MY

ANNOTATIONS

POLICRONIO S. DANO SR. HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT
Nueva Fuerza, Carmen Bohol

LESSON PLAN IN 21ST CENTURY LITERATURE FROM THE PHILIPPINES TO THE

WORLD

4’As
LEARNING AREA: 21st CENTURY Grade/Year DURA
LESSON
LITERATURES OF THE PHILIPPINES AND Level : 12 – QUARTER: 2 TION:
PLAN NO.
THE WORLD GAS GUMAMELA 1 HR
1
Learning
The learner will be able to identify the geographic, linguistic, and
Competen
ethnic dimensions of Philippines literary history from pre-colonial CODE:
cy:
to the contemporary. (EN12Lit-Ia-21)
Content
The learner will be able to understand and appreciate the different oral forms of literature
Standard during the Pre-colonial time in the Philippines.
Performance
The learner will show creativity in their own literary works based from oral forms of
Standard Precolonial Literature in the Philippines.

Knowledge Identify the different oral forms of literature during the precolonial time in
the Philippines.
Show creativity in making different oral forms of Philippine Precolonial
I. Skills literature.
Learning Describe how these aspects of Precolonial Literature time affects the life
Objectives Attitudes of the Filipino people.

Values Show respect and appreciation about Philippine Literary Works during
The teacher will great Pre-colonial time in the Philippines.
II. Subjectthe students21using
st the
CENTURY LITERATURES OF THE PHILIPPINES AND THE WORLD
Matter Mother Tounge that
A. Topic they are used to hear at PHILIPPINE PRECOLONIAL LITERATURE
home just like
B.
“Maayong Buntag”
Reference
“Maayong Adlaw”.
s The teacher makes it
C. sure that from the start
Materialsof the class, she
D. Valuesexpresses her genuine RESPECT AND PRIDE
Integratedgreetings with respect
III. and assurance that
PROCEDUevery learner whether METHODOLOGY
RES IP or not are all
welcome to join and  Prayer
participate in the Class.
A.Preliminary  Greetings
Activity  Energizer – The teacher will call a student to lead the
 ( 4 mins ) energizer”.
 Checking / Monitoring of Class Attendance.
 Recall Classroom rules and norms inside the Classroom.

B.Developmental
Activities  Review past lessons.
( 5 mins ) - The teacher will ask questions about the activity
A. Drill yesterday.
B. Review
C. MOTIVATION
 The teacher will let the learners watch a video about
“NANAY PINA” (ICT integration)

The teacher will ask questions from the given video which leads
to the new topic.

D. PRESENTATION Setting of Objectives

( 20 mins ) The teacher will present the topic which is Philippine
Precolonial Literature.
At the end of the lesson the students are expected to:
K: Identify the different oral forms of literature during the
Pre-colonial time in the Philippines.
S: Show creativity in making different oral forms of
Philippine Precolonial Literature.

A: Describe how these aspects of Precolonial time affects

the life of the Filipino people.
Values: Show respect and appreciation about Philippine
Literary Works during Pre-colonial time in the Philippines.

E. DISCUSSION / -The teacher will discuss and show examples of the

(ANALYSIS) different oral forms of Literature during pre-colonial
time in the Philippines. (HISTORY integration)
- The teacher will also ask questions pertaining to the
topic.
- The teacher will let the students count the syllables in
a folk song “Leron Leron Sinta” (MATH integration)
Indicator 1. Apply knowledge of content within and across
curriculum teaching areas.
Indicator 2. Display proficient use of Mother Tounge, Filipino, and
Englishto facilitate teaching and learning.
Indicator
Indicator -,3: Use effective verbal and non-verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.

F. APPLICATION The teacher will group the Class into 3 and let them answer and
 (Cooperative provide the needed activities. Each group will be given 5 minutes
Learning) to do the activity and present their output to the Class.

Instructions:
The teacher
differentiated the Group 1 Group 2 - Group 3
activities according to
the kind of learner she Create the following: Create your own Create a new version
have. 1 English riddle kind of folksong, of Tales about
The teacher uses
vernacular or Mother 1 Filipino riddle following the 12 Chocolate Hills and
Tounge in the activity 1 Vernacular riddles syllables in a line add an EPIC kind of
given to the students so with of the lyrics. literature in it.
that they can express
more of their ideas and (MUSIC & ARTS (HISTORY
to promote fairness and Explain this proverb: integration) integration)
eradicate discrimination
in the Class. ‘KUNG BATUHIN The teacher
KA make the activity applicable for
NANG BATOthe IP, learners since they will create their own
BATUHIN MO folksong
NANG as an output which they are familiar
TINAPAY” with using their own language, culture and
(ENGLISH tradition.
integration)

RUBRICS
Originality 5
Content 5
Creativity 5
Following Instructions 5
TOTAL 20 POINTS

Indicator 3: Use effective verbal and non-verbal classroom

communication strategies to support learner understanding,
participation, engagement and achievement.

(Indicator 4: Establish safe and secure learning environments to

enhance learning through the consistent implementation of
policies,guidelines, and procedures.

(Indicator 5: Maintain learning environments that promote

fairness, respect, and care to encourage learning.)

G. ABSTRACTION/ The teacher let the students summarizes orally the topics being
GENERALIZATION discussed and asked a question which could make the learners
understand the significant of the lesson.

Why is it important for you to learn about Philippine Literature

during Pre-colonial time? (VALUES)
(Indicator 5: Maintain learning environments that promote
fairness, respect, and care to encourage learning.)
 Assessment Method

A. Observation
B. Talking to
Learners/
Conferencing

C. Analysis of
Learners’ Products
Identify the forms of Philippine literature in the precolonial era.
1. They demand an answer and are used to test the wits of those
who are listening to them.
2. Stories of origin for certain places, their names, and their
creation.
ASSESSME 3. Practical observations and philosophy of everyday life that are
NT written usually in a rhyming scheme.
( 12 4. Beautiful songs that are informal expressions of our ancestors’
mins ) experiences in life.
5. Long-winded poems about a hero and his adventures and
misadventures.
6. It is obviously meant to entertain while teaching basic skills in
surviving local life.
D.Test
7. They usually are used to explain certain events or phenomena
in our ancestors’ lives that cannot be explained by the limited
practical kind of science they knew back then.
8. They are used in a battle of wits, where locals young and old
join and/or watch to see who is the smartest.
9. It usually tells a male hero who is born with all the pleasing
qualities that your ancestors like in a person and who also has
superhuman capabilities.
10. These range from courtship (which they sing in a harana or a
serenade
for a girl), to lullabies, harvests, funerals, and others.

Reinforcing the
day’s lesson
ASSIGNM Enriching the day’s
ENT lesson
( 3 mins ) Enhancing the day’s Prepare one example of proverbs for the individual recitation
lesson before we start our new lesson tomorrow.
Preparing for the
new lesson
The Teacher will ask the students about their understanding
Concluding Activity about this quote.
(1 min.)
“The PAST has infinite value if one learns from it”

- Ken Hensley
Remarks
90 % of the students got high score in the test which
means that majority of them really understood the lesson
well.