School TAGUDIN NATIONAL HIGH SCHOOL

Teacher RALPH NICOLE A. SEVILLA

Teaching Date
Grade Level & Section
Learning Area
Quarter
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
JULY 23 , 2019, 1:00-2:00 PM
Grade 12 STEM
21st Century Literature from the Philippines and the World
1
Study and appreciation of literary texts from the different regions written in
different genres covering: 1. regions in Luzon, Visayas, Mindanao 2. major genres
(poetry, fiction, drama, creative nonfiction, as well as hyperpoetry, blogs, mobile
phone Textula, chick lit, speculative fiction, flash fiction, etc.)
The learner will be able to demonstrate understanding and appreciation of 21st
Century Philippine literature from the regions through 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 an adaptation of a text into
other creative forms using multimedia..
Explain the biographical, linguistic, and sociocultural contexts and discuss how
they enhance the text’s meaning and the reader’s understanding
EN12Lit-IIf-28

Situate the text in the context of the region and the nation
EN12Lit-Ie-29
D. Objectives At the end of the lesson, the learner will be able to:
1. situate the text in the context of the region and the nation;
2. interpret the text through its biological, linguistic and sociocultural contexts;
3. explain the theme of the story by noting textual evidences lifted from the text;
and
4. show importance to OFWs by suggesting ways on how to improve their
situation or to protect their rights
II. CONTENT The Sadness Collector by Merlinda Bobis
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Ramos, J.O.M., & Talisay, J.M.A. (2017). Fundamentals of creative writing.
Resources Novaliches, Quezon City: Brilliant Creations Publishing, Inc.

Datu, P.A., Pascua, P.J.A.A., & Olayres, W.D.H. (2017). 21st century literature
from the Philippines and the world. Quezon City: Cronica Bookhaus.

https://www.youtube.com/watch?v=TuudrDJU04M

IV. PROCEDURE
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose for
the lesson
Family Feud!
Explain the directions to the learners:
1. There are two competing teams.
2. A question will be flashed on the screen. Each group will take turn (3
turns each) in giving possible answers included on the top 10.
3. Toss coin will be used to identify who will answer first.
4. Each correct response has a corresponding score. Each group assigns a
human calculator. The group who has the highest combined score from
round 1 and 2 wins the game.
Time to Ponder:
1. Do you have relatives working abroad? Where and what is the nature of his/her
work?

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
2. What are the most common feuds among families with members working
abroad?
Let the learners share what they have researched about the biography of Merlinda
Bobis.
Ask:
1. What region does she represent?
2. Who are the other writers and famous personalities from her region?
Ask the learners to summarize the story.
Ask:
1. What literary genre is the given text?
2. What do you think are the elements of this genre?
Discuss the story with the class through asking comprehension questions.
Note: Explain biological, linguistic and sociocultural contexts.

G. Finding practical News Flash

application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Play a short video clip on a news report about the situations of OFWs. Then, fill
out the letter template and write your suggestions on how to improve the situation
and protect the rights of the OFWs.
Ask:
1. Why are OFWs very essential to the economy of our country?

I. Evaluating learning
J. Additional activities for
application or remediation
Divide the class into four groups. Ask each group to explain the theme of the story
through textual evidences lifted from the text. The learners shall write their
answers in a light bulb graphic organizer.

Prepared by Checked by

RALPH NICOLE A. SEVILLA IRENE A. JAVILLONAR

Subject Teacher Subject Group-Head

Noted and Recommending Approval Approved by

MAXILINDA JELLY P. QUITON JUNE C. RACCA

Assistant Principal II Principal IV