ANCHETA 21ST CENTURY LITERATURE QUARTER 2 WEEK 3.docx

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1. DAILY LESSON LOG
Department of Education
SchoolVIGAN NATIONAL HIGH SCHOOL WEST Grade Level 11
TeacherJEFFERSON R. ANCHETA
Learning
Area
21
st
Century Literature of the
Philippines and the World
Teaching Dates and Time
OCTOBER 7-11,2024
11 – ARCHIMEDES | 10:00 – 11:00 AM
11 – EINSTEIN | 11:00 -12:00 PM
Quarter SECOND
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
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
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 CRITICAL INTERPRETATION OF EUROPEAN LITERATURE
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2.LM’s Pages
3.Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1.Reviewing previous lesson or
presenting the new lesson
Teacher will begin the lesson by
reviewing the previous lesson on
the different literary movements in
European literature to create a
connection with prior knowledge
and to set the expectations of the
new lesson.
- Begin the lesson by asking
students to recall the previous
lesson on analyzing literary texts.
Allow a few students to share their
understanding briefly.
- Introduce the new concept:
analyzing and interpreting literary
texts in terms of form and theme
- Provide a summary of the
previous lesson.
- Introduce the new lesson by
telling the students that today we
will be exploring the context of a
literary text from European
literature.
The teacher will begin the
lesson by asking students to
recall the previous lesson on
the significance of literature
in shaping culture and
identity. After a quick review,
the teacher will introduce a
new lesson on analyzing the
impact of European literature

2. from European literature. on other cultures.
2.Establishing the purpose of the
lesson
The teacher explains the purpose
of the lesson, which is to help
students identify representative
texts and authors from European
literature. The teacher also
explains how the lesson will be
beneficial to students'
understanding of literature and
their own lives.
- Explain that the purpose of this
lesson is to develop students'
ability to identify and analyze the
specific literary elements and
themes commonly found in
European literature.
- Explain to the students that the
purpose of this lesson is to enable
them to understand how European
literature reflects the social,
cultural, and historical context of
the time period in which it was
written
The objective of this lesson
is for students to recognize
the influence of European
literature on other cultures
and appreciate the diversity
that this interaction brings.
By the end of the lesson,
students are expected to
identify specific examples of
European literature that
have had an impact on other
cultures.
3.Presenting examples/instances of
the new lesson
Teacher will present different
literary works and authors from
Europe such as William
Shakespeare’s plays, Jane
Austen’s Pride and Prejudice,
Miguel De Cervantes’ Don
Quixote, and Victor Hugo’s Les
Miserables.
- Project examples of short stories
or excerpts from European
literature on a screen or distribute
handouts. Examples can include
works by authors such as Edgar
Allan Poe, Fyodor Dostoevsky, or
Gustave Flaubert.
- Ask students to analyze the form
and themes of the selected literary
texts individually or in pairs.
Provide guiding questions to help
them think critically about the texts.
- Distribute copies of a short story
by Franz Kafka, "The
Metamorphosis"
- Ask the students to read the
story silently and highlight any
themes, motifs, or symbols that
they notice
- Once the students are done
reading, ask them to share their
observations
The teacher will present
several examples of
European literature that
have shaped other cultures.
For instance, the teacher
may discuss how the works
of William Shakespeare
have influenced literature in
the Philippines, India, and
Japan. Alternatively, the
teacher may use the works
of Charles Dickens and how
they influenced social
injustice issues and child
labor laws in England and
the United States.
4.Discussing new concepts and
practicing new skills #1
The teacher leads a discussion
on the themes and motifs of
European literature. The teacher
also asks students to practice
identifying representative texts
and authors from European
literature.
- Engage the students in a whole-
class discussion by asking them to
share their analysis of the form
and themes of the literature they
read. Use the guiding questions to
deepen their understanding.
- Write down their main ideas on
the board or chart paper for
reference during the lesson.
- Facilitate a discussion on the
social, cultural, and historical
context of "The Metamorphosis"
- Ask questions such as: What are
some of the characteristics of
European literature of this time
period? How does "The
Metamorphosis" reflect the social,
cultural, and historical context of
its time period?
- Encourage the students to think
To help students gain a
deeper understanding of the
topic, the teacher will ask
them to identify specific
themes or motifs found in
works that have an impact
on other cultures. The
teacher can demonstrate
this by citing specific scenes
from the works of
Shakespeare and its
similarity with the conflicts
from the classic Philippine

3. critically and to support their
answers with evidence from the
text
literature, such as "Ibong
Adarna" and "Florante at
Laura."
5.Discussing new concepts and
practicing new skills #2
The teacher leads a discussion
on the practical applications of
European literature to students'
own lives. The teacher also asks
students to write a short essay on
how European literature has
influenced them.
- Introduce "The Metamorphosis"
by Franz Kafka as the main literary
text for the lesson.
- Explain the story's background,
highlighting its form and key
themes.
- Read aloud excerpts from the
story or project them on a screen.
- In small groups, students analyze
the form and themes presented in
"The Metamorphosis" using guided
questions, such as:
●How does Kafka's use of
surrealism contribute to the
story's form?
●What are the major themes
explored in the text?
- Divide the students into small
groups and assign each group a
different literary text from Europe
(e.g. Shakespeare's plays,
Goethe's "Faust", Dante's
"Inferno", etc.)
- Ask each group to analyze their
assigned text with regard to the
social, cultural, and historical
context of its time period
- Have each group present their
findings to the class
In a group activity, students
will work together to identify,
analyze, and interpret the
impact of European literature
on an assigned culture. The
group can create a
presentation where they can
use any format they prefer,
such as a PowerPoint or an
essay.
6.Developing Mastery
Teacher will provide an engaging
activity where students will work
individually or in groups to create
a presentation about a literary
work and author from Europe.
They will be asked to analyze and
interpret the literary devices used,
the themes tackled, and the
relevance of the work to modern
society. Students will present
their work after and will be
assessed based on their critical
analysis and presentation skills.
- Divide the class into pairs or
small groups.
- Assign each group a different
short story from European
literature and ask them to analyze
its form and themes.
- Instruct them to create a
presentation or a poster that
highlights their findings.
- Each group presents their
analysis to the class, followed by a
brief discussion.
- Distribute a worksheet with
excerpts from various European
literary texts
- Ask the students to identify the
social, cultural, and historical
context of each excerpt
- As they work, circulate around
the room to provide assistance
and guidance
To master the concept,
students will watch an Italian
film, "Life is Beautiful," that
won an Academy Award for
Best International Feature
Film in 1998. The film
tackles the story of survival
in a concentration camp, and
students will analyze the
impact of the film on other
cultures and discuss how it
portrays the European
cultural influence on the arts.
7.Finding practical applications of
concepts and skills in daily living
The teacher leads a discussion
on how the concepts and skills
- Facilitate a class discussion on
the relevance of analyzing and
- Ask the students to reflect on
how understanding the social,
In small groups, the students
will discuss how they can

4. learned in the lesson can be
applied to students' daily lives.
interpreting literary texts in their
lives.
- Highlight how understanding
different literary forms and themes
helps them appreciate various
cultures and viewpoints.
- Encourage students to explore
European literature through
translations and adaptations.
cultural, and historical context of
literary texts can help them in their
daily lives
- Encourage them to think about
how this knowledge can improve
their critical thinking and
communication skills
apply the lessons they
learned in the class in their
daily lives. Some examples
are making themselves more
culturally aware of their
community and embracing
the diversity they encounter
in different cultures.
8.Generalizing and abstractions
about the lesson
Ask students to reflect on what
they learned in the class and how
it has expanded their
understanding of literature.
Encourage students to share their
insights and observations.
- Lead a class discussion to
generalize the core concepts and
skills learned during the lesson.
- Summarize the main points and
highlight the importance of
analyzing form and themes in
literary texts.
- Summarize the key concepts
covered in the lesson
- Encourage the students to think
about how these concepts can be
applied beyond the context of
literature
Students will be asked to
give their generalizations
and abstractions about the
lesson. They will be
encouraged to reflect on
what they have learned from
the lesson and how it has
influenced their thinking.
9.Evaluating Learning
Teacher will assess students’
learning through various activities
that have been completed in this
lesson.
- Conduct a short quiz or writing
assignment to evaluate students'
understanding of the lesson's
concepts and skills.
- Assess their ability to identify and
analyze literary elements and
themes in European literature.
- Conduct a brief quiz to assess
the students' understanding of the
social, cultural, and historical
context of European literary texts
Students will be assessed
based on their participation
in group activities and their
understanding of the topic,
which can be evaluated
through written output.
Rubrics will be provided to
the students beforehand to
ensure that they understand
the specific criteria for
assessment.
10.Additional Activities for
Application or Remediation
Teacher will provide additional
activities such as reading
assignments of different literary
works from Europe, creating a
short story using their own literary
devices, or a comparative
analysis of various literary works.
- Create a writing assignment
where students choose a
European literary work and
analyze it in terms of form and
theme.
- Assign students to find modern
adaptations or films based on
European literary works and write
a comparative analysis.
- Provide suggestions for
additional activities that the
students can do to further develop
their understanding of the social,
cultural, and historical context of
literary texts (e.g. reading articles
about the time period in which a
literary text was written, watching
films set in that time period, etc.)
REFLECTION

5. 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 this work?
F.What difficulties did I encounter
which my principal or supervisor
can help me solve?
G.What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by:
JEFFERSON R. ANCHETA Checked by:
Teacher III
REYNARIO T. VILORIA
School Principal