TABUK CITY NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

GRADE 11 LEARNING 21st Century Literature QUARTER 3rd
DAILY LESSON PLAN AREA from the Philippines and
the World
TEACHING November 19-23, 2018 TEACHER AILA MAE B. ADVINCULA
DATE

Session 1 Session 2 Session 3 Session 4

Session 5
TOPIC Philippine Philippine Kahapon Ngayon at Bukas Holiday
Literature during Literature during (Yesterday, Today and Tomorrow) Bonifacio
the Spanish Period the American by Aurelio Tolentino Day
(Graded Recitation) Period Philippine Literary Piece during the American
Period
1. A. CONTENT The learner will be The learner will be The learner will be able to understand and appreciate
STANDARDS able to understand able to understand the elements and contexts of 21st Century Philippine
and appreciate the and appreciate the literature.
elements and contexts elements and contexts
of 21st Century of 21st Century
Philippine literature. Philippine literature.
B. The learner will be The learner will be The learner will be able to demonstrate
PERFORMANCE able to demonstrate able to demonstrate understanding and appreciation of 21st Century
STANDARDS understanding and understanding and Philippine literature from the regions through: a
appreciation of 21st appreciation of 21st written close analysis and critical interpretation of
Century Philippine Century Philippine a literary text in terms of form and theme, with a
literature from the literature from the description of its context derived from research
regions through: a regions through: a
written close analysis written close analysis
and critical and critical
interpretation of a interpretation of a
literary text in terms literary text in terms
of form and theme, of form and theme,
with a description of with a description of
its context derived its context derived
from research from research
C. LEARNING Writing a close Writing a close Writing a close analysis and critical interpretation
COMPETENCIES/ analysis and critical analysis and critical of literary texts and doing an adaptation of these
OBJECTIVES interpretation of interpretation of require the learner the ability to: identify the
literary texts and literary texts and geographic linguistic, and ethnic dimensions of
doing an adaptation doing an adaptation Philippine literary history pre-colonial to the
of these require the of these require the contemporary
learner the ability to: learner the ability to: (EN12Lit-Ia-21)
identify the identify the a. identify the purpose of the author in writing the
geographic linguistic, geographic linguistic, literary piece;
and ethnic and ethnic b. determine how other people perceive justice by
dimensions of dimensions of sharing real life experiences;
Philippine literary Philippine literary and
history pre-colonial to history pre-colonial to c. Write the symbolisms of the characters in the
the contemporary the contemporary story.
(EN12Lit-Ia-21) (EN12Lit-Ia-21)
II. CONTENT Various dimensions of Various dimensions of Various dimensions of Philippine literary history
Philippine literary Philippine literary from pre-colonial to contemporary
history from pre- history from pre-
colonial to colonial to
contemporary contemporary
II. LEARNING
RESOURCES
A. REFERENCES 21st Century 21st Century  21st Century Literature from the Philippines
Literature from the Literature from the and the World, G. Chua & G. Ochoa
Philippines and the Philippines and the  http://viewsfromthepampang.blogspot.com/2
World, G. Chua & G. World, G. Chua & G. 008/01/66aurelio-tolentino-and-his-
Ochoa Ochoa literature.html; accessed November 23,
2018
1. Teacher’s N/A
Guide pages
2. Learner’s
Materials pp.
3. Textbook N/A N/A N/A
pages
4. Additional Laptop, TV, Laptop, TV, Laptop, TV, Powerpoint presentation, Pocket Chart
Materials Powerpoint Powerpoint
from Learning presentation presentation,Video
Resource presentation
 B. Other
Learning
Resources
IV.
PROCEDURES
A. Reviewing 4pics-1word activity. Show pictures related The students will give a recap about the previous
Colonizers When Show 4Whydifferent
previous lesson to freedom, love of lesson through filling up the timeline on the board.
or presenting the pictures and student will country, and fight
new lesson determine what word against colonialism Questions to be asked:
the pictures describe.
and imperialism. 1. Who are the colonizers of the Philippines?
The words that will be
given are related to Ask students to 2. When did they colonize the Philippines?
Spanish influences to describe the pictures 3. How long have we been colonized?
Philippine Literature. being showed to them. 4. Why did they colonize the Philippines?

B. Establishing a Instruct students to Ask the question: Motivation:

purpose for the review for 10 minutes When did the The students will do the activity 3 PICS-1 WORD.
lesson for their graded Americans colonized Mechanics of the activity:
recitation. the Philippines?  The teacher will form 6 groups; students will
Why did they choose their group mates whom they are
colonized the comfortable with. ( seating arrangement
Philippines? should be in a cooperative rectangular
structure)
 The Teacher will flash pictures and students
will identify what word describes the pictures.
The group who knows the answer will raise their right
hand.
C. Presenting The teacher will give Present some  Give the guide questions. Instruct the
examples/ the instruction for influences of students to read and comprehend the
instances of the their graded Americans in questions.
new lesson recitation. Philippine Literature. GUIDE QUESTIONS:
 Schools 1. Who are the characters of the story?
 New Education 2. What values and messages are reflected in
System the story?
 Cleanliness and 3. What is the theme of the story?
Hygiene 4. What is the purpose of the author in writing
 English the story?
Language What are the reasons why Aurelio Tolentino was put
 Politics into prison?
  Freedom of
Speech
D. Discussing Flashed the questions Discuss the different  Show a picture of Aurelio Tolentino and give a
new concepts and let the students Newpapers produced brief background about the author.
and practicing read first before they during the American  Provide a copy of the story entitled
new skills #1 answer. Regime. “Kahapon, Ngayon, Bukas” (Yesterday, Today and
Tomorrow) by
Aurelio Tolentino.
(See attached Copy)

First Reading
 Instruct the students to read and comprehend
the story silently.

Second Reading
 Flash the copy of the story and the students
will read it as a class. (Second Reading)
E. Discussing Let the students Present and discuss Group Activity
new concepts explain their answers the Groups of Writers Group the class into 5.
and practicing by sharing it in the during the American  Instruct the students to brainstorm about the
new skills #2 class. Period. guide questions that will be given to them by
3 Groups of Writers group.
1. Spanish  Ask volunteers per group to share their
2. English answers.
3. Filipino Process the student’s answers.
F. Developing Ask the students to Ask the question: Think –Pair- Share (Seating arrangement
mastery (Leads Read the lyrics of the How has the literature shall be in classic rows)
to Formative song “Dandansoy” during the Spanish era As a student, how can you contribute to an
Assessment 3) like they are reading differed from the equitable, respectful and just society?
a poem. Make it literature during the  Your seatmate is your partner.
interesting. American era?  Each will answer the question:
Call volunteers to share their answers.
G. Finding Why do we need to What are the changes Oral Recitation
practical study Philippine happened especially in Ask the question:
applications of literature during the Philippine Literature As a student,
concepts and Spanish colonial when the Americans As a citizen,
skills in daily period? Colonized the As a member of the community,
living Philippines? How can you show patriotism to our country?
H. Making What are the The production of Ask the students the question:
generalizations influences of the literary works in What is the story “Kahapon, Ngayon, at Bukas” all
and abstractions Spanish colonial English is the direct about?
about the lesson period to Philippine result of the American
literature? colonization of the
Philippines.
I. Evaluating On a ½ sheet of paper, write the symbolisms of the
Learning characters in the story. Follow the table below.
Characters Symbolism

J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

Prepared: Noted:

AILA MAE B. ADVINCULA LIMSON DUMOGO

Subject Teacher Master Teacher II