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1. GRADES 1 TO 12
DAILY LESSON LOG
School ILOILO CITY NATIONAL HIGH SCHOOL Grade Level 11
Teacher MA. ANASTACIA R. CRISME Learning Area 21st Century Literature from the
Philippines and the World
Teaching Dates and Time June 14, 2023, 10:30 – 11:30 A.M. Quarter 2nd (Second Semester)
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 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  Compare and contrast the various 21st
century literary genres and their elements, structures, and traditions from across the globe En12LIT-IId-25
 Produce a creative representation of a literary text by applying multimedia and ICT skills
 Do self-and/ or peer-assessment of the creative adaptation off a literary text, based on rationalized criteria, prior to presentation En12LIT-IIij-31.3
II. CONTENT A Prayer from the Womb by Saju Abraham
A Letter from an Unborn Baby retrieved from the Pregnancy Crisis Service Organization in Singapore
III. LEARNING
RESOURCES
Curriculum Guide / MELC
Tayao, et.al. (2017). 21st
Century Literature from the Philippines and the World for Senior High School. Quezon City: C & E publishing Inc.
Chua, Rina Garcia. (2106). 21st
Century Literature from the Philippines and. the World. Makati City: Diwa Learning System Inc.
A. Other Learning
Resources
Video clips, PPT presentations, the internet, YouTube and Facebook
http://www.seasite.niu.edu/tagalog/literature/Short%20Stories/How%20My%20Broth er%20Leon%20Brought%20Home%20A%20Wife.htm
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson (ELICIT)
*Classroom Procedures
Prayer
Checking of attendance
Checking of classroom cleanliness
Reminders: Orient the learners on the classroom rules and regulations and safety protocols to be observed in the class.
*Think-Pair-Share (TPS) Activity
1. T: (Think) The teacher poses a question, then the students first think about what they know about the topic.
2. P:(Pair) Each student should be paired with another student
3. S: (Share) Students share their thinking with their partner.
What are the four literary genres?
Give example of elements of poetry.
B. Establishing a purpose
for the lesson (ENGAGE)
Guessing game
The learner will pick one meta strip, read the question and answer:
1.What is the removal of pregnancy tissue, products of conception or the fetus and placenta from the uterus?
2. Give 2-3 reasons why women engaged in abortion.

2. 3. Do you have an idea of how many maternal deaths in the Philippines were attributable to abortion complication?
4. How many Filipino women are hospitalized each year?
5. Is abortion legal or illegal in the Philippines?
C. Presenting
examples/instances of
the new lesson
(EXPLORE)
*The teacher introduces the two text types that share the same theme to the learners.
A Prayer from the Womb by Saju Abraham and A Letter from an Unborn Baby retrieved from the Pregnancy Crisis Service Organization in
Singapore
Vocabulary Enrichment
The learner reads the sentence and give the meaning of the underlined word.
1.I saw my sister tear up the letter.
2. The region is currently in the midst of a terrible drought.
3.She wanted to scream, but her vocal cords were paralyzed.
4. It’s time for us to change the system.
5. Researchers are looking at how a mother’s health can affect the baby in the womb.
Who is Saju Abraham?
The learners read silently the biography of the poet.
Saju Abraham is a lecturer in English at Sohar University, Oman.
He was born in India and became a missionary at the age of 15. It is during this time that he developed his poetry writing skills.
He quit the missionary life and eventually left India to work under the Ministry of Education in Oman.
*The teacher reads first the poem and followed by the learners.
A Prayer from the Womb by Saju Abraham
Why did you tear me off you,
When you knew I’d die without you?
I promised you peaceful sleep,
But you wouldn’t hear me.
You were in the midst of planning your future.
I promised I wouldn’t pull at your gown.
Nor tear my vocal cords when I’m hungry,

3. But you still wouldn’t let me be.
I promised I would behave when your friends visit,
And when you’re on the phone or in the kitchen,
But you still threw me out of your system.
Why mama, why? Am I so unagreeable?
I don’t keep it against you mama.
I know now that you know.
The following text is retrieved from the Pregnancy Crisis Service organization in Singapore. The text was originally meant as an advertisement and was
modified to remove contact details.
Disclaimer: the following is a hypothetical letter from the perspective of an unborn baby.
A Letter from an Unborn Baby
Vocabulary Enrichment
The learner reads the sentence and give the meaning of the underlined word.
1. I have a right to defend myself.
2. The army was forced to retreat after suffering heavy loses.
3. I believe life begins at conception and therefore unborn babies have right.
The learners read the letter.
A Letter from an Unborn Baby
Hi Mom! How are you? I am doing just fine, thanks. Only a few days have gone by since I was conceived, and I am growing in your tummy. To
tell you the truth, I can’t explain how happy I am to know that you are my mom. It also makes me proud to know that I was conceived out of love.

4. I’m sure I am going to be happiest baby alive.
Mommy, a month has gone past, and I have started to notice how my body is forming. I know I am not much to look at now but just wait and
see – I’ll make you so proud. Even though I am feeling happy. I sense that something is wrong! You seem to be having strange thoughts that leave
me restless and worried; but I am sure everything is going to be okay! Don’t despair.
Two and a half months have gone by, Mom, I now have hands that I can use to play with. Oh, I am so happy! Mommy, please tell me what’s
wrong? Why are you crying so much lately? Why do you and Dad argue every time you meet up with one another? Don’t you guys want me
anymore? I’m going to do everything I can make you want me…
Three months have now passed, Mom, but you still seem to be sad. I am not sure what is going on… I am so confused. Today we went to see
the doctor and he booked an appointment for you tomorrow. I don’t understand why I am feeling so good, and you aren’t, Mom. Mommy, where
are you going? What’s happening?
Mommy this is not normally the time you take your afternoon nap; don’t lie down. Besides, I am not tired! I want to play Uh!! What is this thing
doing inside of my house? Is it a new toy? Hey! It’s sucking up my house…
Please … don’t tug at me! No… don’t hit me! You’re hurting me! Can’t you see that I am still small?! I can’t defend myself! Mommy!!! Stop
them—that’s my hand!!! Mommy, my leg… they are ripping it out!!! Defend me, Mom!!! Help me, Mom!!! Tell them to stop, I promise I’ll stop kicking
them if they do. How is it possible that someone can be doing this to me? Oh, Mommy, I can’t go on anymore… h-he…lp me…
Seventeen years have gone by since you made that fateful decision. Now you still suffer over the very thought of it. Please don’t cry. I know you
are still hurting, but you are not alone. Mommy, if you are still sad, you can try getting away from all the daily pressures of work and family
and joining a spiritual retreat to focus on the hurt you are feeling. In retreat, you can come to terms with your decisions to let me go, and find forgiveness
and peace of mind.
Love you lots,
Your baby
D. Discussing new concepts
and practicing new skills
#1 (EXPLAIN)
The learners read the questions and give their answers:
1. What did you feel after reading the 2 selections? Why?

5. 2. What is the purpose of a spiritual retreat?
3. What message does each selection express?
4. Why do you think these texts were written from the perspective of the un born child?
5. How do you help if you meet a friend who wants to abort her baby?
E. Discussing new concepts
and practicing new skills
#2 (EXPLAIN)
Compare and contrast A Prayer from the Womb and A Letter from an Unborn Baby in terms of form, persona, orientation, tone, literary devices used,
words use by the speakers to refer to their mother and message. Complete the following graph.
A Prayer from the Womb A Letter from an Unborn Baby
Form Poetic prayer
Persona Fetus (gentle and loving)
Orientation Focuses on promises to avoid being a source of distress to the mother in
child rearing
Tone Conversational and not only addresses the mother but also makes
references about the process of abortion.
Literary devices used Parallel construction
Words use by the speakers to refer
to their mother
Mom and Mommy
Message A plea to let live
F. Developing mastery that
leads (leads to formative
assessment #3)
(EVALUATE)
Identify the following statement, write P if the remark about the text refers to the “A Prayer from the Womb,” L if it refers to the “A Letter from an Unborn
Baby,” and PL if it has to do with the two selections.
1. Addressed mainly to the mother
2. Contains remark made during the different stages of pregnancy
3. Contains questions by the speaker about what happening to him
4. Questions the mother’s decision for the abortion
5. Forgive the mother for the decision she made.
G. Finding practical
applications of concepts
and skills in everyday
living (ELABORATE)
In both selections, the speakers make promises to the mother. Compare these promises. Which is more positive in tone?
H. Making generalizations
and abstractions about
the lesson
1. What are the lessons or learnings you got from the 2 selections?
2. How do you apply these lessons or learnings in your lives?
3. Do you consider abortion a sin? Yes? Or no? Why?
I. Evaluating learning The learners will make a Documentary Film or Video Presentation on Gift of Life and their classmate will evaluate their work using a rubric.
1. As a concern citizen share your ideas, thoughts, and emotions on how to save the gift of life, you can refer to this slogan, “Give hope, give
love, give life” another you can use your cellphone or laptop to research some photos or images describing on how to save life .
 Make a documentary Film/Video presentation
 It must be at least 10 to 15 minutes
 It must appeal to all audience and must be creative

6. 2.Choose your classmate to evaluate your Documentary Film/ video Presentation, Then, write the following in a separate paper.
 Name of Presenter/s _____________________________________
 Rated by_____________________________________. Date_________________________________
Overall Score: _____________________________________
Feedbacks:
_________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________________________________________________________________
Rubric:
Category 5 4 3 2
Introduction The introduction is compelling and
provides motivating content that hooks
the viewer from the beginning of the
video and keeps the audience's attention.
The introduction is clear and
coherent and evokes interest in
the topic and response from
listener
The introduction shows
some structure but does
not create a strong sense
of what is to follow. May
be overly detailed or
incomplete and is
somewhat appealing to
the audience.
The introduction does not orient
the audience to what will follow.
The sequencing is unclear and
does not appear interesting or
relevant to the audience.
Content Students create an original, accurate
and interesting documentary that
adequately covers the topic in an
appropriate length of time.
Students create an accurate
documentary that adequately
covers the topic in an
appropriate length of time.
Students create an
accurate documentary
but it does not cover the
topic the issue in an
appropriate length of
time.
The documentary is not
accurate and not an appropriate
length.

7. Technical
Production Tone, voice
graphics, and
visual images
convey interest and enthusiasm. The
presentation is clear and loud enough to
be heard. Composition and technical
production enhance the topic
Tone,
graphics,
visual
frequently convey interest and
enthusiasm. The presentation is
clear and loud voice, and
images enough to be heard.
Composition and technical
production usually enhance the
topic.
Tone,
graphics,
visual
frequently convey interest
or enthusiasm. Most of
the presentation are clear
and loud voice, and
images enough to be
heard. Composition and
technical production
sometimes distract from
the topic.
Tone, voice, graphics, and
visual images rarely convey
interest or enthusiasm. The
presentation is unclear and/or
not loud enough to be heard.
Composition and technical
production absent or distract
from the topic.
Sources Uses and cites several reliable sources (5 up) Uses only one or two reliable
sources (2-4)
Uses mostly questionable
sources
Does not use outside or no sources
Structure Narrative has a clear organizing structure
and flows logically.
Narrative has a clear organizing
structure but needs some
improvement.
Narrative is disorganized. No attempt at an organizing
structure is in place.
Variety and
Placing
Changes the screen image and/or audio
on a regular basis to engage the
audience.
Changes the media sometimes
to engage the audience, but
pacing could be improved.
Uses more than one
medium, but does not
engage audience.
Uses only one medium.
Creativity Project is unique, does not look like
others. It shows creativity that works, not
just weird but exciting and fresh.
The project clearly shows that much
effort poured into it. Looks complete. All
the parts work as intended.
Project is somewhat unique,
does not look like others. It
shows a little creativity that
works.
The project shows that some
effort poured into it.
Looks somewhat complete.
Most of the parts work as
intended
Project is nice. It works
but is
not unique. It has similar
components as other
presentations
The project looks like
parts of it were thrown
together at the last
minute.
It looks mostly done. It
just needs some touch up
here and there. Some
parts do not work as
intended.
Project
appears
forced, hard to follow. Has too
many parts that are strange and
do not serve any purpose. Tried
to be creative but does not work.
The project looks as if it was put
together in a hurry. It needs
quite a bit of work. It just doesn't
look done. Full of errors and
parts don't work as intended.
Appropriate The documentary uses the appropriate
terminology that is covered in the grade
11 course that can be understood by the
The
documentary
uses more than the appropriate
The documentary uses a
high percentage of terms
The documentary did not use
the appropriate terminology
which is covered in

8. Level grade level. terminology which is covered in
the grade 121level that cannot
be easily understood.
which
is
used in lower grades (9 -
10).
the grade
11 course
J. Additional activities
for application or
remediation
For our next lesson, study the different critical approaches of writing literature.
List down all critical approaches in your Literature notebook.
1. REMARKS
2. REFLECTION I hope these two selections will help the learners in facing their problems and making decisions of choosing life.
Prepared by: Observed by:
MA. ANASTACIA R. CRISME SHEILA J. BAQUIANO HELEN L. PARREÑO
Subject Teacher HT V, English. Mater Teacher I
VIVIEN P. SAMELO
SST - III