DLL 21st Century Lit Wk18

Republic of the Philippines Department of Education Region IV-A CALABARZON Division of Quezon

Daily Lesson Log

School

Canda National High School, Senior High School Department

Teacher

JENNIFER M. OESTAR

Teaching Dates and Time

A. Content Standards B. Performance Standards

C. Learning Competencies/ Objectives

Learning Area

March 6-10, 2017

Session 1 1. OBJECTIVES

11-HUMSS, BPP, CSS1, CSS2, SMAW, EIM/DOMRAC

Grade Level

Quarter

Session 2

21st Century Literature of the Philippines and the World Second Semester, Second Quarter

Session 3

Session 4

Objective must be met over the week and connected to the curriculum standards. To m eet 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.

The learner will be able to understand and appreciate

literary texts in various genres across national literature and cultures.

The learner will be able to demonstrate understanding and appreciation of 21stst 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. At the end of the session, learners are expected to:

At the end of the s ession, learners are expected to:

At the end of the session, learners are expected to:

At the end of the session, learners are expected to:

1.Express the theme of the story by means of differentiated instruction.

1.Situate the text in the context of the region and the nation.

2. Show enthusiam in participating in group activities.

2. Identify representative texts (originally written in the 21stcentury) and authors from Asia, North America, Europe, Latin America, and Africa.

1.Demonstrates communicative competence through his/her understanding of literature for a deeper appreciation of World Literature.

3. Reflect on the values exemplified on the selected literary text.

3.Explain how a selection may be influenced by culture, history, environment, or other factors.

2..Produce a creative representation of a literary text by applying multimedia skills. 3. Apply creativity skills in crafting an adaptation of a literary text.

THE STRANGENESS OF BEAUTY CONTINUATION OF SEATWORK

CONTNUATION THE STRANGENESS OF BEAUTY

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.

1. CONTENT

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

Unit 8-Module 1: The Other Family Coraline (Excerpt) by Neil Gaiman from England

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Unit 8-Module 1: The Other Family Coraline (Excerpt) by Neil Gaiman from England

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Unit 8-Module 2: The Runaway The Boy Named Crow (Excerpt from Kafka on the Shore) by Haruki Murakami from Japan

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Unit 8-Module 2: The Runaway The Boy Named Crow (Excerpt from Kafka on the Shore) by Haruki Murakami from Japan

A. References

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

A. Reviewing previous lesson or presenting the new lesson

21st Century Literature from the Philippines and the World CG (updated December 2013)

21st Century Literature from the Philippines and the World CG (updated December 2013)

21st Century Literature from the Philippines 21st Century Literature from the and the World CG (updated December Philippines and the World CG (updated 2013) 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 the World by Marikit Tara A. Uychoko, First 21st Century Literature from the Philippines 21st Century Literature from the Edition and the World by Marikit Tara A. Uychoko, Philippines and the World by Marikit Tara First Edition A. Uychoko, First Edition

pp. 148-150 Literature in K12, Isagani R. Cruz Ph.D.

pp. 92-95. Literature in K12, Isagani R. Cruz Ph.D.

pp. 101-109 Literature in K12, Isagani R. Cruz Ph.D.

pp. 96-100. Literature in K12, Isagani R. Cruz Ph.D.

Materials a. Video of the material

Materials A. Video of the material



b. Laptop and speaker c. Strips of Colored Paper, Tape and Marker

B. Laptop and speaker C. Strips of Colored Paper, Tape and Marker

B. Laptop and speaker C. Strips of Colored Paper, Tape and Marker D. Copy of the Material

B. Laptop and speaker C. Strips of Colored Paper, Tape and 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 c an infer from the formative assessment activities. Sustain learning systematically by providing students with multiple ways to l earn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to t heir life experiences and previous knowledge. Indicate the time allotment for each step.

Preliminary Activities/ Routines/Checking of Attendance/Classroom Management Etc.


SOMETHING TO PONDER

SOMETHING TO PONDER

1. Giving of Literary Quotation of the Day/ Reflection based on the given quotation.




SOMETHING TO PONDER

SOMETHING TO PONDER



2. Checking of Previous Activities UNFREEZING ACTIVITY 1. To catch students’ attention, the teacher plays

UNFREEZING ACTIVITY

UNFREEZING ACTIVITY 2. Review on the Previous Lesson Introduction to World Literature

To catch students’ attention, the teacher, the teacher plays a video clip of the

exercise. 2. The teacher gives instruction on what the students should do during the song.

UNFREEZING ACTIVITY 4. The teacher gives intruction on what the students should do during the song. The students perform the activity.

To catch students’ attention, the teacher, the teacher plays a video clip of the WALKING SONG.

6. The teacher gives intruction on what the students should do during the song. The students perform the activity.

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

CHECKING OF ASSIGNMENT

MOTIVE QUESTIONS

REVIEW OF THE PREVIOUS LESSON

1. Have you ever wish that you ever wish that you have a different mother or father?

GUIDE QUESTIONS

1.What do you know about Japanese literature?

1.The teacher will ask somebody to narrate the summary of the story with the following pattern.

2.What would you like to change about your parents? 3. Would you ever want to spend time with another mother, someone like your mother but more interesting? Why or why not?

1. The protagonist has an unusual name. Why do you think it is spelled that way?

2. What stereotypes exist when we talk about samurai?

2.How would you describe the other mother? Why do you feel that way? 3. What are your expectations when it comes to samurai women? Why do you 3.Why does the other mother have significant expect this? differences in appearance from her real mother? What could this mean? 3. Why does the other mother have significant differences in appearance from her real mother? What could this mean? 4.How do you feel about the button eyes? What could this signify in the story? 5.Have you ever fantasized about having another mother or father? Why? 6.How does this story feed this fantasy? 7.How does the chicken in the other family different from how chicken is usually served in her household? 8. What does the chicken symbolize? 9. The other mother encourages Coraline to play with rats. What does this tell us about the other mother’s character?

Title: Author: Setting: Time: Place: Characters: Major: Minor: Plot: Exposition: Rising Action: Complication: Climax: Falling Action: Denouement:

10.Why does Coraline respond the way she does? (Students discuss their answers). C. Presenting examples/instances of the new lesson

PRE-READING

REVIEW OF PREVIOUS LESSON

PRE-READING

EVALUATION

Exploring the Story’s Web Life Coraline was adapted to an animated film after it was released as a children’s novel. Focus features, the producer of the film, created a website for Coraline (http://www.focusfeatures.com/coraline), which includes their official trailers, puzzles, and cartoons. Watch the trailers, play the puzzles, and enjoy surfing the website in preparation for reading the excerpt of the story.

Tell something about the following terms and characters.

Vocabulary Building

Guide Book

1.Coraline 2.Real parents 3.Imaginary parents 4. Roast Chicken 5. Rats

Using the translation you wrote earlier, create a Guide Book to Japan with a small group. Find pictures or illustrations, or sketch and color images that can help readers understand the meanings of the words, bind these, and then submit it to your teacher.

D. Discussing new concepts and practicing new skills #1

BACKGROUND KNOWLEDGE

COMPARE AND CONTRAST

BACKGROUND KNOWLEDGE

CONTINUATION..

Coraline is a novel that deals with the macabre, 1.Give the comparison and the contrast of the 1.After the continuous story telling, the as reflected in the mirror images of reality. What real parents and the imaginary parents of teacher will give a backgrounder about the makes it especially effective is the fact that these Coraline. situation of the story for this day. mirror images are reflections of the protagonists REAL PARENTS IMAGINARY own desires. For example, she spends her own In ancient times, arranged marriages PARENTS mother’s lack of cooking skills to create an were considered the norm in Japanese “Other” mother who is able to make roast society. According to onica Bincsik chicken and mashed potatoes for her. Although (2015), “The social structure of the Edo it is a fantasy, it is also a psychological journey period (1615-1868) developed under the inside the protagonist’s heart and mind. strict control of the Tokugawa military regime. During this period, the families of the shogunate and provincial leaders (daimyo) arranged marriages based on political interesrs, and the consent of the shogunate was a necessary for a daimyo wedding. The betothed always came from the same social strata.”

E. Discussing new concepts and practicing new skills #2

INDIVIDUAL SILENT READING

AFTER READING

INTRODUCTION

CLASS PRESENTATION

The story that you are about to read is about Coraline and her other parents. She unlocks a forbidden door in her new house and steps into a living room that eerily looks like her own, but different.

Compare and contrast watching the trailers with reading the excerpt. Which medium did you enjoy more? Discuss this as a small group and share the outcome of your discussion with class.

In the excerpt you are about to read, you will learn what samurai women were like. This part follows the samurai woman, Chie, and how she was able to marry her husband, Kan.

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 1.The teacher asks the students to read the the given criteria. story silently. 2. Discussion immediately follows after the silent reader. 3. Questions will be raised to better understand the story. 4. The story will be discussed using the story grammar technique.

RUBRICS FOR THE SHORT PRESENTATION Presentation....................................................... 10 Content................................................................10 Creativity..............................................................10 TOTAL 30

F. Developing mastery (Leads for Formative Assessment 3)

GUIDE QUESTIONS

EVALUATION

GUIDE QUESTIONS

ENRICHMENT

1. The protagonist has an unusual name. Why do you think it is spelled that way?

Make a prediction about what happens next in the story. Consider what will happen with Coraline’s relationship with the other mother. With your group, create an illustrated version of your story and present it in class. The rubric is as follows:

1.How do you describe Chie? 2.Why do you think she is that way? 3. Were you surprise about anything when you read the history of the Fuji family? Why were you surprised? 4. Why is it valuable to point out that samurai women used to be trained for battle? 5. How does this change or alter the way you look at samurai? 6. How does this change or alter the way you look at women? 7. Why is the go-between so upset? What did they do to upset her? 8. What insights about Japanese society did you get from the story? 9. Why should samurai women blacken their teeth? What was their message in doing this? 10. Do you think Chie and Kan will have a happy marriage? Why or why not?

Have all the guidebooks in front of the class and read each other’s books. Discuss with the class which book you thought was the best one, and why.

2.How would you describe the other mother? Why do you feel that way? 3.Why does the other mother have significant differences in appearance from her real mother? What could this mean?

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50% creativity 50% critical thinking

3. Why does the other mother have significant differences in appearance from her real mother? ENRICHMENT What could this mean? Buy and read the novel Coraline by Neil 4.How do you feel about the button eyes? What Gaiman. Find out whether your predictions could this signify in the story? came true. Do you think your ending was better than the novel’s? Write this on your journal. 5.Have you ever fantasized about having another mother or father? Why? 6.How does this story feed this fantasy? 7.How does the chicken in the other family different from how chicken is usually served in her household? 8. What does the chicken symbolize? 9. The other mother encourages Coraline to play with rats. What does this tell us about the other mother’s character? 10.Why does Coraline respond the way she does? G. Finding practical applications of concepts and skills in daily living

INSIGHTS SHARING

INSIGHTS SHARING

INSIGHTS SHARING

INSIGHTS SHARING

1. Have each student discuss his/her ideas with a partner.

1.Have each student discuss his/her ideas with a partner.



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

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



H. Making generalizations and abstractions about the lesson

I. Evaluating learning

J. Additional activities for application for remediation

group discussion.

group discussion.

small group discussion.

4. Synthesize the output of the activity.

4. Synthesize the lesson.

4. Synthesize the lesson.

DIGGING DEEPER

DIGGING DEEPER

DIGGING DEEPER

DIGGING DEEPER

1. Have the students summarized what they have learned for today’s lesson.




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

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



CHECKING, RECORDING, SUGGESTING



1. The teacher checks and records students work.

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.

2.The teacher makes necessary comments or suggestions on the students’ output.

ASSIGNMENT

ASSIGNMENT

ASSIGNMENT

ENRICHMENT

COMPLETE THE FOLLOWING STORY GRAMMAR TECHNIQUE FOR THE STORY CORALINE

1. The teacher instructs the students to pick at least three important lines from the story.

Translations

Title: Author:

2. Tell the students that they will deliver the chosen lines from the story.

Research on the internet about semiotics and the system of signs. Theories about semiotics were first articulated by Ferdinand de Saussure. Find out what he has to say about the language and its arbitrariness, and write what you think about this in your notes. You can touch one of the following topics:

Setting: Time: Place: Characters: Major: Minor: Plot: Exposition: Rising Action: Complication: Climax: Falling Action: Denouement:

4. REMARKS 5. REFLECTION A. No. of learners who earned 80% on the formative assessment

The excerpt has numerous translations of Japanese words or concepts into English. Write all of them in your notebook, as well as the meaning of each word.

small group discussion. 4. Synthesize the lesson.

1. The teacher checks and records students work. 2. The teacher makes necessary comments or suggestions on the students’ output.

1.The arbitrary nature of body language in different cultures. 2.The arbitrary nature of interjections or onomatopeia in different cultures. 3. The arbitrary nature of love languages between couples of family members.

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? Id can ask them relevant questions.

entify what help your instructional supervisor can provide for you so when you meet them, you

SMAW-

SMAW-

SMAW-

SMAW-

HUMSS-

HUMSS-

HUMSS-

HUMSS-

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.

BPP-

BPP-

BPP-

BPP-

EIM/DOMRAC-

EIM/DOMRAC-

EIM/DOMRAC-

EIM/DOMRAC-

CSS2-

CSS2-

CSS2-

CSS2-

SMAW-

SMAW-

SMAW-

SMAW-

HUMSS-

HUMSS-

HUMSS-

HUMSS-

CSS1-

CSS1-

CSS1-

CSS1-

BPP-

BPP-

BPP-

BPP-

EIM/DOMRAC-

EIM/DOMRAC-

EIM/DOMRAC-

EIM/DOMRAC-

CSS2-

CSS2-

CSS2-

CSS2-

SMAW-

SMAW-

SMAW-

SMAW-

HUMSS-

HUMSS-

HUMSS-

HUMSS-

CSS1-

CSS1-

CSS1-

CSS1-

BPP-

BPP-

BPP-

BPP-

EIM/DOMRAC-

EIM/DOMRAC-

EIM/DOMRAC-

EIM/DOMRAC-

CSS2-

CSS2-

CSS2-

CSS2-

SMAW-

SMAW-

SMAW-

SMAW-

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 Secondary School Teacher I

MRS. MELBA S. REMOJO Senior High Academic Coordinator Noted by:

MR. ALLAN E. DATA Secondary School Principal II

DLL 21st Century Lit Wk18

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