TABUK CITY NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL

GRADE 11 LEARNING 21st Century Literature QUARTER 2nd
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 Group Work Story Board Spanish Colonial Philippine Literature
Project “The Hinilawod”

1. A. CONTENT The learner will be The learner will be The learner will be The learner will be The learner will be
STANDARDS able to understand able to understand able to understand able to understand able to understand
and appreciate the and appreciate the and appreciate the and appreciate the and appreciate the
elements and contexts elements and contexts elements and elements and elements and
of 21st Century of 21st Century contexts of 21st contexts of 21st contexts of 21st
Philippine literature. Philippine literature. Century Philippine Century Philippine Century Philippine
literature. literature. literature.
B. The learner will be The learner will be the learner will be The learner will be The learner will be
PERFORMANCE able to demonstrate able to demonstrate able to demonstrate able to demonstrate able to
STANDARDS understanding and understanding and understanding and understanding and demonstrate
appreciation of 21st appreciation of 21st appreciation of 21st appreciation of 21st understanding and
Century Philippine Century Philippine Century Philippine Century Philippine appreciation of 21st
literature from the literature from the literature from the literature from the Century Philippine
regions through: a regions through: a regions through: a regions through: a literature from the
written close analysis written close analysis written close written close regions through: a
and critical and critical analysis and critical analysis and critical written close
interpretation of a interpretation of a interpretation of a interpretation of a analysis and critical
literary text in terms literary text in terms literary text in terms literary text in terms interpretation of a
of form and theme, of form and theme, of form and theme, of form and theme, literary text in
with a description of with a description of with a description of with a description of terms of form and
its context derived its context derived its context derived its context derived theme, with a
from research from research from research from research description of its
context derived
from research
C. LEARNING Writing a close Writing a close Writing a close Writing a close Writing a close
COMPETENCIES/ analysis and critical analysis and critical analysis and critical analysis and critical analysis and critical
OBJECTIVES interpretation of interpretation of interpretation of interpretation of interpretation of
literary texts and literary texts and literary texts and literary texts and literary texts and
doing an adaptation doing an adaptation doing an adaptation doing an adaptation doing an
of these require the of these require the of these require the of these require the adaptation of these
learner the ability to: learner the ability to: learner the ability to: learner the ability require the learner
identify the identify the identify the to: identify the the ability to:
geographic linguistic, geographic linguistic, geographic geographic identify the
and ethnic and ethnic linguistic, and ethnic linguistic, and ethnic geographic
dimensions of dimensions of dimensions of dimensions of linguistic, and
Philippine literary Philippine literary Philippine literary Philippine literary ethnic dimensions
history pre-colonial to history pre-colonial to history pre-colonial history pre-colonial of Philippine literary
the contemporary the contemporary to the contemporary to the contemporary history pre-colonial
(EN12Lit-Ia-21) (EN12Lit-Ia-21) (EN12Lit-Ia-21) (EN12Lit-Ia-21) to the
contemporary
(EN12Lit-Ia-21)
II. CONTENT Various dimensions of Various dimensions of Various dimensions Various dimensions Various dimensions
Philippine literary Philippine literary of Philippine literary of Philippine literary of Philippine literary
history from pre- history from pre- history from pre- history from pre- history from pre-
colonial to colonial to colonial to colonial to colonial to
contemporary contemporary contemporary contemporary contemporary
II. LEARNING
RESOURCES
A. REFERENCES 21st Century 21st Century 21st Century 21st Century 21st Century
Literature from the Literature from the Literature from the Literature from the Literature from the
Philippines and the Philippines and the Philippines and the Philippines and the Philippines and the
World, G. Chua & G. World, G. Chua & G. World, G. Chua & G. World, G. Chua & G. World, G. Chua & G.
Ochoa Ochoa Ochoa Ochoa Ochoa
1. Teacher’s
Guide pages
2. Learner’s
Materials pp.
3. Textbook N/A N/A pp.9-11 pp.9-11 pp.9-11
pages
4. Additional Laptop, TV, Laptop, TV, Laptop, TV, Laptop, TV, Laptop, TV,
Materials powerpoint powerpoint powerpoint powerpoint powerpoint
from Learning presentation presentation,Video presentation presentation presentation
Resource presentation
B. Other
Learning
Resources
IV.
PROCEDURES
A. Reviewing Call volunteer Show pictures about Let the students Call volunteer Ask volunteer
previous lesson students to have a the epic Hinilawod to recall the topics students to have a students to identify
or presenting the short recap on the students. discussed for the short recap on the some influences of
new lesson forms of literature Ask students to previous lesson and history of Philippine the Spanish
during pre-colonial describe the collect their activity literature. colonization on the
period. which is the Story Philippine Literature.
board.
Write their answers on
the board.

picture/image and the

text.

B. Establishing a Let the students Inform the students to VIDEO Ask the following Play some folksongs
purpose for the group according to have an activity by PRESENTATION questions: that were produced
lesson their tribe. They will group 3 members in -Play a short video 1. How long have during the Spanish
research about their each group and make about Philippine we been era.
own literary pieces. a Story board on the Literature during colonized by ∞ Leron-Leron
epic entitled Spanish Colonial the Spaniards? Sinta
“Hinilawod”. Period. 2. Who are the (Tagalog)
notable heroes ∞ Pamulinawen
during the ( Iloko)
 spanish ∞ Dandansoy
colonial period (Bisaya)
in Philippine ∞ Sarong
literature? Banggi
( Bicol)
Atin Cu Pung
Singsing
( Kapampangan)
C. Presenting Present some Provide an example of Call volunteer Show the picture to Show the copy or
examples/ examples of literary Story board. students to share the students and ask lyrics of
instances of the pieces in Balbalan. their insights on the them if they are Pamulinawen
new lesson Spanish colonial familiar ALIBATA. (Ilokano) and
Fable Philippine literature Dandansoy(Bisaya).
Jagga kan Ka-ag (The that they have
Monkey and the watched.
Turtle)
Folksong
Ina, Ama,
Manyamanak
(Mother, Father,
Thank you)
Legend
The Legend of
“Aangutan”

D. Discussing Discuss about their Discuss to the class Oral Recitation Discuss to the class Ask the following
new concepts first project. They will on how to make their Ask the students to some influences of questions:
and practicing research about their story board. identify the forms/ the Spanish 1. What is the
new skills #1 own/original literary kinds of literature colonization on the song
pieces. during the Spanish Philippine Literature. “Dandansoy”
Folktales- 5 Colonial period based all about?
Folksong- 5 from the video 2. Who is
Legends- 3 presentation. Dandansoy?
Riddles-5-10
Proverbs- 5
E. Discussing Discuss the criteria of Discuss to the class Present the folowing Present the
new concepts Discuss the Criteria of their activity. that there were also genres of Spanish definition of each
and practicing their Project. Content- 8 familiar literary Colonial literature: genre of Spanish
new skills #2 Origininality-15 Illustration/Creativity - pieces produced 1. Corrido Colonial Literature
Teamwork- 10 10 during the Spanish 2. Awit after asking their
Completeness- 10 Relevance of the text era. 3. Pasyon own idea about it.
Effort-5 to the 4. Cenaculo
Total: 40 points drawing/illustration-7 5. Moro-moro
Total: 25 points 6. Carillo
7. Tibag
8. Duplo or
Karagatan
9. Zarzuela
F. Developing Instruct students to Ask the question:
mastery (Leads start making their How has the literature during the Spanish
to Formative Story board by group. era differed from the literature during the
Assessment 3) precolonial era?
G. Finding Give examples of The teacher shall What is the Why do we need to study Philippine
practical folktales, epics, check the students’ importance of Literature during the Spanish Colnial Period?
applications of legends or myths output for the spanish colonial
concepts and from your own session. period to your life
skills in daily province. today?
living
H. Making How can these forms Spanish colonial Spanish colonial literature focused on the
generalizations of literature/ literary literature show how society and culture as reflected and
and abstractions pieces be of use to you your Filipino affected by the Catholoc faith.
about the lesson life right now? ancestors were
influenced by the
Catholic Faith.
I. Evaluating
Learning
J. Additional Submit your project Continue your activity Research about the Review for your
activities for on Monday at home and submit it definition of the Graded Recitation
application or (November 26, 2018). tomorrow (Nov. 13, different forms of On Monday.
remediation 2018). literature during
Spanish period.
V. REMARKS

VI. REFLECTION
Prepared: Noted:

AILA MAE B. ADVINCULA LIMSON DUMOGO

Subject Teacher Master Teacher II