School: AMANDO FABIO NATIONAL HIGH SCHOOL Grade Level: Grade 12

Teacher: Ms. Krystel Grace L. Calderon Learning Area: 21 st Cent Lit

Date: May 25, 2017 Quarter: I

Sections:
OBJECTIVES:
a. Identify the geographic, linguistic and ethnic dimensions of Philippine literary history from
pre-colonial to modern.
b. Analyze literary works through cultural context (Surigaonon poem written by a
Surigaonon)
c. Respond critically to the poem and articulate this response through a presentation that
showcases regional culture.
A. CONTENTThe learner will be able to understand and appreciate the elements
STANDARDS:and contexts of 21st century Philippine literature from the regions.

B. PERFORMANCE The learner will be able to demonstrate understanding and

STANDARDS: appreciation of 21st Century Philippine literature from the regions
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; and
Writing a close analysis and critical interpretation of literary texts
C. LEARNING and doing an adaptation of these require from the learner the
COMPETENCIES/ability to:
Objectives 1. identify the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary
EN12Lit-Ia-21
D. LC Code

E. CONTENT: 21stCentury literature from the region where the school is based in
relation to the literature of other regions in various genres and
forms in consideration of:

1. various dimensions of Philippine literary history from pre-

colonial to contemporary;

F. LEARNING
RESOURCES:
A. References http://www.depedrovcatanduanes.com/files/05-21st-Century-Lit-
4. Additional AS-v1.0.pdf
Materials for
1.Learning
Teacher’sResource
guide
pages
(LR portal)
2. Learner’s
B. Other Learning
material
A.Resources
pages
Reviewing previous
3.lesson
G. Textbook
PROCEDURES:
or presenting
Pages Chalk and board,
Teacher’s
DLP, Multimedia
Activity presentation,
Student’smanila
Activity
paper
 new lesson

Preliminaries Before you take your seats, please pick up

the pieces of paper and arrange your chairs.

Okay, that’s enough. You may now take

your seats.

Everybody stand up. Let us pray. Please

lead the prayer (call a student)
Prayer
Good Morning class!
In the name of the
Father, of the Son,
Greetings and of the Holy
Spirit. Amen.
………
(Teacher will call the attendance by
looking into the class list)
Good Morning,
Ma’am Calderon!
Attendance
Checking
(Students who are
HOUSE RULES
present will say
(Presented every first day of the week)
“Present, Ma’am”)

Reading of the1. 1. Listen to the teacher / adult.

House Rules 2. 2. Listen to others.
3.3. Put your hand up if you want to
speak / answer.
4.4. We keep our hands / feet to
ourselves.
5.5. Respect each other.

Class, I want everybody to bear in mind

our house rules every day in class.

Last meeting, we have discussed about

a. Identify the geographic, linguistic

and
(This is ethnic
anew dimensions
lesson/ first of
Philippine
1. literary history from
pre-colonial to modern.
lesson)
b. Analyze literary
2. can works
actually through
ask(Teacher
Reviewing of the
previous students for their expectations for poem
cultural context (Surigaonon the
lesson lessonwritten
and/orby a Surigaonon)
subject)
c. Respond critically to the poem and
Reading of the At thearticulate
end of thisthis
day
response
class, wethrough
will all abe
Objective able to:
presentation that showcases (Students will listen)
 regional culture.

B. Establishing a
Purpose for the 1. Flash to screen the powerpoint
Lesson presentation. Show slide 1 (Picture
of Philippine Oral Lore).
2. Ask them what they know about it.
Motivation
Call 5 students to share their ideas)
3. Share to them that even though
these kind of literary works were
not published, still they reach us in
21st century because our ancestors Student 1:
used to teach the young ones using Student 2:
those works. Student 3:
4. Show slide 2 (picture of Florante at Student 4:
Laura and Noli me Tangere). Student 5:
5. Ask them what they know about it.
Call 5 students to share their ideas)
6. Explain to them that early
literature in our country like Noli
Me Tangere and Florante at Laura Student 1:
are both novels written during the Student 2:
Spanish Era. Student 3:
Student 4:
Student 5:

C. Presenting
examples/ instances
of the new lesson
1. Divide
FlipTop Battlethe class into two groups.
(15minutes)
Activity 2. Tell them that what they are going
to do is a FlipTop Battle. (Students will
3. The FlipTop is the same with the follow the
FlipTop Battle of Abra and all instructions and
others. participate in the
4. The activity shall start with a activity.)
tossing of coin to determine who
will be the first group to speak.
5. The students shall take turns in
giving a ‘Hugot’ (Deep thoughts).
6. The topic of the battle will be
about “Do you love Surigao?”
7. Each of the two groups will choose
5 speakers and each speaker shall
be given one (1) Possible
minute toAnswers
have to
his/her ‘hugot’. the activity:
8. After the first speaker
a. Surigao
of the
has first
a lot of
group, it shall be tourist
answered
destinations
by the
1. Explain tofirst
thespeaker
studentsofthat
the the
second
pre-and
group.a lot of
colonial9.and
Othercolonial
students
era literatureforeigners
who are identified visit
became an asinspiration
speakers of tothe
otherthese
group can
places.
cheer
people in for
thethepresent
others.
to innovate by b. People love these
making10.fewCommend
tweaks and thegeneratingtourist
students after thedestinations
Analysis new genreactivity.
like rap and FlipTop.because a lot of
 people loves
nature and our
tourism is more on
beaches, lagoons,
etc.
c. Yes, a lot of students
have been to these
places because
most of these
tourists spots are
affordable and you
will surely enjoy
nature.

D. Discussing new
concepts and
practicing new skills BRAINSTORMING (10mins planning and
#1 10mins presentation)
1. Group the class into four (4).
2. Flash on the screen from a
powerpoint presentation a collage
of different pictures of tourists
attractions in Surigao del Norte.
3. Tell them that they have to
brainstorm within the group and
discuss the pictures based on the
guide questions.
4. They have to choose one
representative as a rapporteur.
5. The guide questions are as follows:
b. What do you think about
the tourism in Surigao?
c. Why do you think people
love these tourist
destinations?
d. Have you been to these
tourist destinations? What
did you feel when you
were there?
6. Commend the students
accordingly.
7. Inform the students that
appreciating our own local tourist
destinations is very important
because we are being nationalistic.
8. Share to the class that the purpose
of the activity is to for them to
appreciate imagery.
Activity
1. Group again the students with their
prior group members.
2. Let the students read the poem
An‘Kinauyokan
kabujong amo nan
ranSurigao’
nan mga written
bayod by
Atty. Charlo
Kinauyokan
sa Siargao, nanDela Costa Paredes.
Surigaonon
3.Pero
Here
By aniskahilom
Atty. the poem:
Charlo Dela
amoCosta
ra nan
Paredes
Danaw
 sa Mainit
of 21st century literature.

1. Evaluate Learning An 1.
kahambog
Prepare amo ra of
a grid nan buyawan
Rubrics on the
nan Placer,
board.
2. Let them work by 4groups again
then ask each group
An pagkamapahi-ubsanon masto:
b) Identify the various images
malayom pa sa kantil nan Philippinein the poem
c) Brainstorm on how the poem can be
Deep
interpreted literally
and figuratively
Isahay
d) Writemasipogon pa sa Isla
a short critique ofnan
the poem
Basul,
focusing on how the images in the poem
An kaisog wayay talawan sa hikot.
present the experiences of Surigaonons

An kalabha amo ra nan buaja sa

Numancia,

2. Additional for
application or An pagkamahigugmaon amo ra nan
renovation katam-is nan sayongsong.
3. Assignment/ 1. Research into an aspect of four
Agreement Malipadifferent region’s
an mga siki culture
paglibod para and
makapangita
presentlamang nan
it to the karajawan
class via a five-
minute audio visual presentation
that may be recorded or on print.
An pagmakatinud-anon matin-aw pa
There is a continuation topic
4. REMARKS: sa tubig nan Parang-parang

5. REFLECTION: May mga pipila na hingayo sa gahom,

An kadaghanan an karajaw amo ra
nan suyog na wayay pag-undang.

1. Short quiz.
4. Explain to the students the meaning
2. Let the students get ½ crosswise
Prepared by: of the poem and share experiences.
paper and from the given poem, let
KRYSTEL GRACE L. CALDERON
them explain one particular stanza.
E. Discussing new Teacher
1. Every single day we communicate
concepts and orally. We encounter different
practicing
Checked new
or skills situations and we sometimes fail to
#2Observed: Name notice that we Principal
of Supervisor/ encounter literary in
F. Developing Mastery many forms.
(Leads to formative 2. When we talk with our classmates
assessment 3) _______________
and friends, we usually make
Date Hugot, as it is very popular
nowadays. Not knowing that these
G. Finding practical are already literary forms in the
applications of 21st century.
concepts and skills 3. As teenagers also, you always
in daily living FlipTop (either in YouTube or in
Luneta Park every Sunday when
they hold their battle there), that is
also a literary form.
H. Making “A person who does not have
generalizations knowledge
Today’s lesson
of the
made
pastusisrealize
like a tree
that the
about the lesson without roots.”
literature of the past is the inspiration