Teacher: Maruja Laugo Mascardo

Learning Area: Grade 11 English

Date: February 18, 2023 at 9:30-10:30 am
Grade & Section: Grade 11 Gregor Mendel

Performance Standard: The learner will be able to understand and appreciate the elements
and context of 21st century Philippine literature from the regions.

Learning Competencies: EN12LiT-IA-21: The geographic, linguistic, and ethnic dimension

of Philippine literary history from pre-colonial to the contemporary.

I. Objectives: At the end of an hour discussion, the students would be able to:

1. Discuss intelligently the true meaning of literature;

2. Appreciate and value the Philippine literature through comparing and
contrasting its history from pre-colonial to contemporary; and
3. Write a poem or compose a song using native language that would relate to
Filipino’s culture and tradition.

II. Subject Matter: Philippine Literature

Reference: 21st Century Literature from the Philippines and the World (Learning Activity
Sheets)

III. Materials: Laptop, picture, speaker, book, phones, & LCD projector and
screen, and handouts.

IV. Procedures:

A. Prayer
One student will be called to lead a prayer.
Teacher Student

Teacher: Ms. Basul, please lead a Student: Yes, Ma’am. Everybody, please
prayer stand and let’s bow our heads together and
feel the presence of our lord.
B. Roll Call of Attendance
A quote will be read by the student for it serves as their attendance.
Teacher Students

Teacher: Let me check the attendance. Students: Okay, sir.

Please stand and read the quote as your
name is called. “To foretell the destiny of a nation, it is
necessary to open the book that tells of
her past.”- Jose Rizal
Teacher: This quote is very relevant to
our topic today.

C. Motivation
The students will engage in a game called Message Relay wherein they will have to
relay the five titles of Filipino songs that are relevant to the topic. They will be
divided into six groups and during the game Martsa Surigao by Romeo N. Cagas will
be played. Afterwards, the teacher will ask some questions.

Teacher Students

Teacher: Okay, class you will be divided Student: How many minutes, ma’am?
into six groups. Each group has 8
members; each group must have one
representative to have all the five titles
of Filipino songs and she/he must relay
one title at a time then the last member
will write it on the blackboard. The first
group who completes all the five titles of
Filipino songs will be the winner of the
game.

Teacher: I will give you one (1) minute Student: Game, Ma’am!
to group yourselves.

Teacher: Okay, thank you for your
participation. While you were in a game,
you heard a song titled Martsa Surigao
by Romeo N. Cagas. What do you think
is the message of the song?
Student: I think it’s all about
appreciating and valuing our very own
place. It serves us our identity that when
you sing it other people will know
where you come from.
 Teacher: Very good! If we are going to Student: Those terms were all title of
connect the terms in Message Relay Filipino songs that tells about Philippine
game to the song Martsa Surigao, what history, how our ancestors fought for
is its implication? our beloved country.

Teacher: Excellent! As Filipinos we

must love our country and value our
culture and tradition.

D. Unlocking of Worlds/Pre-Test
The teacher will conduct a test on vocabulary wherein these words are taken from the
topic that will be discussed.

Teacher: Students
Teacher: Let’s check your vocabulary, Student: How many items, ma’am?
class. Kindly get your vocabulary
notebook.

Teacher: 10 only.

These are the following words:

 civilization
 indigenous
 ethnologist
 colonialist
 chronicle
 Geography
 Philosophy
 Diversity
 Inequity
 subjugate

E. Lesson Proper
The teacher will show a picture of Filipino faces and geographic image of the
Philippines for the students to interpret and give its meaning. Then, she will show a
video clip for the students to fully understand the topic. Afterwards, the teacher will
ask questions from time to time.
 Teacher
Teacher: Okay, class. What do you think
is in the picture? What does the video
clip imply?
Teacher: Okay let’s see later if your
predictions or guesses are correct. For
now, I will discuss the topic.
Teacher: Do you have questions about
the topic class?
Teacher: Since you don't have any
questions, I'll just ask you then.
Teacher: Why does literature important
in a certain country?
Teacher: Absolutely correct.
Teacher. Do you think Spanish
colonialization brought good influence
to the Filipino writers?
Teacher: That’s very good. I think all of
you understand the lesson. Therefore, I
have here different pictures and all you
need to do is to guess where does it
belong. (Colonial period, 21st century
period, Contemporary period and Pre-
colonial period)
Students
Student 1. The picture is all about
Filipino culture ma’am.
Students 2. The second picture ma’am is
the Philippine geographic image.
Students 3. The video clip ma’am? It’s
all about our history ma’am.
Students: Copy Ma’am.
Students: None so far, ma’am.
Students: Okay ma’am.
Student: Literature is important in a
certain country ma’am because through
this way writers can express their own
culture, belief, norms, tradition and
everything about their country.
Student: I think the answer is a yes
ma’am, Spaniards influenced us in so
many ways such as our language there
are terms like buenas diaz, buenas
noches, Merienda, regalo, tyuper and so
on, therefore I think they were one of
the good influencers of our Filipino
writers.
Students: Okay, ma’am.
Teacher: (showing different pictures) Student 1. The first picture belongs to
colonial period, ma’am because
Ferdinand Magellan was known to
discovered Philippine islands in 1521.

Teacher: Very Good! What about the Student 2. It’s 21st century, ma’am
second picture? because as you can see in the picture it
is obvious that there is touch of
modernization.

Teacher: Correct! What about the third Student 3. It’s contemporary period,
picture? ma’am because the martial law existed
during contemporary period, year
1940s.

Teacher: Another correct answer, very Student 4. It’s Pre-colonial period,

good! What about the last picture? ma’am because there are indigenous
spiritual traditions that can be seen in it.

V. Evaluation
The students will write a poem or compose a song about Filipino
culture and tradition. They will follow the following instructions and criteria.
Teacher Students
Teacher: Okay class, each of you Student: Okay, sir.
will compose either poem or song
that will relate to our tradition and
culture. Use our native language and
feel free to use your own style in
composing your own peace.

Teacher: Please read the criteria. Student: Ma’am, how many minutes
to answer?

Teacher: I will give you Ten (10) Student: Copy, sir.

minutes only
 Criteria Percentage

Creativity 20%

Content/Relevance 30%

TOTAL 50%

Teacher Students

Teacher: Thank you class for your active Students: Welcome, ma’am.
participation to the activities.
Congratulations, everyone!

VI. AGREEMENT
The teacher will tell the students to read and search in advance the next topic.
Teacher Students

Teacher: Okay, for our next lesson Students: Okay, ma’am, copied.
tomorrow, please read and study in advance
about Identifying Representative Texts from
the Regions from your modules.

Prepared by:
MARUJA L. MASCARDO
Demonstration Teacher

Checked by:
JUMBIE P. PLAZA
Teacher III/Cooperating Teacher