Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Quezon
School Canda National High School, Grade Level 11-HUMSS, BPP, CSS1, CSS2, SMAW,
Senior High School Department EIM/DOMRAC
Daily Lesson Log Teacher
JENNIFER M. OESTAR Learning Area 21st Century Literature of the Philippines
and the World
Teaching Dates and Time February 6-10, 2017 Quarter Second Semester, Second Quarter

Session 1 Session 2 Session 3 Session 4

1. OBJECTIVES Objective 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 assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy 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 21st 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 At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are At the end of the session, learners are
expected to: expected to: expected to: expected to:

1.Explain how a selection may be influenced by
culture, history, environment, or other factors.
2. Determine key ideas, tone, and purposes of
the author.
3. Analyze dialogue as one of the elements in
building the theme of a play.
4. Differentiate / Compare and contrast the
various 21stcentury literary genres and the ones
from the earlier genres / periods, citing their
elements, structures, and traditions.
1.Determine key ideas, tone, and purposes of 1.Situate the text in the context of the 1.Demonstrates communicative
the author. region and the nation. competence through his/her
understanding of literature for a deeper
2.. Analyze dialogue as one of the elements in 2. Identify representative texts (originally appreciation of World Literature.
building the theme of a play. written in the 21st century) and authors from
Asia, North America, Europe, Latin 2..Produce a creative representation of a
3.. Differentiate / Compare and contrast the America, and Africa. literary text by applying multimedia skills.
various 21stcentury literary genres and the
ones from the earlier genres / periods, citing 3.Explain how a selection may be 3. Apply ICT skills in crafting an
their elements, structures, and traditions. influenced by culture, history, environment, adaptation of a literary text.
or other factors.

HOMER’S ODYSSEY ATWOOD’S PENELOPIAD BARICO’S SILK BARICO’S SILK 2

1. 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.
Various dimensions of Philippine literary history from pre-colonial to contemporary. Literary pieces from the Philippines.

 Module 1: The Female Voice  Module 1: The Female Voice  Module 2: Love in a Strange Place  Module 2: Love in a Strange Place
 A Low Art (Excerpt from Penelopiad by  A Low Art (Excerpt from Penelopiad by  Silk (Excerpt) by Alessandro Baricco  Silk (Excerpt) by Alessandro Baricco
Margarret Atwood-Canda) Margarret Atwood-Canda) (Italy) (Italy)
2. LEARNING PROCESS List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulate materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References 21st Century Literature from the Philippines and
the World CG (updated December 2013)
21st Century Literature from the Philippines and
the World by Marikit Tara A. Uychoko, First
Edition
21st Century Literature from the Philippines and 21st Century Literature from the Philippines
the World CG (updated December 2013) and the World CG (updated December
2013)
21st Century Literature from the Philippines and
the World by Marikit Tara A. Uychoko, First 21st Century Literature from the Philippines
Edition and the World by Marikit Tara A. Uychoko,
First Edition
21st Century Literature from the
Philippines and the World CG (updated
December 2013)
21st Century Literature from the Philippines
and the World by Marikit Tara A. Uychoko,
First Edition

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
A. Other Learning Resources
3. PROCEDURES
pp. 92-95. pp. 92-95. pp. 96-100. pp. 96-100.
Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D. Literature in K12, Isagani R. Cruz Ph.D.
Materials Materials Materials Materials
a. Video of the material A. Video of the material A. Video of the material A. Video of the material
b. Laptop and speaker B. Laptop and speaker B. Laptop and speaker B. Laptop and speaker
c. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and Marker C. Strips of Colored Paper, Tape and
D. Copy of the Material Marker
These steps should done across the week. Spread out the activities appropriately so that that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from the 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.

A. Reviewing previous lesson or
presenting the new lesson
Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking Preliminary Activities/ Preliminary Activities/
Attendance/Classroom Management Etc. of Attendance/Classroom Management Etc. Routines/Checking of Routines/Checking of
Attendance/Classroom Management Attendance/Classroom Management
SOMETHING TO PONDER SOMETHING TO PONDER Etc. Etc.
1. Giving of Literary Quotation of the Day/ 1. Giving of Literary Quotation of the Day/ SOMETHING TO PONDER SOMETHING TO PONDER
Reflection based on the given quotation. Reflection based on the given quotation.
1. Giving of Literary Quotation of the Day/ 1. Giving of Literary Quotation of the Day/
Reflection based on the given quotation. Reflection based on the given quotation.

2. Checking of Previous Activities

UNFREEZING ACTIVITY
UNFREEZING ACTIVITY
1. To catch students’ attention, the teacher plays UNFREEZING ACTIVITY
a video clip of the TAICHI BREATHING 2. Review on the Previous Lesson
exercise. 3. To catch students’ attention, the teacher
plays a video clip of the SKELETON DANCE. Introduction to World Literature To catch students’ attention, the teacher,
the teacher plays a video clip of the
2. The teacher gives instruction on what the UNFREEZING ACTIVITY STRETCHING SONG.
4. The teacher gives intruction on what the
students should do during the song.
students should do during the song.
To catch students’ attention, the teacher, 6. The teacher gives intruction on what
The students perform the activity. the teacher plays a video clip of the the students should do during the song.
The students perform the activity.
WALKING SONG.
 The students perform the activity.
5. The teacher gives intruction on what the
students should do during the song.

The students perform the activity.

B. Establishing a purpose for the
lesson
MOTIVE QUESTIONS REVIEW OF THE PREVIOUS LESSON MOTIVE QUESTIONS REVIEW OF THE PREVIOUS LESSON
1.Why do you think history is called “history” Summary of Odyssey’s travels 1. What do you think of the concept of love 1.The teacher will ask somebody to
instead of “herstory? What does this reveal at first sight? narrate the summary of the story with the
1.Troy following pattern.
about the roots of history? 2.The Island of the Cicones
3.The Island of the Lotus Eaters 2. Is it possible to fall in love with someone
Title:
2. Do you think women’s voices, and their 4.The Island of the Cyclopes even if you don’t share a common Author:
perspectives, have been heard and chronicled 5.The Island of Aeolus langauge or culture?
Setting:
as faithfully as men’s perspectives? Why do you 6.The Island of the Laestrygonians
Time:
think so? 7.Circe's Island 3. What do you think of romantic Place:
8.The Underworld relationships between people from different Characters:
3. What is the importance of the female 9.The Island of the Sirens countries? Do you think they are doomed to Major:
Minor:
perspective? 10.Scylla and Charybdis fail? Explain. Plot:
11.The Island of Helios Exposition:
12.Ogygia (Calypso's Island) Rising Action:
13.The Island of the Phaecians Complication:
Climax:
14.Ithaca
Falling Action:
Denouement:

C. Presenting examples/instances of PRE-READING ABOUT THE AUTHOR PRE-READING EVALUATION

the new lesson
Viewing
1.In small groups, search for video summaries of
the epic poem The Odyssey by Homer. Save and
watch this videos in class. Afterward, discuss the
Odyssey. The teacher may ask the following
questions.
1.How would you describe Odysseus character?
2. How would you describe Penelope’s
charcater?
3. If you have a choice, would you want to be
Odysseus or Penelope? Explain your answer.
Margaret Arwood, a Canadian poet, Pics and Tell Powerpoint Presentation and Skit
novelist, literary critic, essayist, Find out about body language and their
and environmental activist. She is a winner of 1.The teacher will paste pictures of the meanings across cultures. Create a
the Arthur C. Clarke Award andPrince of following ideas: Power Point showing how different
Asturias Award for Literature, has been cultures show politeness, greetings, love,
shortlisted for the Booker Prize five times,  Japanese teacups and contempt. Your teacher may assign
winning once, and has been a finalist for  Japanese silk various cultures for comparison and
the Governor General’s Awardseveral times, contrast. The following are suggested
 Silkworms
winning twice. In 2001, she was inducted cultures that you may research on:
into Canada’s Walk of Fame. She is also a  Silkworm eggs
founder of theWriters’ Trust of Canada, a non-  Fish eggs  French culture
profit literary organization that seeks to  Samurai  Philippine culture
encourage Canada’s writing  Japanese women in a traditional  American culture
community. Among innumerable contributions dress  Japanese culture
to Canadian literature, she was a founding  Japanese house with a rice paper  Arabian culture
trustee of theGriffin Poetry Prize.
panels
Create a short skit that would show
 Kimono misunderstandings between cultures, and
 Bow in Japanese culture present it after your Power Point
Presentation.
2. The teacher will ask students to
 make a story out of the pictures
given.
3. Students will be called based on
draw lots.

D. Discussing new concepts and
practicing new skills #1
BACKGROUND KNOWLEDGE
The Odyssey and the Iliad by Homer can be
considered as part of the Greek oral history. In
Jud Burton;s (2013) article” Issues of Historicity
in The Iliad and the Odyssey, “he discusses the
Dark Age of Greece and its bardic tradition.”
CONTINUATION..
Historiographic metafiction is a term coined by
Canadian literary theorist Linda Hutcheon in the
late 1980s. The term is used for works of fiction
which combine the literary devices
of metafiction with historical fiction. Works
regarded as historiographic metafiction are also
distinguished by frequent allusions to other
artistic, historical and literary texts
(i.e. intertextuality) in order to show the extent to
which works of both literature
and historiography are dependent on the history
of discourse.
BACKGROUND KNOWLEDGE CONTINUATION..
1. After the continuous story telling, the
teacher will give a backgrounder about the
setting of the story for this day.
There was a time when Japan was
closed of from the world. This lasted for
200 years, from early 17th century to the
year 1854. This policy was called
sakoku (isolation). They did this
because they mistrusted the foreighn
traders they came in contact with and
were suspicious of Christian
missionaries as well. This suspicion was
based on the cations of the Christian
missionaries figuring out the ways to
colonize other countries, with the help of
Christianized natives, such as what
happened here in the Philippines
(Skwirk Online Education n.d.)

E. Discussing new concepts and
practicing new skills #2
INDIVIDUAL SILENT READING
The story that you are about to read is part of a
retelling of The Odyssey from Penelope’s
perspective, which gives us a different take on the
epic and reveals gender stereotypes found in
Homer’s The Odyssey.
GUIDE QUESTIONS
Write your answer on a yellow pad. (2 pts.ea)
1.Why does Penelope consider storytelling “ a
low art”?
2.How does Penelope’s portrayal differ from the
traditional portrayal of Odysseus? What do you
think of Odysseus?
3.Based on Penelope’s perspective, how is she
different from how the epic portrays her? What
do you think of Penelope’s charcater in the
preceding story?
4.What does she have to say about the “official
version” of what happened? Why does she point
this out?
5.Why does she call herself “ a stick used to
beat other woman with” ? Do you agree with
her?
INTRODUCTION
The story you are about to read takes place
in Japan when they had just opened the
country to foreigners. The protagonist,
Herve Joncour, is a French adventurer with
the dangerous mission to smuggle silkworm
eggs from Japan. At the time, bringing
silkworm eggs outside of Japan was
considered a crime.
1.The teacher asks the students to read the
story silently.
2. Discussion immediately follows after the
silent reader.
CLASS PRESENTATION
1. The teacher picks the arrangement of
the performances through draw lots.
2. Each group are given 5-10 minutes for
the performance-based assessment.
3. All students will be judge according to
the given criteria.
RUBRICS FOR THE SHORT PRESENTATION
Powerpoint Presentation.................................... 10
Content................................................................10
Delivery................................................................10
TOTAL 30
 6.Why does Penelope say that she “sounds like 3. Questions will be raised to better
an owl” when she tries to warn other women? understand the story.
7.How much of ancient history do you think is
based on fact and how much on gossip or 4. The story will be discussed using the story
exageration? grammar technique.
8.Do you think the story is colored by the biases
of the storyteller?
9.Do you think history is colored by the biases
of the historian?
10.Does this story change the way you look at
literature and history? Why or why not?

F. Developing mastery COMPARISON AND CONTRAST DEBATE DIFFERENTIATED INSTRUCTION CONTINUATION..

(Leads for Formative
Assessment 3) 1. The teacher lets students compare and 1.Divide the class into two, ponder on this What are the nonverbal ways to show one’s
contrast the characteristics of Penelope, taught. love? Write a list of the ways you think
Odysseus’ wife in Homer’s Odyssey and people show romantic love. Do you think
Atwood’s Penelopiad. “ABSENCE MAKES THE HEART GROW that when it comes to love, words are more
FONDER or ABSENCE MAKES THE HEART important than actions, or is it the other way
FORGET.” around?
CHARACTERIZATION Express your answer by means of:
Penelope of Penelope of
Homer’s Odyssey Atwood’s . Group 1-Song or Jingle
Penelopiad
Group2-Acrostic Poem

Group 3-Interpretative Dance

Group 4-Short Skit

G. Finding practical applications of INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING
concepts and skills in daily living
1. Have each student discuss his/her ideas with 1.Have each student discuss his/her ideas with 1.Have each student discuss his/her ideas 3.Have each student discuss his/her ideas
a partner. a partner. with a partner. with a partner.

2. Have each pair join another pair to expand 2.Have each pair join another pair to expand 2.Have each pair join another pair to 4.Have each pair join another pair to
their sharing. their sharing. expand their sharing. expand their sharing.

3. Call on a few students to share their small 3. Call on a few students to share their small 3. Call on a few students to share their 3. Call on a few students to share their
group discussion. group discussion. small group discussion. small group discussion.
4. Synthesize the output of the activity. 4. Synthesize the lesson. 4. Synthesize the lesson. 4. Synthesize the lesson.

H. Making generalizations and DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER
abstractions about the lesson
 1. Have the students summarized what they 1. Have the students summarized what they 1. Have the students summarized what 1. Have the students summarized what
have learned for today’s lesson. have learned for today’s lesson. they have learned for today’s lesson. they have learned for today’s lesson.

2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary 2.The teacher gives necessary
corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the corrections/additional insight regarding the
lesson. lesson lesson lesson

I. Evaluating learning
CHECKING, RECORDING, SUGGESTING
1. The teacher checks and records students
work.
2. The teacher makes necessary comments or
suggestions on the students’ output.
CHECKING, RECORDING, SUGGESTING
1. The teacher checks and records students
work.
2. The teacher makes necessary comments or
suggestions on the students’ output.
CHECKING, RECORDING, SUGGESTING CHECKING, RECORDING,
SUGGESTING
1.The teacher checks and records students
work. 1. The teacher checks and records
students work.
2.The teacher makes necessary comments
or suggestions on the students’ output. 2. The teacher makes necessary
comments or suggestions on the students’
output.

J. Additional activities for ASSIGNMENT ASSIGNMENT ASSIGNMENT ENRICHMENT

application for remediation
COMPLETE THE FOLLOWING STORY 1. The teacher instructs the students to pick at GUIDE QUESTIONS Research on the internet about semiotics
GRAMMAR TECHNIQUE FOR THE EPIC least three important lines from the story. and the system of signs. Theories about
ODYSSEY 1. What does the protagonist feel? Why does he feel this semiotics were first articulated by
way? What specific parts of the text tell you this?
2. Tell the students that they will deliver the Ferdinand de Saussure. Find out what he
Title: chosen lines from the story. has to say about the language and its
2. What does the girl feel? Why do you think so? What dis she
Author:
do what she did? arbitrariness, and write what you think
Setting: about this in your notes. You can touch one
Time: 3. How did you feel when were reading the text? Do you think of the following topics:
Place: what they were experiencing was a love or lust? How can you
Characters: tell?
1.The arbitrary nature of body language in
Major:
Minor: 4. There seems to be a whole different conversation going on different cultures.
Plot: between Herve and the girl, and yet not a word is spoken.
Exposition: How are they able to communicate with each other?
2.The arbitrary nature of interjections or
Rising Action:
5. Why doesn’t Hara Kei know what is going on?
onomatopeia in different cultures.
Complication:
Climax:
Falling Action: 6. What are the complications involved, and what obstacles 3. The arbitrary nature of love languages
Denouement: can you predict in the relationship? between couples of family members.
7. What does the cup symbolize?

8. What is the significance of the glances between Herve and

the girl?

9. Do you find the text romantic? Why or why not?

10. What does this reveal about the possible attractions of

being with someone from a different place?

(discussion of answers will be scheduled

for the next day due to time constraints)
4. REMARKS
 5. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisor can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80% on SMAW- SMAW- SMAW- SMAW-
the formative assessment HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
B. No. of learners who require additional SMAW- SMAW- SMAW- SMAW-
activities for remediation. HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
C. Did the remedial lessons work? No. of SMAW- SMAW- SMAW- SMAW-
learners who have caught up with the HUMSS- HUMSS- HUMSS- HUMSS-
lesson. CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
D. No. of learners who continue to SMAW- SMAW- SMAW- SMAW-
require. HUMSS- HUMSS- HUMSS- HUMSS-
CSS1- CSS1- CSS1- CSS1-
BPP- BPP- BPP- BPP-
EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC- EIM/DOMRAC-
CSS2- CSS2- CSS2- CSS2-
E. Which of the teaching strategies
worked well? Why did these work?

F. What difficulties did I encountered

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I used/ discover which I
wish to share with other teachers?

Narrative Reflection

(Above information came from Division Memorandum 194, s. 2016 dated June 8, 2016)

Prepared by: Checked by:

MRS. JENNIFER M. OESTAR MRS. MELBA S. REMOJO

Secondary School Teacher I Senior High Academic Coordinator
Noted by:

MARITA E. RESURRECCION
SHS Coordinator