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

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-
AS-v1.0.pdf

1. Teacher’s guide
pages
2. Learner’s material
pages
3. Textbook Pages

4. Additional
Materials for
Learning Resource
(LR portal)
B. Other Learning Chalk and board, DLP, Multimedia presentation, manila paper
Resources
G. PROCEDURES: Teacher’s Activity Student’s Activity

A. Reviewing previous
lesson or presenting
 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

Prayer lead the prayer (call a student)

Good Morning class!

Greetings In the name of the
Father, of the Son,
and of the Holy
Spirit. Amen.
(Teacher will call the attendance by ………
Attendance looking into the class list)
Checking Good Morning,
Ma’am Calderon!

HOUSE RULES (Students who are

Reading of the (Presented every first day of the week) present will say
House Rules “Present, Ma’am”)

1. 1. Listen to the teacher / adult.

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

Reviewing of the
previous
lesson (This is a new lesson/ first lesson)
(Teacher can actually ask students for their
expectations for the lesson and/or subject)
1.
2.

Reading of the At the end of this day class, we will all be (Students will listen)
Objective able to:

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.
B. Establishing a
Purpose for the 1. Flash to screen the powerpoint
 Lesson presentation. Show slide 1 (Picture
of Philippine Oral Lore).
Motivation 2. Ask them what they know about it.
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 Student 1:
21st century because our ancestors Student 2:
used to teach the young ones using Student 3:
those works. Student 4:
4. Show slide 2 (picture of Florante at Student 5:
Laura and Noli me Tangere).
5. Ask them what they know about it.
Call 5 students to share their ideas)
6. Explain to them that early Student 1:
literature in our country like Noli Student 2:
Me Tangere and Florante at Laura Student 3:
are both novels written during the Student 4:
Spanish Era. Student 5:

C. Presenting
examples/ instances
of the new lesson
FlipTop Battle (15minutes)
Activity
1. Divide the class into two groups. (Students will
2. Tell them that what they are going follow the
to do is a FlipTop Battle. instructions and
3. The FlipTop is the same with the participate in the
FlipTop Battle of Abra and all activity.)
others.
4. The activity shall start with a
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) minute to have
his/her ‘hugot’.
8. After the first speaker of the first
group, it shall be answered by the
first speaker of the second group.
9. Other students who are identified
as speakers of the group can cheer
for the others.
Analysis 10. Commend the students after the Possible Answers to
activity. the activity:
a. Surigao has a lot
of tourist
1. Explain to the students that the pre- destinations and a
colonial and colonial era literature lot of foreigners
became an inspiration to other visit these places.
people in the present to innovate by b.People love these
making few tweaks and generating tourist destinations
new genre 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
‘Kinauyokan nan Surigao’ written by
Atty. Charlo Dela Costa Paredes.
3. Here is the poem:

Kinauyokan nan Surigaonon

By Atty. Charlo Dela Costa Paredes

An kabujong amo ran nan mga bayod sa

Siargao,
Pero an kahilom amo ra nan Danaw sa Mainit

An kahambog amo ra nan buyawan nan Placer,

An pagkamapahi-ubsanon mas malayom pa sa

 kantil nan Philippine Deep

Isahay masipogon pa sa Isla nan Basul,

An kaisog wayay talawan sa hikot.

An kalabha amo ra nan buaja sa Numancia,

An pagkamahigugmaon amo ra nan katam-is

nan sayongsong.

Malipa an mga siki paglibod para makapangita

lamang nan karajawan

An pagmakatinud-anon matin-aw pa sa tubig

nan Parang-parang

May mga pipila na hingayo sa gahom,

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

4. Explain to the students the meaning

of the poem and share experiences.

E. Discussing new
concepts and
practicing new skills
#2
F. Developing Mastery 1. Short quiz.
(Leads to formative 2. Let the students get ½ crosswise
assessment 3) paper and from the given poem, let
them explain one particular stanza.
G. Finding practical 1. Every single day we communicate
applications of orally. We encounter different
concepts and skills situations and we sometimes fail to
in daily living notice that we encounter literary in
many forms.
2. When we talk with our classmates
and friends, we usually make
Hugot, as it is very popular
nowadays. Not knowing that these
are already literary forms in the
21st century.
3. As teenagers also, you always
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 of the past is like a tree
about the lesson without roots.”

Today’s lesson made us realize that the

literature of the past is the inspiration
of 21st century literature.

1. Evaluate Learning 1. Prepare a grid of Rubrics on the

board.
2. Let them work by 4groups again
then ask each group to:
b) Identify the various images in the poem
c) Brainstorm on how the poem can be
interpreted literally
 and figuratively
d) Write a short critique of the poem
focusing on how the images in the poem
present the experiences of Surigaonons

2. Additional for
application or
renovation
3. Assignment/ 1. Research into an aspect of four
Agreement different region’s culture and
present it to the class via a five-
minute audio visual presentation
that may be recorded or on print.
4. REMARKS: There is a continuation topic

5. REFLECTION:

Prepared by:
KRYSTEL GRACE L. CALDERON
Teacher

Checked or
Observed: Name of Supervisor/ Principal

_______________
Date