepts and practicing to describe the literary pieces strips of papers which have play the game “I Got You!” The
new skills # 2 created during the pre-colonial background information regarding learners will be asked to pick a box
period. the Philippine literary pieces which contains the new learned
which were written during pre- word and they are going to use it
colonial and the ones which in describing other geographical
belong to contemporary. The scenery found in the Philippines.
learners have to match each
information to its appropriate
literary piece.
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
F. Developing mastery The teacher will ask the learners The teacher will ask the learners The teacher will ask the learners  
(leads to Formative to present how the Philippine to play “Name That Piece!” The to identify the various imageries
Assessment 3) literature developed during pre- learners have to pick one piece of used in the poem. Let them also
colonial period. papers from a bowl and they have explain the importance of putting
to identify what period/time this such imagery in the poem.
piece is written.

G. Finding practical The teacher will ask the learners The teacher will ask each group to The teacher will instruct the  
application of concepts what specific Philippine literary interpret the provided literary learners to present a talk show
and skills in daily living piece they can create if they were piece (Bukid sa Nayon) applying promoting beautiful geographic
living during pre-colonial period. the concept of patriotism. destination like Mayon and others.

H. Making generalizations The teacher will ask the learners The teacher will ask the learners The teacher will ask the learners  
and abstractions about to identify the Philippine literary about how periods of Philippine to pick one fish in a bowl and let
the lesson pieces created during the pre- literature emerged and them answer the question
colonial period. developed. regarding the lesson discussed in
one to two lines only.
I. Evaluating learning The teacher will ask the learners The teacher will ask the learners The teacher will ask the learners  
to adapt one among the Philippine to write a reflection on the to write a short critique about the
literary pieces during pre-colonial different periods of Philippine poem focusing on how the
period and ask them to present it literature. imageries in the poem brought
in a unique/creative way. impact on it.
J. Additional activities for The teacher will ask the learners  
application or to search on articles which show
remediation other sample of geographic,
linguistics and ethnic Philippine
literary piece.
V. REMARKS

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
VI. 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
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
other teachers?

GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the World
DAILY Teaching Dates and Time Quarter SECOND
LESSON LOG

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
B. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
D. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.
F. Learning The learners will be able to The learners will be able to The learners will be able to: value The learners will be able to:
Competency/ identify representative texts and identify representative texts and the contributions of local writers value the contributions of local
Objectives authors from each region. authors from each region. to the development of regional writers to the development of
Write the LC code for literary traditions. regional literary traditions.
each. LC Code EN12Lit-Ib-22 LC Code EN12Lit-Ib-22 LC Code EN12Lit-Ic-23 LC Code EN12Lit-Ic-23
III.IV. CONTENT Representative Texts and Authors Representative Texts and Authors Names of authors and their works, Names of authors and their
from Each Region from Each Region and backgrounds of the literature works, and backgrounds of the
from the region where the high literature from the region where
school is located. the high school is located.
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
III. LEARNING RESOURCES
A. References
2. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
1 of 9 1 of 9 1 of 9 page 1 of 9
4. Learner’s Materials
pages
6. Textbook pages
8. Additional Materials www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning Copy of the story, “Suan, the Good Copy of the story, “Suan, the
Resource Guesser” Good Guesser”
From Filipino Popular Tales by From Filipino Popular Tales by
Dean S. Fansler Dean S. Fansler
http:// http://
www.thephilippineliterature.com/ www.thephilippineliterature.co
suan-the-good-guesser/ m/suan-the-good-guesser/
IV. PROCEDURES
B. Reviewing previous     The teacher will conduct a review The teacher will conduct a
lesson or presenting of the previous lesson. review of the previous lesson.
the new lesson
D. Establishing a purpose The teacher will show A 4-minute The teacher will show a video
for the lesson video clip about Suan, the Good clip regarding the author/source
Guesser”. Have a Q & A about the of the story.
video clip presentation.

F. Presenting     The teacher will divide the class

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
examples/Instances of into five groups, then through a
the new lesson round robin reading method, read
the story: "Suan, the Good
Guesser” inside the group.
H. Discussing new     The teacher will ask the learners to
concepts and practicing answer comprehension questions
new skills # 1 regarding the selection. They will
do this with their group.
J. Discussing new The teacher will discuss how 21st   The teacher will ask the learners to The teacher will ask the learners
concepts and practicing century people combat oppression identify the different elements of to analyze the literary piece with
new skills # 2 in their simple ways. the story shown in the given the following guides:
literary piece. 1. Origin of the story,
2. Background of the author,
3. Elements of the story,
4. Depicted culture and
traditions in the story. The
learners will report their answers
in front of the class.
L. Developing mastery The teacher will present a sample   The learners will report their
M.(leads to Formative literary piece written by an author answers in front of the class, their
Assessment 3) during the Marcos Regime. answers will be evaluated by the
other groups afterwards.
O. Finding practical The learners will be asked to bring  
application of concepts out a short piece of paper for a 10-
and skills in daily living item seatwork.
Q. Making generalizations   The learners will cut-out news
and abstractions about clippings of oppression happening
the lesson in other parts of the world, paste

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
this on a sheet of paper and write
their reaction about it.
S. Evaluating learning   The teacher will wrap-up the
whole lesson through the
reiteration of the discussed topic.
U. Additional activities for   The learners will be given different
application or texts that represents their region.
remediation They are going to read and analyze
it through the given set of
questions and present their
answers using a graphic organizer.
V. REMARKS
VI. REFLECTION
B. No. of learners who
earned 80% in the
evaluation
D. No. of learners who
require additional
activities for
remediation who
scored below 80%
F. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
H. No. of learners who
continue to require
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
remediation
J. Which of my teaching
strategies worked
well? Why did these
work?
L. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
G. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
H. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
I. Learning The learners will be able to: value
The learners will be able to The learners will be able to The learners will be able to
Competency/ the contributions of local writersappreciate the contributions of the appreciate the contributions of the appreciate the contributions of
Objectives to the development of regional canonical Filipino writers to the canonical Filipino writers to the the canonical Filipino writers to
Write the LC code for literary traditions. development of national development of national the development of national
each. LC Code EN12Lit-Ic-23 literature. literature. literature.
LC Code EN12Lit-Ic-24 LC Code EN12Lit-Ic-24 LC Code EN12Lit-Ic-24
II. CONTENT Names of authors and their works, canonical authors and works of canonical authors and works of canonical authors and works of
and backgrounds of the literature Philippine National Artists in Philippine National Artists in Philippine National Artists in
from the region where the high Literature Literature Literature
school is located.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
1 of 9 1 of 9 1 of 9 page 1 of 9
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning Copy of the story, “Suan, the Good
Resource Guesser”
From Filipino Popular Tales by
Dean S. Fansler
http://
www.thephilippineliterature.com/
suan-the-good-guesser/
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
IV. PROCEDURES
A. Reviewing previous A review of the previous lesson The following questions will be The following questions will be The following questions will be
lesson or presenting will be conducted. asked to the learners: asked to the learners: asked to the learners:
the new lesson  What is Literature?  What are the 5 periods in the  Who were the first set of
 Is it important? Why? History of Philippine National Artists introduced
Literature? by your classmates?
 What are the significant  What are their contributions
developments in literature in in Philippine Literature?
each period?
 How did the different
colonizers contribute to the
development of our literature?
B. Establishing a The learners will play charades. The teacher will ask the learners to The following question/s will be
purpose for the The words to be given are related give some Philippine Literary asked to the learners:
lesson to the Kapampangan’s from where Works that they know and what  Imagine the Philippines
the story originated. are they about without writers, how would it
be?
 What might have happened to
the Philippines without the
works of Rizal, the Noli Me
Tangere and El Filibusterismo?
C. Presenting
examples/Instances
of the new lesson
D. Discussing new The teacher will explicate the 5 The learners who were assigned by
concepts and periods in the history of Philippine the teacher to report about the
practicing new skills # Literature and will present the Philippine National Artists in
1 developments in our Literature in Literature and their works will
each period. discuss the information about
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
them and their famous works.
E. Discussing new The teacher will prompt the Continuation of the
concepts and learners to give some literary reporting....
practicing new skills # works published/written during The learners who were assigned
2 each period. by the teacher to report about
the Philippine National Artists in
Literature and their works will
discuss the information about
them and their famous works.
F. Developing mastery The teacher will ask the following The teacher will ask the learners to The teacher will ask the learners
(leads to Formative question/s to the learners: share their views on how the to share their views on how the
Assessment 3)  In which era/period did works of the different National works of different National
Philippine Literature artists contribute to our history, artists contribute to our history,
flourish? culture and traditions. culture and traditions.

G. Finding practical
application of
concepts and skills in
daily living
H. Making Wrap-up the whole lesson through Round-Robin: Round-Robin : Round-Robin:
generalizations and the reiteration of the discussed  Do you think we would have  What made these people  Describe the works of the
abstractions about topic. Then ask the learners to the same forms of Literature if National Artists? National Artists reported by
the lesson make their own graphic organizer the colonizers didn’t come to  How did their works affect the your classmates
showing how people cope after our country? lives of the Filipinos or our  What do their works show
the eruption. Ask what particular country? about the Philippines and its
trait of Filipinos was shown people?
through the essay.
I. Evaluating learning Write an analysis and a reflective 5-item Seatwork 5-item Seatwork
interpretation of the given literary Identify which period the following Identify the artist being
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
text. Make use of a minimum of contributions were made described in the statement/s
300 words in your paper.
J. Additional activities  
for application or
remediation
V. REMARKS
VI. 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
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

GRADE School MADAPDAP RESETTLEMENT HIGH SCHOOL Grade Level 11

11 Teacher CHRISTINE D. DAVID Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time JULY 30-31,- AUG 3, 2018 Quarter SECOND

Day 1 Day 2 Day 3 Day 4

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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 The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.
C. Learning Differentiate/ compare and Differentiate/ compare and Differentiate/ compare and Differentiate/ compare and
Competency/ contrast the various 21 century contrast the various 21 century contrast the various 21 century contrast the various 21st century
st st st

Objectives Literary Genres and the ones from Literary Genres and the ones from Literary Genres and the ones from Literary Genres and the ones
Write the LC code for each. the earlier genres/ period citing the earlier genres/ period citing the earlier genres/ period citing from the earlier genres/ period
their elements, structures and their elements, structures and their elements, structures and citing their elements, structures
traditions traditions traditions and traditions
LC Code EN12Lit-Id-25 LC Code EN12Lit-Id-25 LC Code EN12Lit-Id-25 LC Code EN12Lit-Id-25
II. CONTENT Study the appreciation of literary Study the appreciation of literary Study the appreciation of literary Study the appreciation of literary
texts from the different regions texts from the different regions texts from the different regions texts from the different regions
written in Literary Genres (Poetry) written in Literary Genres (Drama) written in Literary Genres flash written in Literary Genres (chick
fiction, literature)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
2 of 9 2 of 9 2 of 9 page 2 of 9
2. Learner’s Materials
pages
3. Textbook pages 21st Century Literature from the 21st Century Literature from the
Philippines and the World for Philippines and the World for
Senior High School, Ma. Lourdes G. Senior High School, Ma. Lourdes
Tayao, Ph.D. G. Tayao, Ph.D.
p. 123-129 p. 130-133
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
4. Additional Materials www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning https://en.m.www.wikipedia.org/
Resource non-fiction
www.pinterest.com
https://en.m.wikipedia.coorg/
www.hooverlibrary.org/faq/fiction
antoniocarpio
www.criticalreading.com/
www.homestead.com/poetry
fictionvnonfiction
www.differencesbetween.net/
fictionnonfiction
http://youtube.com (fiction and
non-fiction)
IV. PROCEDURES
A. Reviewing previous The teacher will ask the learners The teacher provides examples of The teacher asks the learners set The teacher will ask the learners
lesson or presenting questions about the previous topic literary text and the student will of questions about the previous questions about the previous
the new lesson identify what literary genre are topic topic
they.
B. Establishing a TEXT TWIST The teacher will present a video PICTO-WORD TEXT TWIST
purpose for the The teacher will present the presentation about fiction and The teacher will present pictures The teacher will present the
lesson different genres of literature in non-fiction and asks the learners and the learners will guess what different genres of literature in
jumbled letters follow up questions. the picture implies. jumbled letters
Example: Example: Example:
AMARD AMARD
ANSWER:DRAMA ANSWER:DRAMA
EPYRTO Flash fiction EPYRTO
ANSWER: POETRY ANSWER: POETRY
C. Presenting The teacher presents the terms to The teacher presents the terms to The teacher presents the terms to The teacher presents the terms

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
examples/Instances be unlocked from the texts and be unlocked that can be found in be unlocked from the text by using to be unlocked from the texts
of the new lesson the background information of the the text and as well as the a word bank and provides the and the background information
author through power point background information of the background information of the of the author through power
presentation author author. point presentation
D. Discussing new Group Activity The teacher will ask the learners The teacher presents a story Group Activity
concepts and The teacher will ask the learners comprehensive questions about “Gesture” by Bernice C. Roldan The teacher will ask the learners
practicing new skills # to analyze a literary text focusing the text entitled “The Necklace” and will ask the learners to: to analyze a literary text
1 on its features and elements. The leading to the comparison of Make a plot diagram to identify focusing on its features and
literary pieces are “Trees” by J. fiction and non-fiction the different elements of the elements. The literary pieces are
Antonio Carpio (group 1) and story. “Trees” by J. Antonio Carpio
(New Yorker in Tondo by (group 1) and (New Yorker in
Marcelino Agana Jr. (group 2) Tondo by Marcelino Agana Jr.
(group 2)
E. Discussing new The teacher will discuss what flash
concepts and fiction is and provide examples.
practicing new skills #
2
F. Developing mastery The teacher asks comprehensive The teacher provides The teacher will ask the learners to The teacher asks comprehensive
(leads to Formative questions about the topic. comprehensive questions about demonstrate the gestures, motion, questions about the topic.
Assessment 3) the topic. facial expressions mentioned in
lines taken from the story
G. Finding practical The teacher will ask The teacher will ask the learners The teacher will ask the learners The teacher will ask
application of comprehensive question to the on how they are going to help in the importance of making flash comprehensive question to the
concepts and skills in learners preserving the fictional and fiction. learners
daily living nonfictional literary texts of the
country.
H. Making The teacher will ask the learners to The teacher will ask the learners to The teacher will ask the learners The teacher will ask the learners
generalizations and summarize today’s topic complete a flow chart about fiction questions about flash fiction to summarize today’s topic

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
abstractions about and creative non-fiction.
the lesson
I. Evaluating learning ACT IT OUT! The teacher will ask the learners to GROUP ACTIVITY ACT IT OUT!
The teacher will ask the learners to make a Venn diagram to describe The teacher will ask the learners to The teacher will ask the learners
do the tasks: and compare fiction and non- create their own flash fiction. Be to do the tasks:
GROUP 1- write a poem consisting fiction. guided by the following guidelines GROUP 1- write a poem
of 2-stanzas depicting Patriotism a. Make sure the story consisting of 2-stanzas depicting
of Filipinos. RUBRICS: contains all the elements of Patriotism of Filipinos.
GROUP 2-Dramatize the story Layout-20% a story GROUP 2-Dramatize the story
“New Yorker in Tondo” Quality of Information-30% b. Your flash fiction must not “New Yorker in Tondo”
Content- 50% exceed 500 words. RUBRICS: (Poem composition)
RUBRICS: (Poem composition) c. The story must deal with at CONTENT- 40%
CONTENT- 40% least one socially relevant MECHANICS-20%
MECHANICS-20% issue in the Philippines ORGANIZATION-20%
ORGANIZATION-20% RUBRICS: ORIGINALITY-20%
ORIGINALITY-20% Content-40% RUBRICS: (ROLE PLAYING)
RUBRICS: (ROLE PLAYING) Organization of ideas-20% Voice quality/Delivery- 50%
Voice quality/Delivery- 50% Mechanics-20% Blocking- 20%
Blocking- 20% Relevance-20% Facial Expression/body language-
Facial Expression/Body Language- 30%
30%
K. Additional activities The teacher will ask the learners The teacher provides examples of The teacher asks the learners set The teacher will ask the learners
for application or questions about the previous topic literary text and the student will of questions about the previous questions about the previous
remediation identify what literary genre are topic topic
they
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 19
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
GRADE School Grade Level
11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
D. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
E. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.
F. Learning Infer literary meaning from literal Infer Literary meaning from literal Analyze the figures of speech and Explain the literary,
Competency/ language based on usage language based on usage other literary techniques and biographical, linguistics, and
Objectives devices in the text. socio- cultural contexts and
Write the LC code for each. LC Code EN12Lit-id-26 LC Code EN12Lit-id-26 LC Code EN12Lit-1e-27 discuss how they enhance the
text’s meaning and enrich the
reader’s understanding
LC Code EN12Lit-1e-28)
II. CONTENT Literary Genres Literary Genres Study and appreciation of literary Study and appreciation of
text from the different regions literary text from the different
written in the different genres regions written in the different
covering : genres covering :
1. Regions in Luzon, Visayas, 1. Regions in Luzon,
and Mindanao Visayas, and Mindanao
Major genres (poetry, fiction, Major genres (poetry, fiction,
drama, creative nonfiction, as well drama, creative nonfiction, as
as hyperpoetry, blogs, mobile, well as hyperpoetry, blogs,
Texttula, chick lit, speculative , mobile, Texttula, chick lit,
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 21
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
fiction, flash fiction, etc.) speculative , fiction, flash
fiction, etc.)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
2 of 9 2 of 9 2 of 9 page 2 of 9
2. Learner’s Materials None None None
pages
3. Textbook pages 21st Century Literature from the 21st Century Literature from the Poems: Grief, Joy and Death of Get the copy of the selection
Philippines and the World for Philippines and the World for the Just by: Rev. Isidoro Dino from any Philippine literature
Senior High School Senior High School book
21st Century Literature from the
123- 126 127-130 Philippines and the World for
Senior High School
4. Additional Materials www.deped.gov.ph www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning https://en.m.wikipedia.coorg/ https://en.m.www.wikipedia.org/
Resource antoniocarpio non-fiction
www.homestead.com/poetry www.pinterest.com
www.hooverlibrary.org/faq/fiction
www.criticalreading.com/
fictionvnonfiction
www.differencesbetween.net/
fictionnonfiction
http://youtube.com (fiction and
non-fiction)

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
IV. PROCEDURES
A. Reviewing previous Recalling the previous lesson Reviewing The Previous Lesson Who Wants to be a Millionaire? The learners will recall the
lesson or presenting What is Fable? (Different questions about figures lesson on Figures of Speech and
the new lesson What is Denotative? of speech and literary devices.) literary devices.
What is Connotative?
B. Establishing a -Explain the relationship of context Identify the meaning of the The teacher will tell the learners The teacher will play the Ilocano
purpose for the with the text’s meaning words through Context clues that they are going to analyze 3 Song “Manang BIday”. The
lesson -Identify different critical reading poems and identify the figurative learners will translate it in
strategies to make sense of literary languages Tagalog and interpret the song.
meanings in context Short introduction of the
author’s background and the
Ilocano tradition.
C. Presenting Fact or Bluff! Show me and Tell me The teacher will show 3 short The learners will unlock difficult
examples/Instances The teacher will provide definitions The teacher will presents a picture poems entitled “Joy”, “Grief”, and terms followed by reading of
of the new lesson of different literary genres and the and the learners interpret what is “Death of the Just”. The teacher the selection “How My Brother
learners will identify if it is a fact or being implied in the picture? will provide brief introductions of Leon Brought Home a Wife.”
bluff. the authors.

D. Discussing new The Teacher will grouped the The learners will be grouped The teacher will throw
concepts and Learners and watch a video clip and analyze the literary text by comprehension questions based
practicing new skills # The fable of the winged ants In paragraph based on story on the reading selection “How
1 Search Light Dead Stars: By Paz Marquez My Brother Leon Brought
The teacher will provide questions Benitez Home a Wife.”
about the video that they have The teacher provide questions
watched.
E. Discussing new The Teacher will discuss and The teacher will discuss the story Collaborative Work (Text
concepts and generalize the ideas of each and elicit answers from the Analysis)
practicing new skills # group learners Based on the story “How My
2 Brother Leon Brought Home a
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
Wife”, the learners will do the
following:
Group 1: Analyze Literary
Devices used in the text
Group 2: The author’s life that
reflects on the text
Group 3: Describe the Socio-
cultural Background of the text.
Group Activity Rubric
Lesson: ___________________ VERY GOO FAIR
Task: ________________________ GOOD D
5
1
3
Proper planning and sharing of
ideas were observed in the group
The group followed instructions
and procedures carefully
There was maximum participation
and proper delegation of tasks;
cooperation and self-discipline
were observed
Arrived at a correct output and
able to finish the activity within the
time frame

F. Developing mastery The learners will do the activity Think pair and share
(leads to Formative by pair The learners will choose their
Assessment 3) 1. In the fable of winged ants partner and do the tasks.
what is the Denotative meaning 1. The learners will cite lines from
of light? the paragraph and give the
2. What is the connotative meaning on it.
meaning? Justify your answer
by citing the lines from the
fable.
G. Finding practical Small Group Discussion: Act it Out
application of Learners are divided into 4 groups Group Activity
concepts and skills in and do the following Tasks: by The learners will perform a
daily living answering the saying or proverbs dialogue or conversation
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 24
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
from the pre-colonial times. Related in the story.
Group 1. Look before you Leap. Create their own dialogue or
Group 2. Do not count your chicks conversation and perform it in the
before they are hatched. class
Group 3. Not all that glitters is The learners will be assess through
gold. rubrics:
Group 4. A Wise man Doesn’t set Creativity- 15
his foot on the ground, He Language and style- 15
watches his next step Clarity of speech- 10
H. Making The teacher will ask the learners The teacher will ask each group
generalizations and what is Denotative meaning and about the activity they performed.
abstractions about on the other hand what is the What is meant by Dead stars?
the lesson connotative meaning?
I. Evaluating learning Group Activity: Group Activity:
The Learners will do the following The learners will do the following
Tasks: Tasks:
1. Research your proverbs or Group 1. Research at least 2 fables
saying during the Pre- colonial from Visayan region and explain its
Times and justify your answer meaning.
Learners will be assess through Group 2. 5 - Proverbs or saying
Rubrics before the 21st literature and give
Structure- 20% its meaning
Creativity- 10% Group 3. Research at least 2-
Style - 10% poems from Bicol region cite lines
per stanza and give its meaning
Group 4: Read a story about ‘’ The
Tale of Tonyo the Brave’’ and cite
At least 5 important lines from the
paragraph and explain its meaning.
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
J. Additional activities Recalling the previous lesson Reviewing The Previous Lesson
for application or What is Fable?
remediation What is Denotative?
What is Connotative?
V. REMARKS
VI. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation who scored
below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M.What difficulties did I
encounter which my
principal or supervisor
can help me solve?
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 26
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

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 The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.
C. Learning Explain the literary, biographical, Explain the literary, biographical, Explain the literary, biographical, Situate the texts in the context
Competency/ linguistics, and socio- cultural linguistics, and socio- cultural linguistics, and socio- cultural of the region, the nation, and
Objectives contexts and discuss how they contexts and discuss how they contexts and discuss how they the world
Write the LC code for enhance the text’s meaning and enhance the text’s meaning and enhance the text’s meaning and
each. enrich the reader’s understanding enrich the reader’s understanding. enrich the reader’s understanding
LC Code EN12Lit-1e-28 LC Code EN12Lit-1e-28 LC Code EN12Lit-1e-28 LC Code EN12Lit-IIc-29
II. CONTENT Study and appreciation of literary Study and appreciation of literary Study and appreciation of literary Study and appreciation of
texts from the different regions texts from the different regions texts from the different regions literary texts from the different
written in different genres written in different genres written in different genres regions written in different
covering: covering: covering: genres covering:
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 27
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
1. regions in Luzon, Visayas, 1. regions in Luzon, Visayas, 1. regions in Luzon, Visayas,
Mindanao Mindanao Mindanao 2. major genres (poetry, fiction,
2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction, drama, creative nonfiction, as
drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as well well as hyperpoetry, blogs,
as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile mobile phone Texttula, chick lit,
phone Texttula, chick lit, phone Texttula, chick lit, phone Texttula, chick lit, speculative fiction, flash fiction,
speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction, etc.)
etc.) etc.) etc.)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
2 of 9 2 of 9 2 of 9 page 2 of 9
2. Learner’s Materials None None None
pages
3. Textbook pages Get the copy of the selection from 21st Century Literature from the
any Philippine literature book Philippines and the World (Vibal
Publishing). XVIII,
FROM”AMSTERDAM: A CYCLE”
by J. Neil C. Garcia (Manila). pp.
141-147
4. Additional Materials www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning
Resource

IV. PROCEDURES

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
A. Reviewing previous The teacher will ask the learners to The teacher will ask the learners to The teacher will ask the learners to The teacher will ask the learners
lesson or presenting have a short recap about their share important insights that they have a short recap about their about what they learn from
the new lesson presentation during the have learned from the story “How presentation during the literary elements, genres and
collaborative activity. My Brother Leon Brought Home A collaborative activity. tradition
Wife.”
B. Establishing a The teacher will ask the learners to Motivation:
purpose for the think of an object where they can The learners will share their five
lesson compare themselves to. The heroes or villains from comics,
learners will compose a one stanza movies, TV, etc. They will
poem consisting of five lines only. complete the column.
Short introduction of the author’s
background.
C. Presenting The teacher will unlock difficult 1. Read the selection:
examples/Instances terms followed by reading of the “Stonehenge by Rio Alma using
of the new lesson poem “LYRIC 17.” jigsaw reading method for
learners’ participation.
D. Discussing new The teacher will ask the learners to Individual Activity :
concepts and answer the comprehension 1. Navigate ( critical response to
practicing new skills # questions based on the "Lyric 17." the given questions to process
1 The teacher will emphasize the use the selection)
of metaphor to create a better
understanding of poetry
E. Discussing new Presentation of the Collaborative Collaborative Work (Poem Presentation of the Collaborative The learners will do a reporting
concepts and Work (Text Analysis) Analysis) Work (Poem Analysis) of their answers to the given
practicing new skills # Based on the poem “Lyric 17”, the “Lyric 17” questions.
2 “How My Brother Leon Brought learners will do the following:
Home a Wife” Group 1: Analyze Literary Devices
used in the poem focusing on
rhyme and imagery
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 29
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
Group 2: The author’s life that
reflects on the poem
Group 3: Describe the Socio-
cultural Background of the text
Group Activity Rubric
Lesson: _______ VERY GOOD FAIR
Task: _______ GOOD
5
3 1
Proper planning and
sharing of ideas were
observed in the group
The group followed
instructions and
procedures carefully
There was maximum
participation and proper
delegation of tasks;
cooperation and self-
discipline were observed
Arrived at a correct output
and able to finish the
activity within the time
frame

F. Developing mastery The teacher will group the class Group 1: PAINT-THE-POEM-
(leads to Formative and do the following tasks: Illustrate your own idea of what
Assessment 3) Group 1: Choose a particular the poem is all about.
scenario/ scene from the story Group 2: PIC-COLLAGE-Create a
“How My Brother Leon Brought collage of your own idea of the
Home a Wife” and dramatize it. poem and present it through a
Group 2: If you are given the power point presentation.
chance to revise the scenario when Group 3: Compose a song that will
they crossed the carayan/river, reflect your idea of the poem.
how will you react to the situation Rubric
if you were the girl in the story?
10 – Del Message/ Acting / Dialogue/ Team TOTAL
Pilar Interpretation Impact Delivery work 100%
40% 30% 20% 10%
Group 3: If you were Leon, Group 1

compose a song dedicated to the Group 2

lady. Group 3

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
Group 4: Compose a poem related
Group 4

Group 5
to the selection.
Group 5: Give the theme of the
story through an
illustration/picture.
Rubric
10 – Del Message/ Acting/ Dialogue/ Team TOTA
Pilar Interpretation Impact Delivery work L
40% 30% 20% 10% 100%
Group 1

Group 2

Group 3

Group 4

Group 5

G. Finding practical The teacher will ask the ff. The teacher will ask the learners to The teacher will ask the
application of questions: pick out one line from the poem learners, “Why is understanding
concepts and skills in 1. How would you compare the and relate it to their own people’s culture and history
daily living life in the city and province? experiences. through their landmarks and
2. If you were to choose tourist spots important in our
between City and province, world today?”
where would you want to live?
Why?

H. Making The teacher will ask the learners to The teacher will ask the learners to The teacher will ask the learners
generalizations and answer the following questions: answer the following questions: about the theme of the poem
abstractions about 1. What is theme? 1. What is metaphor? and how they apply it to their
the lesson 2. What are the literary 2. What is rhyme? Imagery? real life situation.
techniques?
I. Evaluating learning The teacher will ask the learners to The teacher will assist the learners Group Activity:
have a Short Story Analysis of in creating their own definition of ROLE (p. 137)
“Dead Stars” by Paz Marquez poetry. (You may agree or disagree The teacher will ask the learners
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 31
 32

21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
Benitez with Villa's view.) They may write to think of a landmark or tourist
their definition in prose, or if they spot and come up with a
like, in poetry form. brochure that will highlight in
detail the significance of the
place and act as a tour guide.
(see attached rubric)
J. Additional activities
for application or
remediation
V. REMARKS
VI. 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
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 32
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

GRADE School Grade Level

11 Teacher CHRISTINE D. DAVID Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time AUG. 6-10, 2018 Quarter SECOND

Day 1 Day 2 Day 3 Day 4

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 The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.

21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 33

 34

21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
C. Learning Situate the texts in the context of Situate the texts in the context of Situate the texts in the context of explain the relationship of
Competency/ the region, the nation, and the the region, the nation, and the the region, the nation, and the context with the text’s meaning
Objectives world world world LC Code EN12Lit-Ie-30
Write the LC code for LC Code EN12Lit-IIc-29 LC Code EN12Lit-IIc-29 LC Code EN12Lit-IIc-29
each.
II. CONTENT Study and appreciation of literary Study and appreciation of literary Study and appreciation of literary Study and appreciation of
texts from the different regions texts from the different regions texts from the different regions literary texts from the different
written in different genres written in different genres written in different genres regions written in different
covering: covering: covering: genres covering:
2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction,
drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as
as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile well as hyperpoetry, blogs,
phone Texttula, chick lit, phone Texttula, chick lit, phone Texttula, chick lit, mobile phone Texttula, chick lit,
speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction,
etc.) etc.) etc.) etc.)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
2 of 9 2 of 9 2 of 9 page 2 of 9
2. Learner’s Materials None
pages
3. Textbook pages 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
Philippines and the World (Vibal Philippines and the World (Vibal Philippines and the World (Vibal Philippines and the World(Vibal
Publishing). CYCLE” by J. Neil C. Publishing). THE LAST LEAF by Publishing). THE LAST LEAF by Exie Publishing).
Garcia (Manila). pp. 34-47 Bienvenido Lumbera (Batangas). Abola pp. 52-57
pp. 215-216
4. Additional Materials www.deped.gov.ph www.deped.gov.ph
21st
CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 34
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
from Learning
Resource (LR)portal
B. Other Learning
Resource

IV. PROCEDURES
1. Reviewing previous The teacher will ask the learners The learners will give their insights The learners will recall the main The teacher will ask the learners
lesson or presenting about the possible changes that about ’Drama’. idea in the play New YORKER IN about what they learn from
the new lesson may take place in their lives after TONDO literary elements, genres and
studying the poem that they had tradition
yesterday.
2. Establishing a Motivation: Motivation: Motivation: Motivation:
purpose for the The teacher will capture the The learners will give HUGOT LINES The learners will describe their The learners will share their five
lesson learners’ interest by asking some about break-up and separation. house and they will give three heroes or villains from comics,
questions. things about what they love most movies, TV etc. They will
about their home. complete the column.

3. Presenting The learners are given a chance to 1. PowerPoint Presentation of 1. Distribution of the copy of the 1. Read the selection:
examples/Instances have an advance reading of the Dalawang Awit Mula sa “Rami essay. “Stonehenge by Rio Alma using
of the new lesson story “Voice Tape”. Hari” (excerpts from the play ) 2. Ask, “Why do you think the PLAY jigsaw reading method for
2. Learners will do a creative NEW YORKER IN TONDO is entitled learners’ participation.
reading of the given text by group.
4. Discussing new Individual Activity: Individual Activity: Group Activity: Individual Activity :
concepts and ROLE (pp. 44-45) 1. Navigate ( critical response to 1. Round Robin Reading Method 1. Navigate ( critical response to
practicing new skills # the given questions to process the 2. Answer the comprehension the given questions to process
1 selection) questions. the selection)
5. Discussing new By pair activity. Sharing of the Ask the question, “What is the The learners will do a reporting
concepts and other problems that OFWs most relatable line to you in the of their answers to the given
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 35
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
practicing new skills # encounter. given texts?” questions.
2 The learners will do a reporting of
their answers to the given
questions.
6. Developing mastery The learners will do a reporting of The learners will present their
(leads to Formative their answers to the given answers to the given questions.
Assessment 3) questions.
7. Finding practical Ask “What are the effects of being Ask, “In what way/s watching TV Tell something about the saying, Ask, Why is understanding
application of separated from your loved ones?” drama affected the lives of Filipino “Home is where the heart is.” people’s culture and history
concepts and skills in people?” through their landmarks and
daily living tourist spots important in our
world today?
8. Making Give the gist of the story. Summarize the day’s discussion. Share your learning for the day’s Ask learners about the theme of
generalizations and discussion. the poem and how they apply it
abstractions about to their real life situation.
the lesson
9. Evaluating learning Group Activity: Group Activity: Constellate Group Activity:
ROLE (p.47) ROLE (p. 216) p.56 ROLE (p. 137)
Use their imagination in creating a Present a short 5-minuteaudio- The learners will think of a
skit about an alternative ending of Produce a play that seeks to visual presentation about the landmark or tourist spot and
the story dramatize regional and answers to the given questions). come up with a brochure that
See the attached rubric. contemporary issues in the (see attached rubric) will highlight in detail the
Philippines. significance of the place and act
(see attached rubric) as a tour guide.
(see attached rubric)
10. Additional activities
for application or
remediation

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
V. REMARKS
VI. 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
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 37
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
localized materials
did I use/discover
which I wish to share
with other teachers?

GRADE School MADAPDAP RESETTLEMENT HS Grade Level

11 Teacher CHRISTINE D. DAVID Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time AUGUST 20-24, 2018 Quarter SECOND

Day 1 Day 2 Day 3 Day 4

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.
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.
C. Learning explain the relationship of context explain the relationship of context explain the relationship of context Produce a creative
Competency/ with the text’s meaning with the text’s meaning with the text’s meaning representation of a literary text
Objectives by applying multi-media skills
D. Write the LC code for  Choose an appropriate
each. multimedia format in
LC Code EN12Lit-Ie-30 LC Code EN12Lit-Ie-30 LC Code EN12Lit-Ie-30 interpreting a literary text
LC Code EN12Lit-Ie-11.1
II. CONTENT Study and appreciation of literary Study and appreciation of literary Study and appreciation of literary Study and appreciation of
texts from the different regions texts from the different regions texts from the different regions literary texts from the different
written in different genres written in different genres written in different genres regions written in different
covering: covering: covering: genres covering:
2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction,
drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as
as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile well as hyperpoetry, blogs,
phone Texttula, chick lit, phone Texttula, chick lit, phone Texttula, chick lit, mobile phone Texttula, chick lit,
speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction,
etc.) etc.) etc.) etc.)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
2 of 9 2 of 9 2 of 9 page 2 of 9
2. Learner’s Materials None
pages
3. Textbook pages 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
Philippines and the World(Vibal Philippines and the World(Vibal Philippines and the World(Vibal
Publishing). Publishing). Dalawang Awit mula Publishing). Five Brothers, One
XVIII,FROM”AMSTERDAM:A sa “Rama Hari” by Bienvenido Mother by Exie Abola pp. 52-57
CYCLE” by J. Neil C. Garcia Lumbera (Batangas). pp. 215-216
(Manila). pp. 34-47
4. Additional Materials www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous The teacher will ask the learners The learners will give their insights The learners will recall the main The teacher will ask the learners
lesson or presenting about the possible changes that about ’Drama’. idea in the play ‘Dalawang Awit. ‘ to explain the relationship of
the new lesson may take place in their lives after context with the text’s meaning
studying the poem that they had
yesterday.
B. Establishing a Motivation: Motivation: Motivation: The teacher will educate the
purpose for the The teacher will capture the The learners will give HUGOT LINES The learners will describe their learners on how to use the
lesson learners’ interest by asking some about break-up and separation. house and they will give three different multimedia format in
questions. things about what they love most interpreting a literary text
about their home.
C. Presenting The learners are given a chance to 1. PowerPoint Presentation of 1. Distribution of the copy of the The teacher will present a logo
examples/Instances have an advance reading of the Dalawang Awit Mula sa “Rami essay. of different application then ask
of the new lesson story “Voice Tape”. Hari” (excerpts from the play ) 2. Ask, “Why do you think the the learners what can they say
2. Learners will do a creative essay is entitled Five Brothers, about it
reading of the given text by group. One Mother?”
D. Discussing new Individual Activity: Individual Activity: Group Activity: The teacher will focus on
concepts and ROLE (pp. 44-45) 1. Navigate ( critical response to 1. Round Robin Reading Method Facebook application - its
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
practicing new skills # the given questions to process the 2. Answer the comprehension background, the purpose of
1 selection) questions. using it, and how to use this
application
E. Discussing new By pair activity. Sharing of the Ask the question, “What is the The teacher will introduce and
concepts and other problems that OFWs most relatable line to you in the discuss the poem “I am a
practicing new skills # encounter. given texts?” Filipino” by Carlos P. Romulo.
2 The learners will do a reporting of
their answers to the given
questions.
F. Developing mastery The learners will do a reporting of The learners will present their The teacher will ask follow up
(leads to Formative their answers to the given answers to the given questions. questions after the discussion of
Assessment 3) questions the poem
.
G. Finding practical Ask “What are the effects of being Ask, “In what way/s watching TV Tell something about the saying, The teacher will ask the learners
application of separated from your loved ones?” drama affected the lives of Filipino “Home is where the heart is.” to share their experiences while
concepts and skills in people?” using the said application
daily living (Facebook)
H. Making Give the gist of the story. Summarize the day’s discussion. Share your learning for the day’s The teacher will ask some of the
generalizations and discussion. learners to enumerate the steps
abstractions about on how to use the Facebook
the lesson application as well as to give the
purpose of using it.
I. Evaluating learning Group Activity: Group Activity: Constellate The teacher will explain the
ROLE (p.47) ROLE (p. 216) p.56 rubrics to be used in rating their
Use their imagination in creating a Present a short 5-minuteaudio- Facebook status.
skit about an alternative ending of Produce a play that seeks to visual presentation about the
the story dramatize regional and answers to the given questions). The teacher will group the
contemporary issues in the (see attached rubric) learners into 4. Each group will
Philippines. internalize the poem and write
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 41
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
See the attached rubric. their reflection about it. Ask
(see attached rubric) them to post it on Facebook and
the group that will have the
greater number of likes will
receive the highest score.
J. Additional activities
for application or
remediation
V. REMARKS
VI. 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
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 42
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

GRADE School MADAPDAP RESETTLEMENT HIGH SCHOOL Grade Level 11/12

11 Teacher CHRISTINE D. DAVID Learning Area 21ST Century Literature of the Philippines and the
DAILY World

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
LESSON LOG Teaching Dates and Time September 3-7, 2018 Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES HOLIDAY
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 The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine Literature from the regions through: 1.) a
Standard 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.
C. Learning Produce a creative representation Produce a creative representation Produce a creative representation Produce a creative
Competency/ of a literary text by applying multi- of a literary text by applying multi- of a literary text by applying multi- representation of a literary text
Objectives media skills media skills media skills by applying multi-media skills
Write the LC code for  Choose an appropriate  Choose an appropriate  Apply ICT skills in crafting an  Apply ICT skills in
each. multimedia format in multimedia format in adaptation of a literary text crafting an adaptation
interpreting a literary text interpreting a literary text  of a literary text
LC Code EN12Lit-Ie-31.1 LC Code EN12Lit-Ie-31.1 LC Code ENLit-Ie-31.2 LC Code ENLit-Ie-11.2
II. CONTENT Study and appreciation of literary Study and appreciation of literary Study and appreciation of literary Study and appreciation of
texts from the different regions texts from the different regions texts from the different regions literary texts from the different
written in different genres written in different genres written in different genres regions written in different
covering: covering: covering: genres covering:
2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction, 2. major genres (poetry, fiction,
drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as well drama, creative nonfiction, as
as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile as hyperpoetry, blogs, mobile well as hyperpoetry, blogs,
phone Texttula, chick lit, phone Texttula, chick lit, phone Texttula, chick lit, mobile phone Texttula, chick lit,
speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction,
etc.) etc.) etc.) etc.)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
21st
CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 44
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
pages Philippines and the World CG page Philippines and the World CG page Philippines and the World CG page Philippines and the World CG
2 of 9 2 of 9 3 of 9 page 3 of 9
2. Learner’s Materials None
pages
3. Textbook pages
4. Additional Materials www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous The teacher will ask the learners to The teacher will ask the learners to The teacher will ask the learners  The teacher will ask the
lesson or presenting give the background, purpose, and give the background, purpose, and what they remember about the learners to share to the
the new lesson basic steps of using Facebook. basic steps of using Viva Video. videos they watched yesterday. class the multimedia
What are the remarkable points application they have used
about the videos presented? in producing or in creating
their output
 The teacher will ask the
learners to watch a video
clip and do an assessment or
rating of this video clip.
 The teacher will ask them
some process questions on
how to improve such kind of
output using ICT integration.
B. Establishing a The teacher will demonstrate the The teacher will ask the learners to The teacher will ask the learners to
purpose for the learners how to use the application present and evaluate the video relate the pictures shown by the

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
lesson Viva Video made by each group teacher to the poem “I am a
Filipino” by Carlos P. Romulo
C. Presenting The teacher will present a video CULMINATING ACTIVITY The teacher will show to the FINDING STRENGTHS AND
examples/Instances clip using the application Viva (Each group will present their learner a sample video WEAKNESSES
of the new lesson Video. Then ask the learners to output in the class. Then one presentation about the poem  The teacher will ask the class
differentiate Viva Video from member from each group will made by using moviemaker. about their personal talent.
Facebook application critique each group’s output.) What is the difference between (finding out their multi
The teacher and the learners will the video made through Viva video intelligences, especially
give feedback/s about the output and moviemaker? using Information,
of each group. Multimedia Literacy)
 Ask one of the learners if
he/she will feel confident
and comfortable to perform
or show his/her talent which
he/she is not good at.
D. Discussing new The teacher will discuss the Viva The teacher will introduce  The teacher will discuss the
concepts and Video application - its background, Moviemaker – background and its importance of
practicing new skills # the purpose of using it, and how to purpose. following/using rubrics in
1 use this application. making an output as a guide
to a nearly perfect work.
E. Discussing new The learners will be given a chance The teacher will teach the basics of The teacher will show examples
concepts and to observe how to use the moviemaker- how to create a of rubrics for such activity for
practicing new skills # application by themselves. video presentation. self-improvement. ( presenting
2 both soft and hard copies of the
rubrics)
F. Developing mastery The teacher will ask the learners to Activity: The learners will be
(leads to Formative share their experiences while grouped into four for the next
Assessment 3) exploring the said application. activity.
The learners will create a video
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 46
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
presentation using pictures that
are related to the poem, voice over
– that is, the poem will be read by
one member, with a subtitle which
is the poem itself.
 The teacher will explain
the rubrics to be used in
rating their video
presentation.

G. Finding practical The teacher will explain the rubrics Aside from the activity, where can Group Activity :
application of to be used in rating their video you use moviemaker? 1. The teacher will ask the
concepts and skills in presentation. learners to assess themselves or
daily living their video presentations.
The teacher will ask the learners to 2. The teacher will ask the
create a simple video about the learners to compare their work
poem “I am a Filipino” using the to the works of other groups.
application Viva Video
H. Making The teacher will ask some of the The teacher will ask some learners Valuing: The teacher will set the
generalizations and learners to enumerate the steps on to explain the steps in making a learners’ own standards in
abstractions about how to use the viva video video presentation through doing things in real life
the lesson application as well as to give the moviemaker. situation.
purpose of using it.
I. Evaluating learning The evaluation will be done next Evaluation will be done on the next The teacher will ask questions
session session. like: 1. What is the importance
of setting standards?
2. How can these standards help
them?
J. Additional activities The teacher will ask the learner
21st
CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 47
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
for application or to do a Self/Peer Assessment of
remediation their outputs.
V. REMARKS
VI. 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
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 48
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
GRADE School Madapdap Resettlement Senior High School Grade Level 11/12
11 Teacher Robert Carl J. Garcia Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time September 10 – 14, 2018 Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to The learner will be able to understand and appreciate literary texts in various genres across national
understand and appreciate the literature and cultures
elements and contexts of 21st
century World literatures.
B. Performance The learner will be able to The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the
Standard demonstrate understanding and world through:
appreciation of 21st Century 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a
Philippine Literature from the description of its content derived from research
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.
C. Learning Produce a creative representation Identify representative texts and Identify representative texts and Identify representative texts and
Competency/ of a literary text by applying multi- authors from Asia, North America, authors from Asia, North America, authors from Asia, North America,
Objectives media skills Europe, Latin America, and Africa. Europe, Latin America, and Africa. Europe, Latin America, and Africa.
Write the LC code for  Apply ICT skills in crafting an
each. adaptation of a literary text
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
LC Code ENLit-Ie-31.2 LC Code EN12Lit-IIa-22 LC Code EN12Lit-IIa-22 LC Code EN12Lit-IIa-22
II. CONTENT Study and appreciation of literary Literary genres, traditions and Literary genres, traditions and Literary genres, traditions and
texts from the different regions forms from different national forms from different national forms from different national
written in different genres literature and cultures namely literature and cultures namely literature and cultures namely
covering: Asian, Anglo-American, European, Asian, Anglo-American, European, Asian, Anglo-American, European,
2. major genres (poetry, fiction, Latin American, and African. Latin American, and African. Latin American, and African.
drama, creative nonfiction, as well
as hyperpoetry, blogs, mobile
phone Texttula, chick lit,
speculative fiction, flash fiction,
etc.)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
page 3 of 9 4 of 9 page 4 of 9 4 of 9
2. Learner’s Materials None
pages
3. Textbook pages
4. Additional Materials www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning Retrieved on April 18, 2017 Retrieved on April 18, 2017 Retrieved on April 18, 2017
Resource https://ischoolsericsonalieto.word https://allpoetry.com/To-Jennie http://www.penguinrandomhouse
press.com/2010/08/24/footnote- http://worldbeyond.org/coelho.ht .com/books/411/things-fall-apart-
to-youth-jose-garcia-villa/ m by-chinua-achebe/
9780679446231/
www.readwritethink.org/.../lesso
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 51
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
n_images/lesson1127/HPexcerpt.
pdf
IV. PROCEDURES
A. Reviewing previous  The teacher will set the rubrics The teacher will ask the following:
lesson or presenting for self/peer assessment. 1. Who is the famous author from
the new lesson North America who wrote the
poem To Jennie? 2. In
your own opinion, why did the
author has to say goodbye?
B. Establishing a NATIONAL COSTUME – TASTE BUDDIES
purpose for the The teacher will show picture of The teacher will show foods from
lesson different national costume from different countries and ask
Asia, Anglo-American, European, learners to think of its counterpart
Latin America and Africa. here in the Philippines.
C. Presenting The teacher will reiterate the The teacher will divide the class
examples/Instances importance of setting a particular into 5 groups. Distribute a copy of
of the new lesson criteria in making an output. different writers and their
significant works. Each group will
be given a time to read and
analyze their copy and present it
to their assigned time.
D. Discussing new CULMINATING ACTIVITY The teacher will ask the first group The teacher will ask the fourth
concepts and VIDEO PRESENTATION (FINAL to present their assigned writer group to present “Harry Potter
practicing new skills # OUTPUT) and his work and Sorcerer Stone” an excerpt
1 Footnote to the Youth by Jose by JK Rowling ( Europe) and the
The teacher will ask the learners Garcia Villa (Asia) fifth group “Things Fall Apart” an
to present their output to the excerpt by Chinua Achebe
class.

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
E. Discussing new
concepts and
practicing new skills #
2
F. Developing mastery The teacher will ask the questions: The teacher will ask the question:
(leads to Formative 1. Who are the characters in the 1. Do you believe in magic?
Assessment 3) story? Explain your answer?
2. What are their roles?
G. Finding practical The teacher will ask the question: The teacher will ask the question:
application of 1. What is the message of the 1. If you would have a super
concepts and skills in story to the youth? power what it would be and why?
daily living
H. Making The teacher will ask the question: The teacher will ask the question:
generalizations and 1. If you would give one message 1. What do you think are the
abstractions about to your fellow youth what it would reasons why people commit
the lesson be and why? suicide?
I. Evaluating learning The teacher will ask the question:
1. How do you face difficult
problems?
2. If you were Okonkwo would
you do the same thing?
J. Additional activities The teacher will use the rubric in
for application or grading the learners output.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8

GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
B. Performance The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world through:
Standard 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 Identify representative texts and Explain the texts in terms of Explain the texts in terms of Explain the texts in terms of
Competency/ authors from Asia, North America, literary elements, genres, and literary elements, genres, and literary elements, genres, and
Objectives Europe, Latin America, and Africa. traditions traditions traditions
Write the LC code for each. LC Code EN12Lit-IIa-22
LC Code EN12Lit-IIb-32 LC Code EN12Lit-IIb-32 LC Code EN12Lit-IIb-32
II. CONTENT Literary genres, traditions and Literary genres, traditions and Literary genres, traditions and Literary genres, traditions and
forms from different national forms from different national forms from different national forms from different national
literature and cultures namely literature and cultures namely literature and cultures namely literature and cultures namely
Asian, Anglo-American, European, Asian, Anglo-American, European, Asian, Anglo-American, European, Asian, Anglo-American, European,
Latin American, and African. Latin American, and African. Latin American, and African. Latin American, and African.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
page 3 of 9 4 of 9 page 4 of 9 4 of 9
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
2. Learner’s Materials None
pages
3. Textbook pages Baronda, A.J.C. (2016). 21st
Century Literature From the
Philippines and the World. Pasay
City: JFS Publishing Services. pp.
22-25.
4. Additional Materials www.deped.gov.ph www.deped.gov.ph
from Learning
Resource (LR)portal
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous Review of the previous lesson DANCE TO THE BEAT OF LIT. The teacher will ask the learners The teacher will ask the learners
lesson or presenting The teacher will show videos of to identify the genres in literature, to give a summary of the text “The
the new lesson famous dances around the world. the literary elements and the Necklace.”
Then, the learners will identify cultures of the countries discussed
what are those dances as well as yesterday
its origin.
B. Establishing a WOWOWORLD From the videos, the teacher will
REFLECT ON THE FOLLOWING
purpose for the The teacher will distribute ask the learners to determine the STATEMENT:
lesson pictures of known tourist spots traditions and the origin of the
The teacher will ask the learners
and ask learners to guess from famous dances. to reflect on this statement,
which country it would be found. “Lying is acceptable in some
situations. You should always lie
to save face.”
C. Presenting TASK 1. BREAK THE CODE (SEE MAKING PREDICTIONS ABOUT
examples/Instances ATTACHED ACTIVITY) THE TEXT:
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
of the new lesson The teacher will discuss the new The teacher will ask the learners
lesson and activities will be to make prediction about “The
presented. Necklace.”

D. Discussing new The teacher will ask the learners From the Task 1, the teacher will The teacher will ask questions to ACT IT OUT, CRY IT OUT
concepts and to write their interpretation or discuss the different genres of check the comprehension of the Group Activity:
practicing new skills # lesson they have got from the literature according to Barritugo learners. The teacher will group the class
1 literary work assigned to them et.al. (2002) by giving brief into four. Each group is going to
and create a bookmark; design descriptions for each genre of dramatize the story “The
will be based on what country it literature. Necklace” based on their
came from. understanding of the story. Each
group will identify the different
literary elements from their role
play
Group 1. Identify the characters
and the setting
Group 2. Identify the plot
Group 3. The Conflict
Group 4. The Theme
RUBRICS
Creativity – 20%
Content – 40%
Relevance – 40%
E. Discussing new A presentation will be presented
concepts and by the teacher on the different
practicing new skills # literary elements such as: setting,
2 characters, plot, point of view,
conflict, symbols, and theme
F. Developing mastery
21st
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
(leads to Formative
Assessment 3)
G. Finding practical
application of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning The teacher will ask the learner to The teacher will ask the learners The teacher will ask the learners
show the similarities and to give a brief summary of the to present their role play.
differences between prose and story “The Necklace.”
poetry using Venn Diagram
J. Additional activities The teacher will ask the learners The teacher will ask the learners
for application or to read in advance the story “The to prepare for a photo exhibit on
remediation Necklace” by Guy De Maupassant the different genres, traditions,
and literature assigned to them.
Learners will draw lots on the
different countries they will work
on.
RUBRICS
Creativity – 20%
Content – 40%
Relevance – 40%
V. REMARKS
VI. REFLECTION
A. No. of learners who
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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

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with other teachers?

GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
B. Performance The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world through:
Standard 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 Identify representative texts and Situate the texts in the context of Situate the texts in the context of Appreciate the cultural and
Competency/ authors from Asia, North America, the region, nation, and the world the region, nation, and the world aesthetic diversity of literature of
Objectives Europe, Latin America, and Africa. the world.
Write the LC code for LC Code EN12Lit-IIa-22 LC Code: EN12Lit-Iic-29 LC Code: EN12Lit-Iic-29
each. LC Code: EN12Lit-IIc-33
II. CONTENT Literary genres, traditions and Basic textual and contextual Basic textual and contextual Basic textual and contextual
forms from different national reading approach in the study and reading approach in the study and reading approach in the study and
literature and cultures namely appreciation of literature appreciation of literature appreciation of literature
Asian, Anglo-American, European,
Latin American, and African.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the

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pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
page 3 of 9 4 of 9 page 4 of 9 4 of 9
2. Learner’s None
Materials pages
3. Textbook pages Baronda, A.J.C. (2016). 21st Baronda, A.J.C. (2016). 21st Baronda, A.J.C. (2016). 21st
Century Literature From the Century Literature From the Century Literature From the
Philippines and the World. Pasay Philippines and the World. Pasay Philippines and the World. Pasay
City: JFS Publishing Services, pp. City: JFS Publishing Services, pp. City: JFS Publishing Services, pp.
56-60. 56-60. 56-60.
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous The teacher will ask the learners The teacher will ask essential
lesson or presenting to set up the learners’ photo questions regarding the previous
the new lesson exhibit. activity.
B. Establishing a DORA THE EXPLORER (AUTHOR The teacher will ask the class to
purpose for the MAPPING) express their thoughts and
lesson The teacher will ask the learners interpretations regarding the
to: following statement: “One
1. Arrange the given pictures of characteristic of humans have
notable writers according to their been engaging in an internal
birth places/regions/countries. dialogue with themselves.”
2. Use their prior knowledge in
tracking the places of the writers:
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Virgil, Homer, Shakespeare, Poe,
etc.
3. Process basic questions about
each.
C. Presenting The teacher will tell the class that
examples/Instances the text in then lesson deals with
of the new lesson the emotions that emerge from
individual retrospection.
D. Discussing new THINK, THEN CLICK… THE ROAD TAKEN (TASK-BASED Before going to the poem entitled
concepts and The teacher will ask the learners COLLABORATIVE ACTIVITY) A Corner in My Soul, the teacher
practicing new skills # to create a photo exhibit on the The teacher will ask the class to will show a picture of the author
1 different genres, traditions, and do the following tasks: named Saju Abraham. He will give
literature assigned to them. 1. The chosen excerpts ODYSSEY a short information about him, so
Group 1. USA and BEOWULF will be divided in that learners will have a
Group 2. Korea various sub-parts wherein each knowledge about his life.
Group 3. Mexico sub-part ends in a stopover.
Group 4. Egypt 2. Per stopover, there are tasks to
be accomplished like:
A. enumerating the characters.
b. Sketching the images drawn
from the selection
c. writing slogan
d. answering comprehension
questions
3. This will done by group. Per
group roles will be assigned:
Leader, Reader, Commentator,
Task – doers, etc.
4. Two groups will deal with
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Odyssey and the other two will
deal with Beowulf.
E. Discussing new How are the underlined
concepts and expressions in the following lines
practicing new skills # related in meaning?
2 1. That leads me by the hand
when I’m lost
2. That lifts me when I’m down
3. That rushes in solace when
sorrow strikes
4. That soaks up my tears when I
need to cry
5. That gives me company when
lonely
6. That’s always by my side rain or
shine.
Processing od answers will be
done subsequently.
F. Developing mastery The teacher will read first the
(leads to Formative poem, “A Corner in My Soul” by
Assessment 3) Saju Abraham with full emotions.
Then, the learners will do a choral
reading of the poem while telling
them the importance of delivering
every line of it with emotions;
thus, leading it to the initial
understanding of the text.
G. Finding practical The teacher will ask thought-
application of provoking questions to stimulate
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concepts and skills in learning. Processing of answers
daily living will be done subsequently.
*The generalizations and
abstractions could be injected
here.
1. When do you say a person is
faced with a “dilemma?”
2. When do we say that “life
sucks?” How do we feel when it
does?
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Peer Checking Audit THE F (A.K.A TRAILER FEVER) RAP IT UP!
Directions: The teacher will divide the class
1. Come up with a trailer of an into four groups, and each group
assigned literary piece. (There is will be assigned a question that
an assigned piece representing the group needs to answer and
Afro-Asian, Anglo-American, and perform through a rap. The
World Literature) questions are as follows:
2. The clip should be at minimum Group 1: What image is evoked by
of 30 seconds and a maximum of the line “signals when I’m at the
2 minutes. crossroads?”
3. It will be graded according to: Group 2: Describe the persona. Is
Members’ Participation – 15% he/she happy, at peace, troubled?
Relevance to the Topic – 35% Cite lines to justify your answer.
Creativity – 30% Group 3: What could the ‘corner
Impact – 20% in my soul” be that the persona
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
refers to? Cite lines from the text
to justify your answer.
Group 4: Is there something in
your life that you can also call a
corner in your soul? What is it?
J. Additional activities
for application or
remediation
V. REMARKS
VI. 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
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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?

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GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
B. Performance The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world through:
Standard 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 Appreciate the cultural and Appreciate the contributions of Compare and contrast the various Distinguish the literary uses of
Competency/ aesthetic diversity of literature of the canonical Filipino writers to 21st century literary genres and language from non-literary and
Objectives the world. the development of national their elements, structures, and understand their use as well as
Write the LC code for each. literature. traditions from across the globe the formal features and
conventions of literature.
LC Code: EN12Lit-IIc-33 LC Code EN12Lit-Ic-24 LC Code EN12Lit-Iid-25 LC Code EN12Lit-Iie-34
II. CONTENT Basic textual and contextual Canonical Filipino Authors and Basic textual and contextual Basic textual and contextual
reading approach in the study and Works of Philippine National reading approach in the study and reading approach in the study and
appreciation of literature Artists in Literature appreciation of literature appreciation of literature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 67
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
page 4 of 9 4 of 9 page 4 of 9 4 of 9
2. Learner’s None
Materials pages
3. Textbook pages Baronda, A.J.C. (2016). 21st Baronda, A.J.C. (2016). 21st
Century Literature From the Century Literature From the
Philippines and the World. Pasay Philippines and the World. Pasay
City: JFS Publishing Services, pp. City: JFS Publishing Services, pp.
56-60. 56-60.
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous The teacher will ask the class The following questions will be Give the 21st century world  
lesson or presenting about the assigned tasks that the asked to the learners: literature authors
the new lesson learners will perform on this day.  What are the 5 periods in
the History of Philippine
Literature?
 What are the significant
developments in literature
in each period?
 How did the different
colonizers contribute to
the development of our
literature?

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
B. Establishing a The performances of the learners 4 PICS, 1 AUTHOR
purpose for the will be delivered for the purpose The teacher will present
lesson of making an in-depth pictures of different literary pieces
interpretation of the poem or books. The learners will guess
coupled with fun and learning. the author or writer of the books
and literary pieces presented.

C. Presenting The teacher will connect the first Tell the difference between poem Show some clips from Encantadia
examples/Instances activity to the lesson. and short story
of the new lesson

D. Discussing new Video Presentation: Compare and contrast poem and Ask the learners to compare the
concepts and The teacher will present a short story using a Venn Diagram language used by the Sanggres
practicing new skills # video clip on the development of and the people from the mundo
1 literature in the Philippines and a ng mga tao.
slide show of canonical Filipino
writers with their contributions in
the Philippine literature.

E. Discussing new Poem is a piece of writing the Poem 1: Read a poem that makes
concepts and usually has figurative language used of formal language
practicing new skills # and that is written in separate
2 lines that often have a repeated
rhythm and sometimes rhyme
F. Developing mastery Think-Pair-Share Short story is an invented prose Poem 2: Read a contemporary
(leads to Formative The teacher will ask the narrative shorter than a novel poem that makes used of informal
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
Assessment 3) learners to find a partner and usually dealing with a few language.
answer the question: characters and aiming at unity of
How did the works of the effect and often concentrating on
different National artists the creation of mood rather than
contribute to our history, plot
culture and traditions?
G. Finding practical The class will be divided into 4 Graphic Organizer: Ask the
application of groups. The 2 groups will create a learners to complete the graphic
concepts and skills in sonnet while the other groups will organizer and let them show the
daily living construct a short story. Each difference of literary and non-
group will present their output literary language.
and the audience will write
descriptions about each group's
work
H. Making Round-Robin Poem and short story may reflect  
generalizations and The teacher will ask the learners country's culture, tradition and
abstractions about to go to their original groupings way of living.
the lesson from the first activity and answer
the following questions:
1. What made these people
National Artists?

2. How did their works affect

the lives of the Filipinos or our
country?
I. Evaluating learning The teacher with the help of the Follow-up activity for evaluation Each group will present their  
class will evaluate the The National Artists in Literature comments about each group's
presentations of the group. Museum performance in front of the class.
Corresponding scores will be given The teacher will ask each
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
to each group by the using the group l make a compilation or a
following criteria: picture collage of each writer’s
works or masterpieces. These will
• Content- 35% be arranged and presented in
• Delivery-25% class like the masterpieces we see
• Creativity-25% in the museum.
• Impact-15% (see the attached rubrics)

J. Additional activities Learners will criticize a poem and  

for application or short story by identifying the
remediation elements.
V. REMARKS
VI. 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

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

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GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
B. Performance The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world through:
Standard 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 Distinguish the literary uses of Distinguish the literary uses of Distinguish the literary uses of The Learners will examine the
Competency/ language from non-literary and language from non-literary and language from non-literary and relationship between text and
Objectives understand their use as well as understand their use as well as understand their use as well as context
Write the LC code for the formal features and the formal features and the formal features and
each. conventions of literature. conventions of literature. conventions of literature.
LC Code EN12Lit-Iie-34 LC Code EN12Lit-Iie-34 LC Code EN12Lit-Iie-34 LC Code EN12Lit-Iig - 35
II. CONTENT Basic textual and contextual Basic textual and contextual Basic textual and contextual Basic textual and contextual
reading approach in the study and reading approach in the study and reading approach in the study and reading approach in the study and
appreciation of literature appreciation of literature appreciation of literature appreciation of literature
III. LEARNING RESOURCES
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
page 4 of 9 4 of 9 page 4 of 9 5 of 9
2. Learner’s None
Materials pages
3. Textbook pages Baronda, A.J.C. (2016). 21st Baronda, A.J.C. (2016). 21st
Century Literature From the Century Literature From the
Philippines and the World. Pasay Philippines and the World. Pasay
City: JFS Publishing Services, pp. City: JFS Publishing Services, pp.
56-60. 56-60.
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous Show the class video clips about Engage the class to a dialog with Focus Question: What is literary The teacher will recap the lesson
lesson or presenting conventions in literature conversational language. and non-literary language? about distinguishing the literary
the new lesson regarding the use of language using language from the non-
literary and understanding their
use as well as the formal features
and conventions of literature
B. Establishing a Let the learners give their ideas Ask them if they can consider the  
purpose for the regarding what the language of language literary. If not, how will
lesson literature should be. they classify the language?

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
C. Presenting Famous Speeches: Expose the Show the class video of a speech   The purpose of the lesson is for
examples/Instances learners with famous speeches that makes used of informal the learners to know the
of the new lesson that makes used of old English and
language. Elicit reaction from the relationship between text and
elicit understanding and reactionlearners regarding their context in a literary text
from the learners. understanding and appreciation of
the message.
D. Discussing new Poetic Words: Engage the learners Modern Song: Direct the learners   The teacher will Present pictures
concepts and to react on the poetic use of to sing a song with non-literary of context and text and elicit
practicing new skills # words using concept map. language. Ask them to react on responses from the learners based
1 the language and message of the on the questions provided.
song.
E. Discussing new     Show the Difference: Using The teacher will clarify some of
concepts and graphic organizer, ask the learners the responses of the learners and
practicing new skills # to distinguish the literary and non- add information based on the
2 literary language based on the given topic
materials previously presented to
the learners.
F. Developing mastery       Using a Venn Diagram, the
(leads to Formative teacher will ask the learners to
Assessment 3) compare and contrast text and
context of various pictures.
G. Finding practical       The teacher will ask the class to
application of give their own understanding
concepts and skills in regarding the relationship of text
daily living and context in a literary piece or
social issues
H. Making     Speech Choir: Divide the class into  
generalizations and two. Ask Group 1 to perform a

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abstractions about poem with literary language while
the lesson Group 2 will have to perform non-
literary language. Attach rubric
scoring.
I. Evaluating learning       The teacher will explain to the
class that it is very important for
learners to know the relationship
of text and context in a literary
piece.
J. Additional activities Show the class video clips about Engage the class to a dialog with Focus Question: What is literary The teacher will provide a social
for application or conventions in literature conversational language. and non-literary language? issue discussed in a text. The
remediation regarding the use of language learners will address the said issue
and come up with a solution
through dramatization.
V. REMARKS
VI. 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

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

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GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
B. Performance The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world through:
Standard 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 Understand literary meanings in Understand literary meanings in Understand literary meanings in Understand literary meanings in
Competency/ context and the use of critical context and the use of critical context and the use of critical context and the use of critical
Objectives reading strategies reading strategies reading strategies reading strategies
Write the LC code for each. LC Code EN12Lit-Iie-36 LC Code EN12Lit-Iie-36 LC Code EN12Lit-Iie-36 LC Code EN12Lit-Iie-36

II. CONTENT Basic textual and contextual Basic textual and contextual Basic textual and contextual Basic textual and contextual

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
reading approach in the study and reading approach in the study and reading approach in the study and reading approach in the study and
appreciation of literature appreciation of literature appreciation of literature appreciation of literature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
page 4 of 9 4 of 9 page 4 of 9 5 of 9
2. Learner’s None
Materials pages
3. Textbook pages Baronda, A.J.C. (2016). 21st Baronda, A.J.C. (2016). 21st
Century Literature From the Century Literature From the
Philippines and the World. Pasay Philippines and the World. Pasay
City: JFS Publishing Services, pp. City: JFS Publishing Services, pp.
56-60. 56-60.
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES
1. Reviewing previous Relationship between text and Literary meanings in Context Use of Critical Reading Strategies. Different Strategies in Critical
lesson or presenting context. Reading
the new lesson
2. Establishing a Ask the learners to define the Ask the learners to define the Ask the learners to explain the Ask the learners to discuss the use
purpose for the relationship between text and relationship between text and literary meaning in context. of critical reading strategies.
lesson context. context.
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 79
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3. Presenting Present to the learners the Present to the learners the literary Present to the learners the use of Present to the learners the
examples/Instances relationship between text and meaning in context. critical reading strategies. different strategies in critical
of the new lesson context. reading.

4. Discussing new The learner will be able to writing The learner will be able to writing  The learner will be able to writing The learner will be able to writing
concepts and a close analysis and critical a close analysis and critical a close analysis and critical a close analysis and critical
practicing new skills # interpretation of literary texts, interpretation of literary texts, interpretation of literary texts, interpretation of literary texts,
1 applying a reading approach, and applying a reading approach, and applying a reading approach, and applying a reading approach, and
doing an adaptation of these, doing an adaptation of these, doing an adaptation of these, doing an adaptation of these,
require from the learner the require from the learner the require from the learner the require from the learner the
ability to: understand literary ability to: understand literary ability to: understand literary ability to: understand literary
meanings in context and the use meanings in context and the use meanings in context and the use meanings in context and the use
of critical reading strategies. of critical reading strategies. of critical reading strategies. of critical reading strategies.

5. Discussing new Activity: ask the learners to Activity: ask the learners to Activity: ask the learners to create Activity: ask the learners to read
concepts and choose an appropriate multimedia choose an appropriate multimedia a blog regarding the socio-cultural the short story entitled "The Last
practicing new skills # form of interpreting the form of interpreting biographical context. Leaf" and make an analysis.
2 relationship between text and linguistic.
context

6. Developing mastery  Let the learners share their ideas Let the learners share their ideas Let the learners share their ideas Let the learners share their ideas
(leads to Formative about the topic. about the topic. about the topic. about the topic.
Assessment 3)
7. Finding practical Apply what have learned in the Apply what have learned in the Apply what have learned in the Apply what have learned in the
application of classroom. classroom. classroom. classroom.
concepts and skills in
daily living
8. Making  Expound the relationship Expound the relationship between Give further details about the Give the importance of using
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
generalizations and between text and context. text and context. socio-cultural context Critical Reading Strategies.
abstractions about
the lesson
9. Evaluating learning  Paper and Pen Test   Paper and Pen Test   Paper and Pen Test  Paper and Pen Test
a. Identifying a. Identifying a. Identifying a. Identifying
b. Modifying b. Modifying b. Modifying b. Modifying
10. Additional activities Making an analysis Presenting
for application or
remediation
V. REMARKS
VI. 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
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
B. Performance The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world through:
Standard 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 Identify the figures of speech and Explain the biographical linguistic, Distinguish the literary uses of The Learners will examine the
Competency/ other literary techniques and and socio-cultural contexts and language from non-literary and relationship between text and
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Objectives devices in the text discuss how they enhance the understand their use as well as context
Write the LC code for LC Code EN12Lit-Iie-27 textá meaning and the reader's the formal features and
each. understanding conventions of literature.
LC Code: EN12Lit-Iif-28 LC Code EN12Lit-Iie-34 LC Code EN12Lit-Iig - 35
II. CONTENT Basic textual and contextual Basic textual and contextual Basic textual and contextual Basic textual and contextual
reading approach in the study and reading approach in the study and reading approach in the study and reading approach in the study and
appreciation of literature appreciation of literature appreciation of literature appreciation of literature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
page 4 of 9 4 of 9 page 4 of 9 5 of 9
2. Learner’s None
Materials pages
3. Textbook pages Baronda, A.J.C. (2016). 21st Baronda, A.J.C. (2016). 21st
Century Literature From the Century Literature From the
Philippines and the World. Pasay Philippines and the World. Pasay
City: JFS Publishing Services, pp. City: JFS Publishing Services, pp.
56-60. 56-60.
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing previous The teacher will review the The Biographical Linguistic The Socio-cultural Contexts How to Enhance Texts' Meanings
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 83
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
lesson or presenting previous lesson about the literary
the new lesson uses of language from the non-
literary and the student's
understanding of the use of
formal features and conventions
of literature.
B. Establishing a
purpose for the
lesson
C. Presenting Name that Tune! Ask the learners to define the Ask the learners to explain the Ask the learners to share their
examples/Instances The teacher will play the song as biographical linguistic. socio-cultural contexts. ideas on how to enhance texts'
of the new lesson the learners addressed the it’s meanings.
title.
Ex. 1. You are my song, playing so
softly in my heart…
2. Your love is like a river that
flows don through my vein…
D. Discussing new Tune it! Present some lines of the The learner will be able to writing  The learner will be able to writing The learner will be able to writing
concepts and song "You are my Song" in class. a close analysis and critical a close analysis and critical a close analysis and critical
practicing new skills # Ask the learners to identify interpretation of literary texts, interpretation of literary texts, interpretation of literary texts,
1 literary techniques and devices applying a reading approach, and applying a reading approach, and applying a reading approach, and
used in the song. Ex. 1. You look doing an adaptation of these, doing an adaptation of these, doing an adaptation of these,
my way and touch the sky. 2. You require from the learner the require from the learner the require from the learner the
are my song. ability to: understand literary ability to: understand literary ability to: understand literary
meanings in context and the use meanings in context and the use meanings in context and the use
of critical reading strategies. of critical reading strategies. of critical reading strategies.
E. Discussing new Guide Questions: Activity: ask the learners to create Activity: ask the learners to read Activity: ask the learners to read a
concepts and 1. What is figures of speech? a blog regarding the literary the short story entitled "The Last poem entitled "Desiderata."
practicing new skills # 2. Identify the figures of speech meaning in context.
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
2 used in the song "Your Love". Leaf" and make an analysis.

F. Developing mastery Ask the learners to give and share Let the learners share their ideas Let the learners share their ideas Let the learners share their ideas
(leads to Formative some sentences with the use of about the topic. about the topic. about the topic.
Assessment 3) figures of speech.
G. Finding practical GROUP ASSESSMENT. Form a Apply what have learned in the Apply what have learned in the Apply what have learned in the
application of group of five then task each group classroom. classroom. classroom.
concepts and skills in to compose a poem using
daily living different figurative language.
Group 1 - Simile
Group 2 - Metaphor
Group 3 - Personification
Group 4 - Hyperbole
Group 5 - Irony
H. Making   Give further details about the Give the importance of using Reading is a wonderful life-long
generalizations and literary meanings in Context Critical Reading Strategies. activity that cannot be summed
abstractions about up
the lesson
in an enumeration of real-world
skills or values. It is the best habit
that a human being
can pick up in this chaotic world.

I. Evaluating learning The teacher will explain the   Paper and Pen Test   Paper and Pen Test  Paper and Pen Test
essential use of figurative a. Identifying a. Identifying a. Identifying
language and literary techniques b. Modifying b. Modifying b. Modifying
in writing.
J. Additional activities Making an analysis Presenting
for application or
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 85
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
remediation
V. REMARKS
VI. 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?
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

GRADE School Grade Level

11 Teacher Learning Area 21ST Century Literature of the Philippines and the
DAILY World
LESSON LOG Teaching Dates and Time Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
B. Performance The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world through:
Standard 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
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 87
 88

21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
using any of the critical approaches; and
3. An adaptation of a text into other creative forms using multimedia
C. Learning Identify the figures of speech and Explain the biographical linguistic, Distinguish the literary uses of The Learners will examine the
Competency/ other literary techniques and and socio-cultural contexts and language from non-literary and relationship between text and
Objectives devices in the text discuss how they enhance the understand their use as well as context
Write the LC code for each. LC Code EN12Lit-Iie-27 texts meaning and the reader's the formal features and
understanding conventions of literature.
LC Code: EN12Lit-Iif-28 LC Code EN12Lit-Iie-34 LC Code EN12Lit-Iig - 35
II. CONTENT Basic textual and contextual Basic textual and contextual Basic textual and contextual Basic textual and contextual
reading approach in the study and reading approach in the study and reading approach in the study and reading approach in the study and
appreciation of literature appreciation of literature appreciation of literature appreciation of literature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
pages Philippines and the World CG Philippines and the World CG page Philippines and the World CG Philippines and the World CG page
page 4 of 9 4 of 9 page 4 of 9 5 of 9
2. Learner’s None
Materials pages
3. Textbook pages Baronda, A.J.C. (2016). 21st Baronda, A.J.C. (2016). 21st
Century Literature From the Century Literature From the
Philippines and the World. Pasay Philippines and the World. Pasay
City: JFS Publishing Services, pp. City: JFS Publishing Services, pp.
56-60. 56-60.
4. Additional www.deped.gov.ph www.deped.gov.ph
Materials from
Learning Resource
(LR)portal
B. Other Learning
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 88
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
Resource

IV. PROCEDURES
A. Reviewing previous
How to Enhance Reader's
lesson or presenting
Understanding
the new lesson
B. Establishing a
Ask the learners to enumerate the
purpose for the
different strategies in critical reading.
lesson
C. Presenting Ask the learners to share their ideas
examples/Instances on how to enhance readers'
of the new lesson understanding.
D. Discussing new The learner will be able to writing  
concepts and a close analysis and critical
practicing new skills # interpretation of literary texts,
1 applying a reading approach, and
doing an adaptation of these,
require from the learner the
ability to: understand literary
meanings in context and the use
of critical reading strategies.
E. Discussing new Activity: ask the learners to read a
concepts and poem entitled "Desiderata."
practicing new skills #
2
F. Developing mastery Let the learners share their ideas
(leads to Formative about the topic.
Assessment 3)

21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 89

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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
G. Finding practical Apply what have learned in the
application of classroom.
concepts and skills in
daily living
H. Making Reading is a wonderful life-long .
generalizations and activity that cannot be summed up
abstractions about in an enumeration of real-world skills
the lesson or values. It is the best habit that a
human being
can pick up in this chaotic world.
I. Evaluating learning Let the learners share their ideas     
about the topic.
J. Additional activities Apply what have learned in the
for application or classroom.
remediation
V. REMARKS
VI. 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
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 90
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21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD MTOTSHS/CLASS 8
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?

21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD 91