Daily Lesson Log in
SCHOOL LALIG NATIONAL HIGH SCHOOL GRADE LEVEL Grade 11
LEARNING AREA 21ST CENTURY LITERATURE FROM THE
TEACHER PATRICIA NICOLE F. BENEDICTO
PHILIPPINES AND THE WORLD
21ST CENTURY
LITERATURE FROM
THE PHILIPPINES July 7-11, 2025 1st
TEACHING DATES QUARTER
AND THE WORLD
SESSION 1 SESSION 2 SESSION 3 SESSION 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.
The learner will be able to:
B. PERFORMANCE 1. write a close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research;
STANDARD and
2. an adaptation of a text into other creative forms using multimedia.
At the end of the lesson, learners should be able to:
C. LEARNING
1. Define regional literature and the literature of court and capital.
COMPETENCIES/
2. Identify key differences between regional and national literature.
OBJECTIVES
3. Appreciate the diversity of Philippine literature across regions.
II. CONTENT 1. Representative Literary Works and Authors from the Philippines
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials PowerPoint slides
from Learning "On Native Grounds: The Significance of Regional Literature" by Resil Mojares
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous Lesson PRELIMINARY ACTIVITIES PRELIMINARY ACTIVITIES PRELIMINARY ACTIVITIES PRELIMINARY ACTIVITIES
or Presenting New Lessons Checking of Attendance Checking of Attendance Checking of Attendance Checking of Attendance
Recap: Begin by posting a The teacher will ask The teacher will ask Recall key points from the
prompt on the board: “What anyone of the learners anyone of the learners previous session by asking:
is your favorite Filipino What stood out to you in
who can give a recap of who can give a recap of
literary piece from your ‘Superhighway’?
province or region?” Allot the previous discussion. the previous discussion
How did it portray urban
two minutes of think time. and ask “What Filipino life?
Invite volunteers to share values or traditions did
1
their responses, then you identify in the story
connect their input to a 'Lolo Ding'?”
recap of the previous
session, highlighting the
importance of including
local narratives.
B. Establishing A Purpose for Emphasize the meaning and Explore how stories from Metro Examining a Luzon poem to Examine a song from Mindanao and
the Lesson significance of regional literature Manila reflect cultural values analyze how regional writers understand how musical lyrics reflect
and how it helps shape the national and traditions. address societal themes such as literary themes and regional identity.
identity. Emphasize that regional technology and urbanization.
literature represents the diversity of The teacher will start the
Filipino experiences. discussion by asking: Do urban
stories reflect Filipino values
differently from rural stories?
C. Presenting Examples / Distribute printed copies or present Provide background information Introduce Ariel Tabag’s Introduce Joey Ayala and his role in
Instances of the New the digital version of Resil Mojares’ on Michael Coroza and the background and significance as Mindanaoan literature.
Lesson essay. Instruct learners to read reporter will introduce the story an Ilocano poet. Prompt students Ask: What social issues can songs
silently. Read aloud selected “Ang Mga Lambing ni Lolo with: address?
paragraphs and facilitate discussion Ding.” Play a read-aloud video. Have you read poetry in
using guide questions such as: your native dialect?
“How does Mojares define regional How did it feel?
literature in paragraph 1?” and
“What is meant by ‘literature of
court and capital’ in paragraphs 1
and 3?”
D. Discussing New Concepts Divide the class into small groups The students will take over the Facilitate group presentations. Let The fifth reporters will research about
and Practicing New Skills # and assign two discussion discussion about the characters, the assigned students report the author and present his background
1 questions to each group. Instruct setting, plot summary, and about Ariel Tabag. to justify that he is a good
groups to analyze the text, write conflict of the story. Also, they representative of Mindanaoan
their answers on manila paper, and are going to define the word The third group will have research literature. They will analyze and
prepare for a presentation. Move “Lambing” in the story. about the background of the present the use of literary devices in
around to assist groups as they author and present relevant the song, specifically focusing on (1)
discuss. biographical information to justify repetition and (2) metaphor, by
why he is considered a strong interpreting the meaning and symbolic
representative of Ilocano significance of the word “Papel” in
literature. every verse.
They are going to:
Explain and demonstrate
understanding of the
poem’s free verse
structure by identifying its
stylistic characteristics
and how they contribute
to the meaning of the text.
2
Analyze the imagery
found in each stanza and
create a corresponding
visual illustration that
reflects the poem’s
thematic elements and
symbolic representations.
E. Discussing New Concepts The second group of reporters The fourth group will analyze and The last group will analyze and present
and Practicing New Skills # will analyze and present Filipino present Filipino traditions Filipino traditions reflected or shown in
2 traditions reflected or shown in reflected or shown in the story the story through the use of drawing or
the story through the use of through the use of drawing or an an illustration and they are going to
drawing or an illustration and illustration and they are going to present the 21st century literature
they are going to present the present the 21st century literature themes & subthemes evident in the
21st century literature themes & themes & subthemes evident in story using graphic organizer.
subthemes evident in the story the story using graphic organizer.
using graphic organizer.
F. Developing Mastery (Leads Facilitate a whole-class synthesis
to Formative Assessment discussion after the presentations.
3) Use guiding questions like: “Why is
it important to preserve regional
literature?” and “What happens if
we only focus on literature from the
capital?” Write key insights on the
board.
G. Finding Practical Distribute a worksheet prompting The students will write a personal
Applications of The learners to reflect on the question: reflection: How does the message
Concepts and Skills in “Why is it important to represent my of ‘Superhighway’ connect to your
Daily Living region’s voice in Philippine life or community?
literature?” Encourage them to cite
local authors or traditions.
H. Making Generalizations Summarize key points and ask
and Abstractions About the learners to state three things they
Lesson learned about the significance of
regional literature. Note responses
on the board.
I. Evaluating Learning The assigned reporter will The assigned reporter will prepare The assigned reporter will prepare a
prepare a short 5-item quiz a short 5-item quiz based on their short 5-item quiz based on their topic.
based on their topic. topic.
J. Additional Activities for
Application and
Remediation
K. ASSIGNMENT
V. REMARKS
3
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional 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 Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Prepared by:
PATRICIA NICOLE F. BENEDICTO
SST I
Checked by:
RESTITUTO M. HERNANDEZ, EdD
PSDS/OIC Principal
