21st_Week 7_Literature Intro to the Philippine.docx

DLL 21st Century

1. GRADES 1 to 12
DAILY LESSON LOG
School: Lumangbayan National High School Grade Level: 11
Teacher: Jared A. Leynes Learning Area: 21
st
Century Literature
Teaching Dates and Time: January 8-9, 11-12 2024 Quarter: 2

I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
B. Performance Standards: The learner will be able to demonstrate understanding and appreciation of 21
st
century literature of the world through: 1. a written close analysis and
critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research;
2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper that interprets literary texts using any
of the critical approaches; and
3. an adaptation of a text into other creative forms using multimedia.
C. Learning Competencies/Objectives:
Write the LC Code for each
Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these, require from the
learner the ability to identify: representative texts and authors from Asia, North America, Europe, Latin America, and Africa. EN12Lit-IIa-22

II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Creative Literary
Adaptations
Literary Adaptations with
ICT Skills Empowerment
NO CLASSES Self and Peer Assessment
of a Literary Text’s
Creative Adaptation
ASSESSMENT DAY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources

A. Reviewing Previous Lesson or
Presenting the New Lesson

The teacher will ask the
students to recall the
lesson.
The teacher will ask the
students to recall the
lesson.
The teacher will ask the
students to recall the
lesson.
The teacher will ask the
students to recall the
lesson.
B. Establishing a Purpose for the Lesson What I Know
Directions: Choose the
letter of the correct answer.
Write the chosen letter on a
separate sheet of paper.
What’s In
In the previous module, you
have learned about short
story and its basic
elements. Creative
transformation of
contemporary books on
short story and other literary
genres has evolve over the
digital technology today.
The literary digital
What I Know
A. MULTIPLE CHOICES
Directions: Choose the
letter of the correct answer.
Write the chosen letter on a
separate sheet of paper.

2. adaptations will make
learning interesting and fun.
C. Presenting Examples/Instances of the
Lesson
Read the parable entitled
“The Story of the Pencil”, an
excerpt from the novel “Like
the Flowing River”, which
was written by Paulo
Coelho.
Before reading the short
story and learning how to
integrate your ICT skills in
this lesson, take time to
recall important details from
the previous lesson to help
you answer the following
questions:
1. What is a short story?
2. Name the basic elements
of a story.
3. Why do you read a short
story?
2. Aside from books, are
there any electronic
resources to obtain a
particular story to read?
What are they?
What’s In
Studying literature can be
very easy with the right
amount of knowledge
gained from your studies in
the past. Can you still recall
your previous topic on
creative presentation of
literary text by applying
multimedia?

D. Discussing New Concepts and
Practicing New Skills #1
Notes to the Teacher
Parable and fable are being
compared with one another
most of the time because of
their confusing
characteristics. Both have
many aspects in common,
with more similarities than
difference.
What is It

A. The Basic Elements of a
Short Story

B. Information and
Communication Technology
or ICT

C. ICT Skills

D. Components of ICT
What’s New
In this module, you will learn
more about exhibiting your
skill in assessing creative
adaptation of a literary text
based on rationalized
criteria. You will be reading
a flash fiction entitled “Jake”
by Jim Bartlett, who has
written a number of stories
from flash to novella which
are all featured in Fiction on
different platforms such as
The Web, Crime Spree
Magazine, Short-Storyme,
Fairlight Books, and other
publications. As a flash
fiction story goes, the author
tells a loving, gentle story of
love, loss, and longing with
an unexpected ending.


IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

3. E. Discussing New Concepts and
Practicing New Skills #2
What is It
Multimedia is an essential
avenue to transform unique
adaptations of a literary,
thus making learning
outputs interesting and
productive. To have a
creative adaptation of
literary genres, the following
concepts have to take into
considerations:
Steps in Creating a Comic
Strip
1. Go back to the story,
“Jake”.
2. Identify the sequence of
the story that you will use in
your comic strip.
3. Write your ideas for your
comic
4. Use basic shapes to draw
5. Add in the speech and
lettering
6. Add detail to your cartoon

F. Developing Mastery
(Leads to Formative Assessment 3)
What’s More
Enrichment Activities
Activity 1
Directions: Read carefully
the following lines lifted from
the text “The Story of the
Pencil”. Infer from the text
the quality highlighted by
choosing the appropriate
emoji from the box below.
Write the answer on your
answer sheet.
Enrichment Activities
Activity 1
Directions: Fill out the
elements of a story entitled
“Rich People Problem”.
Generate slides
presentation using Microsoft
PowerPoint or simply have
the same graphic organizer
in your word.doc file format.
Activity 1
Read and learn more about
the story, after reading the
story, rate it in your own
simple assessment using
the rubric given below.
Indicate your score on the
space provided.

G. Finding Practical Applications of
Concepts and Skills in Daily Living
Activity 2
Directions: Using your
multimedia device, create a
photo collage reflecting your
experiences as an
MDL/ODL student in the
new normal. Using the five
images of pencils as a
guide for your reflection,
think of situations you have
experienced or are
experiencing. Include your
own photos which would
best reflect those
experiences in different
situations.
What I Have Learned
Read the following events in
the story “Rich People
Problem”. Arrange the
events logically for an
interesting digital picture
story presentation. Number
the events 1 to 5 on the
space provided below.
Activity 2
Directions: Make a comic
strip about the story of Jake.
Follow the steps in creating
a comic strip. Then, assess
your work using the rubric
below.

What I Have Learned
Activity 4
Directions: Answer the
following questions briefly
and meaningfully:
1. What do you think is the
importance of peer and self-
assessment to improve
one’s understanding of the
lesson?

4. V. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and
Abstractions about the Lesson

The students are task to
generalize the topic based
on what they have learned.
The students are task to
generalize the topic based
on what they have learned.
The students are task to
generalize the topic based
on what they have learned.
The students are task to
generalize the topic based
on what they have learned.
I. Evaluating Learning Read the fable entitled “The
Ants and the Grasshopper”.
Using multimedia, present
the story in interesting and
artistic way in a video
format.
Directions: Create a table
with two columns using
word.doc file format. On the
first column entitled From
the Text, you are going to
lift lines from the indicated
paragraphs in the short
story “Rich People
Problem”. On the next
column entitled From my
Mind, you are going to write
your ideas based on the
lines lifted. An example has
been provided as your
guide.
What’s More
Activity 3
Directions: Do you love
watching movies? Look for
a movie that is an
adaptation from a novel e.g.
“Harry Potter (2001-2011)”,
“The Da Vinci Code (2008)”,
“The Lord of Ring and “The
Hobbit (2001-2014)”. Then,
compare and contrast the
movie and the novel (the
literary text where the movie
is based on) using a Venn
Diagram.

J. Additional Activities for Application or
Remediation
What I Can Do
Create an mp4-video format
adaptation of “The Story of
the Pencil”. Integrate text,
audio clips and image file to
your video presentation.
Cite your sources by
including the URL address
in your video file.
Additional Activities
Directions: Choose 5 words
from the ICTArtWord image.
Give your own definition for
each word.

VI. REMARKS
VII. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional
activities for remediation

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 work
well? Why did these work?

5. F. What difficulties did I encounter which
my principal or supervisor can help me
solve?

G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?




Prepared by: Inspected by:


JARED A. LEYNES JONATHAN M. POLITICO
SHS – Teacher II Teacher-in-Charge / Teacher III