Republic of the PhilippinesDepartment 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 March 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.Express the theme of the story by means of 1.Situate the text in the context of the 1.Demonstrates communicative differentiated instruction. region and the nation. competence through his/her understanding of literature for a deeper 2. Show enthusiam in participating in group 2. Identify representative texts (originally appreciation of World Literature. activities. written in the 21stcentury) and authors from Asia, North America, Europe, Latin 2..Produce a creative representation of a 3. Reflect on the values exemplified on the America, and Africa. literary text by applying multimedia skills. selected literary text. 3.Explain how a selection may be 3. Apply creativity skills in crafting an influenced by culture, history, environment, adaptation of a literary text. or other factors. THE STRANGENESS OF BEAUTY CONTNUATION CONTINUATION OF SEATWORK THE STRANGENESS OF BEAUTY 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. Unit 8-Module 1: The Other Family Unit 8-Module 1: The Other Family Unit 8-Module 2: The Runaway Unit 8-Module 2: The Runaway Coraline (Excerpt) by Neil Gaiman from Coraline (Excerpt) by Neil Gaiman from The Boy Named Crow (Excerpt from The Boy Named Crow (Excerpt from England England Kafka on the Shore) by Haruki Kafka on the Shore) by Haruki Murakami from Japan Murakami from Japan 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. Video of the material A. Giving of Literary Quotation of the Day/ 1. Reflection based on the given quotation. Routines/Checking of Routines/Checking of Attendance/Classroom Management Attendance/Classroom Management SOMETHING TO PONDER SOMETHING TO PONDER Etc. Cruz Ph. the teacher. 4. Indicate the time allotment for each step. Cruz Ph. Video of the material A. Uychoko. plays a video clip of the SKELETON DANCE. Strips of Colored Paper. Laptop and speaker B. Learner’s Materials pages 3. First Edition 1. Giving of Literary Quotation of the Day/ Reflection based on the given quotation. First the World by Marikit Tara A. Philippines and the World by Marikit Tara First Edition A. Etc. Literature in K12.D. question their learning processes. 92-95. Giving of Literary Quotation of the Day/ SOMETHING TO PONDER SOMETHING TO PONDER Reflection based on the given quotation. Video of the material b. Strips of Colored Paper. Tape and Marker C. practice their learning. the teacher STRETCHING SONG. Review on the Previous Lesson UNFREEZING ACTIVITY Introduction to World Literature To catch students’ attention. References 21st Century Literature from the Philippines and 21st Century Literature from the Philippines 21st Century Literature from the Philippines 21st Century Literature from the the World CG (updated December 2013) and the World CG (updated December 2013) and the World CG (updated December Philippines and the World CG (updated 2013) December 2013) 21st Century Literature from the Philippines and 21st Century Literature from the Philippines and the World by Marikit Tara A. Uychoko. Other Learning Resources Materials Materials Materials Materials a. 1. Literature in K12. Spread out the activities appropriately so that that the students will learn well. Checking of Previous Activities UNFREEZING ACTIVITY UNFREEZING ACTIVITY 2. Laptop and speaker c. the teacher plays the teacher plays a video clip of the a video clip of the TAICHI BREATHING 3. Tape and C. Isagani R. 2.A. Laptop and speaker B. Reviewing previous lesson or Preliminary Activities/ Routines/Checking of Preliminary Activities/ Routines/Checking Preliminary Activities/ Preliminary Activities/ presenting the new lesson Attendance/Classroom Management Etc. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Literature in K12. Laptop and speaker B. Copy of the Material 3. Isagani R. Giving of Literary Quotation of the Day/ 1. 1. pp. of Attendance/Classroom Management Etc.D. Teacher’s Guide pages 2. First 21st Century Literature from the Philippines 21st Century Literature from the Edition Edition and the World by Marikit Tara A. Strips of Colored Paper. . Cruz Ph. 96-100. 101-109 pp. Uychoko. Tape and Marker C.D. To catch students’ attention. Sustain learning systematically by providing students with multiple ways to learn new things. Learning Resource (LR) portal A. Textbook pages pp. Cruz Ph. Isagani R. Strips of Colored Paper. PROCEDURES These steps should done across the week. To catch students’ attention. A. Video of the material A. 148-150 pp. Tape and Marker Marker D. Reflection based on the given quotation. 1. Isagani R. Uychoko. Additional Materials from Literature in K12. Always be guided by demonstration of learning by the students which you can infer from the formative assessment activities.D. The students perform the activity. students should do during the song. exercise. Why does the other mother have significant Rising Action: Complication: differences in appearance from her real Climax: mother? What could this mean? Falling Action: Denouement: 4. The students perform the activity. B. someone like your mother but comes to samurai women? Why do you Place: more interesting? Why or why not? 3. The teacher gives intruction on what the 6. the teacher plays a video clip of the The students perform the activity.How do you feel about the button eyes? What could this signify in the story? 5. WALKING SONG.How would you describe the other mother? 3. What are your expectations when it Setting: Time: another mother.What do you know about Japanese 1.How does this story feed this fantasy? 7. The teacher gives instruction on what the students should do during the song. What does this tell us about the other mother’s character? . Why following pattern. Have you ever wish that you ever wish that GUIDE QUESTIONS 1. The teacher gives intruction on what 2. the teacher.Have you ever fantasized about having another mother or father? Why? 6. 2. Would you ever want to spend time with Why do you feel that way? 3. Establishing a purpose for the MOTIVE QUESTIONS CHECKING OF ASSIGNMENT MOTIVE QUESTIONS REVIEW OF THE PREVIOUS LESSON lesson 1. The teacher gives intruction on what the students should do during the song. The other mother encourages Coraline to play with rats. The students perform the activity.The teacher will ask somebody to you have a different mother or father? literature? narrate the summary of the story with the 1.How does the chicken in the other family different from how chicken is usually served in her household? 8. What stereotypes exist when we talk Title: parents? about samurai? Author: 2. What does the chicken symbolize? 9.Why does the other mother have significant expect this? Characters: differences in appearance from her real Major: Minor: mother? What could this mean? Plot: Exposition: 3. The protagonist has an unusual name. To catch students’ attention. UNFREEZING ACTIVITY 4. the students should do during the song. 5.What would you like to change about your do you think it is spelled that way? 2. and then submit it to Watch the trailers. the producer of the film. (http://www. Find pictures or illustrations. Rats words. puzzles. Focus Using the translation you wrote earlier. 5. was released as a children’s novel. Presenting examples/instances of PRE-READING REVIEW OF PREVIOUS LESSON PRE-READING EVALUATION the new lesson Exploring the Story’s Web Life Tell something about the following terms and Vocabulary Building Guide Book Coraline was adapted to an animated film after it characters. which 3. created a 1. C.Why does Coraline respond the way she does? (Students discuss their answers). and enjoy your teacher. surfing the website in preparation for reading the excerpt of the story.com/coraline). bind these. and 4.Coraline create a Guide Book to Japan with a website for Coraline 2. play the puzzles. features.focusfeatures. 10.Imaginary parents or sketch and color images that can help includes their official trailers.Real parents small group. . Roast Chicken readers understand the meanings of the cartoons. .. “The social structure of the Edo inside the protagonist’s heart and mind. Questions will be raised to better Creativity...10 understand the story.. Chie. 10 Content... What Coraline................ The betothed always came from the same social strata......... the families of the shogunate and provincial leaders (daimyo) arranged marriages based on political interesrs. ... For example. class.. 1. Discussing new concepts and BACKGROUND KNOWLEDGE COMPARE AND CONTRAST BACKGROUND KNOWLEDGE CONTINUATION.. but and share the outcome of your discussion with 2............... All students will be judge according to 1. During this period............... TOTAL 30 4..” E.. forbidden door in her new house and steps into a you enjoy more? Discuss this as a small group This part follows the samurai woman.After the continuous story telling.... it is also a psychological journey (2015).....Give the comparison and the contrast of the real parents and the imaginary parents of 1.10 3. Discussing new concepts and INDIVIDUAL SILENT READING AFTER READING INTRODUCTION CLASS PRESENTATION practicing new skills #2 The story that you are about to read is about Compare and contrast watching the trailers In the excerpt you are about to read..... The teacher picks the arrangement of Coraline and her other parents... 3... husband. 2...... According to onica Bincsik it is a fantasy. the performances through draw lots. Discussion immediately follows after the RUBRICS FOR THE SHORT PRESENTATION silent reader.... Each group are given 5-10 minutes for and how she was able to marry her different........D... story silently........ she spends her own REAL PARENTS IMAGINARY mother’s lack of cooking skills to create an PARENTS In ancient times....... you 1..The teacher asks the students to read the the given criteria. Presentation. teacher will give a backgrounder about the makes it especially effective is the fact that these situation of the story for this day.... period (1615-1868) developed under the strict control of the Tokugawa military regime.... Which medium did will learn what samurai women were like. The story will be discussed using the story grammar technique.... Kan... Although society...... mirror images are reflections of the protagonists own desires.... arranged marriages “Other” mother who is able to make roast were considered the norm in Japanese chicken and mashed potatoes for her......... She unlocks a with reading the excerpt.... the performance-based assessment...... practicing new skills #1 Coraline is a novel that deals with the macabre........................... living room that eerily looks like her own...... the as reflected in the mirror images of reality. and the consent of the shogunate was a necessary for a daimyo wedding.... Why does the other mother have significant samurai women used to be trained for 50% creativity battle? differences in appearance from her real mother? 50% critical thinking 5.Why does Coraline respond the way she does? G. What does the chicken symbolize? 9. Finding practical applications of INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING INSIGHTS SHARING concepts and skills in daily living 1. Find out whether your predictions did you get from the story? could this signify in the story? came true. a partner. Why is the go-between so upset? What What could this mean? did they do to upset her? Buy and read the novel Coraline by Neil 8. create an illustrated version of you read the history of the Fuji family? Why thought was the best one. The rubric is were you surprised? as follows: 4. Call on a few students to share their small 3.Why do you think she is that way? class and read each other’s books. The protagonist has an unusual name. expand their sharing.Have you ever fantasized about having doing this? another mother or father? Why? 10. Why does the other mother have significant you look at women? differences in appearance from her real mother? ENRICHMENT 7. Why should samurai women blacken than the novel’s? Write this on your journal. Coraline’s relationship with the other mother. What does this tell us about the other mother’s character? 10. How does this change or alter the way 3. Have each pair join another pair to expand 2. Call on a few students to share their small 3. Were you surprise about anything when Discuss with the class which book you 2. Do you think your ending was better 9. Why Make a prediction about what happens next in 1. Do you think Chie and Kan will have a happy marriage? Why or why not? 6.F. Developing mastery GUIDE QUESTIONS EVALUATION GUIDE QUESTIONS ENRICHMENT (Leads for Formative Assessment 3) 1. and why. with a partner. their sharing.How would you describe the other mother? With your group.Have each pair join another pair to their sharing. The other mother encourages Coraline to play with rats. Consider what will happen with 2.Have each student discuss his/her ideas 3.How does this story feed this fantasy? 7.Have each pair join another pair to expand 2. How does this change or alter the way What could this mean? you look at samurai? 6.Have each pair join another pair to 4. Why do you feel that way? your story and present it in class. What insights about Japanese society 4. Call on a few students to share their 3. Have each student discuss his/her ideas with 1. their teeth? What was their message in 5.How do you feel about the button eyes? What Gaiman. 3. Call on a few students to share their . 2. Why is it valuable to point out that 3.How do you describe Chie? Have all the guidebooks in front of the do you think it is spelled that way? the story. with a partner.How does the chicken in the other family different from how chicken is usually served in her household? 8.Have each student discuss his/her ideas a partner. expand their sharing. 3.Have each student discuss his/her ideas with 1. J. Making generalizations and DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER DIGGING DEEPER abstractions about the lesson 1. group discussion. and write what you think Time: about this in your notes. RECORDING. CSS1. The arbitrary nature of love languages between couples of family members. group discussion. 2. lesson lesson lesson I. suggestions on the students’ output. Synthesize the lesson. SMAW- the formative assessment HUMSS. RECORDING.The arbitrary nature of body language in Plot: different cultures. H. REFLECTION Reflect on your teaching and assess yourself as a teacher. you can ask them relevant questions. SUGGESTING CHECKING. Write all of them in your notebook. The teacher checks and records 1. Ferdinand de Saussure. work. or suggestions on the students’ output. Evaluating learning CHECKING. 4.The teacher gives necessary 2. Theories about CORALINE The excerpt has numerous translations of semiotics were first articulated by Title: 2. small group discussion. small group discussion.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. work. SMAW. You can touch Place: one of the following topics: Characters: Major: Minor: 1. The teacher checks and records students work. The teacher makes necessary comments or suggestions on the students’ output. as well has to say about the language and its Setting: as the meaning of each word. SMAW. 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. Find out what he Author: chosen lines from the story. Have the students summarized what have learned for today’s lesson. Have the students summarized what they 1. HUMSS. Synthesize the lesson. Think about your students’ progress this week. A.The teacher gives necessary 2. 2. Have the students summarized what 1. 4. 4. No. The teacher checks and records students 1. SUGGESTING 1. 4. they have learned for today’s lesson.The teacher gives necessary 2. Tell the students that they will deliver the Japanese words or concepts into English.The teacher checks and records students students work. arbitrariness. Synthesize the output of the activity. SUGGESTING CHECKING. Exposition: Rising Action: 2.The teacher makes necessary comments or suggestions on the students’ output. they have learned for today’s lesson. of learners who earned 80% on SMAW. Have the students summarized what they 1. SUGGESTING CHECKING. The teacher makes necessary comments 2. have learned for today’s lesson.The arbitrary nature of interjections or Complication: Climax: onomatopeia in different cultures. HUMSS- CSS1. CSS1. HUMSS. 2. The teacher instructs the students to pick at Translations Research on the internet about semiotics GRAMMAR TECHNIQUE FOR THE STORY least three important lines from the story. Falling Action: Denouement: 3. Additional activities for ASSIGNMENT ASSIGNMENT ASSIGNMENT ENRICHMENT application for remediation COMPLETE THE FOLLOWING STORY 1. and the system of signs. Synthesize the lesson. 1. 4. REMARKS 5. RECORDING. RECORDING. The teacher makes necessary comments or 2. CSS1- . EIM/DOMRAC- CSS2. REMOJO Secondary School Teacher I Senior High Academic Coordinator Noted by: MR. HUMSS- CSS1. Did the remedial lessons work? No. CSS2. HUMSS. HUMSS- CSS1. BPP. CSS2. CSS2. BPP- EIM/DOMRAC. What difficulties did I encountered which my principal or supervisor can help me solve? G. EIM/DOMRAC. CSS1. CSS1. CSS1- BPP. 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. SMAW. CSS2- B. ALLAN E. HUMSS- lesson. CSS2- C. 2016) Prepared by: Checked by: MRS. MELBA S. EIM/DOMRAC. CSS2- E. HUMSS. HUMSS. BPP- EIM/DOMRAC. Which of the teaching strategies worked well? Why did these work? F. DATA Secondary School Principal II . BPP. SMAW. EIM/DOMRAC. of learners who continue to SMAW. CSS1. CSS2. CSS2. CSS1- BPP. CSS1. BPP. OESTAR MRS. BPP- EIM/DOMRAC. CSS1. HUMSS. EIM/DOMRAC- CSS2. CSS2. HUMSS. of learners who require additional SMAW. EIM/DOMRAC. BPP. SMAW- activities for remediation. HUMSS. HUMSS. BPP- EIM/DOMRAC. BPP. of SMAW. HUMSS. s. CSS2- D. CSS2. CSS1. CSS2. BPP. BPP. EIM/DOMRAC- CSS2. CSS1- BPP. BPP. SMAW. EIM/DOMRAC. EIM/DOMRAC. SMAW. JENNIFER M. CSS1. 2016 dated June 8. EIM/DOMRAC. SMAW- learners who have caught up with the HUMSS. BPP. No. EIM/DOMRAC- CSS2. No. SMAW. SMAW. EIM/DOMRAC. SMAW- require.