DAILY School KNCHS-SHS Learning Area 21ST

LESSON CENTURY
LOG LITERATURE
Teacher GERALDINE ADRIANNE E. OSITA Quarter THIRD
Grade GRADE 11 School Year 2022-2023
Level Date March 6-10,
2023

Tuesday Thursday Friday

MARCH 7: 11 ARTS AND SPORTS MARCH 9: ARTS AND SPORTS

1) OBJECTIVES
A. CONTENT The learner will be able to understand and appreciate
STANDARD the elements and contexts of 21st century Philippine
literature from the regions.
B. The learner will be able to demonstrate understanding
PERFORMANCE and appreciation of 21st Century Philippine literature
STANDARD 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
2) an adaptation of a text into other creative forms
using multimedia.
C. LEARNING Differentiate/ compare and contrast the various 21st
COMPTECIES century literary genres and the ones from the earlier
/ LC Code genres/periods citing their elements, structures and
traditions. ( EN12Lit-Id-25)
II. CONTENT Comparing and Contrasting Various 21st Century
Genres from the Earlier Genres/ Periods Citing their
Elements, Structures and Traditions

III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
pages
2. Learner’s Materials https://www.youtube.com/watch?v=DlW1IQBeU8w
pages
3. Textbook pages
4. Additional Materials from Teacher’s worksheets, powerpoint presentation,
Learning Resource (LR) portal
B. Other Learning Resources pictures and videos, LAS
IV. PROCEDURES
A. Reviewing The teacher lets the students answer 15-item
previous questions about the new topic to know if the students
lesson have ideas about the new topic.

B. Explicit At the end of the lesson, the students are

Reading of the expected to:
Objectives/Ex A. identify the different literary genres;
plicit B. recognize the elements and structure of each
Introduction genre; and
of the Lesson
- Sub-task LC in objective form C. compose a literary piece reflecting the elements
(SMART) if needed. of the chosen genre of literature.

C. Modelling I Can Scribble (Differentiated Activities)

-Design a parallel but different
task that you will model for
students.
-Plan how you will demonstrate,
how to use scaffolds.
-Plan examples and counter
examples you will demonstrate.
-Consider how you will elicit
student responses and
engagement to assess their level
of understanding.
Let the students share how they felt after looking at the picture
above by doing any of the following tasks. They can write their
draft on a paper and write their final text on the space provided
after each task. They may also use a separate sheet if necessary.
A. Write a short poem that summarizes the idea of the
picture. It must consist of 3 quatrains. Remember to
use figurative language and literary devices to convey
the appropriate emotion to your readers.
B. Write a short comical skit about the use of electronic
gadget based on the drawing.
C. Share a real-life account or anecdote similar to the
picture using less than 100 words. Be specific about
the actual setting; use real characters, and tell the
factual incidents.

D. Guided
Practice
-Design a parallel but different
task that students will do during
guided practice stage. Chunk
into smaller units, and sequence
properly.
-Decide what scaffolds will be
available to students while they
practice. This may be concrete
tools such as templates, lists,
and graphic organizers or verbal
prompts and peer support.
-Create a list of questions or
prompts that you can use to
support and guide students at
this stage.
D. Write a legend about the origin of cell phone or laptop.
It must be less than 100 words and must teach a moral
lesson.
Note: Students will work individually according to
the assigned task per group.
21st Century Literature
Activity 3.
Instructions
1. Using their copy of their groups output, the group will
determine the following:
a. What Genre does your output represent?
i. Poem
ii. Non-fiction
iii. Fiction
iv. Drama
2. Using the PowerPoint for Literary Genre, study the
Genre of your output.
3. For the output which is an example of a Poem, identify
the following:
a. Elements of Poetry
i. Rhyme – identify the words that rhyme
in the poem.
a. Alliteration (if any)
b. Assonance (if any)
ii. Meter (Rhythm) (if any)
iii. Imagery / Symbolism
a. Figures of Speech used
b. Symbols used
iv. Structure – identify the number of lines
per stanza
4. For the output which is an example of a Non-Fiction,
identify the following:

D.1. Processing of
the Guided Activity
E. Independent
Practice
-Describe the task that students
a. Elements of a Non-Fiction
i. Plot
ii. Setting
iii. Theme
iv. Characters
v. Point of View
vi. Atmosphere
vii. Narrative Time
viii. Conflict of the Story
ix. Symbols Used
5. For the output which is an example of a Fiction, identify
the following:
a. Parts of the Plot
i. Exposition
ii. Rising action
iii. Climax
iv. Falling action
v. Denouement
6. For the output which is an example of a Drama, identify
the following:
a. Literary Elements (Script)
b. Technical Elements
i. Scenery set
ii. Make up and costume
iii. Lights and sound
c. Performance Elements
i. Acting
ii. Character Analysis
iii. Character Motivation
7. Use a Visual Aid (PowerPoint, Manila Paper, Cartolina) to
present your output in class.
The teacher will consolidate the knowledge of the students
and point out common mistakes.
(LAS 2)
should be able to do Directions: Read and study the poem below. Then, fill-in the
independently by the end of the
session. Include instructions,
chart with the data needed.
expectations, evaluation
criteria, and modes of Seat Owner
submission. 
-This is what they take home to (An Excerpt)
answer. (LAS)
Being on that seat is a huge
profession,
To folks who are in deep
degradation, To broods dreaming
of a better nation,
All eyes longed for this be the
medication.

As part of list of least qualification,

What I can do is to continue hoping,
Dreaming of that owner as inspiration,
The author of change for a peaceful
nation.
By: Kenneth O. Yecyec,
Bula NSF, 12- HUMSS, 2019-2020
Title:
Literary Genre:
Structure:
ELEMENTS: Line/s from the poem which show/s the element

Read and study the short story below. Then, fill-in the chart
with the data needed.

THE STORY OF THE FIRST DURIAN

(The Hermit’s Three Wishes)
 Barom-Mai was an old and ugly king who lived in a
kingdom called Calinan in the Visayas hundreds of years ago.
Although he was powerful, he was helpless when it came to
winning the love of his young bride, Madayaw-Bayho (daughter
of Tageb, king of the pirates).

Barom-Mai asked his advisers to help him win

his bride’s love, and Matigam (the wisest of advisers) told
him about Impit Purok, a hermit who lived in a cave in Mt. Apo.

They went to the hermit and he asked for three things:

the egg of the black tabon bird, twelve ladles of fresh milk from
a white carabao without blemish, and the nectar from the flower
of the tree-of-make-believe.
The egg will be used to soften the bride’s heart;
the milk, to make her kind; and, the nectar, to make her
see Barom-Mai as a young and handsome king.
The king finds the egg through the help of Pawikan, the
king of the sea turtles. He luckily gets milk from a white carabao
the following breakfast, thanks to his cook. HanginBai, the
nymph of the air, leads him to her sister, the wood nymph who
had the magic flower in her hair.
Barom-Mai gives the three things to Impit Purok, who
asked him to prepare a big feast after Barom-Mai wins his
queen back, and to invite Impit Purok as the king’s
guest of honor.
Impit Purok mixes the three ingredients and instructs
Barom-Mai to plant the mixture in the royal garden. The
morning after it was planted, a tree grew. It had a sweet smell
and its fruit tasted good. When Madayaw-Bayho was given the
fruit, she fell in love with Barom-Mai.
The king throws a big feast but forgets to invite Impit
Purok. In retaliation, Impit casts a curse upon the fruit: The
sweet smell was replaced with a foul odor while the smooth
skin of the fruit was covered with thorns, which is how the
durian smells and looks today.
Source: Lacia, F., Libunao, L., Fabella, M & Buhain, V.(2016) The
Literature of the Philippines.3rd Edition. Rex Bookstore: Manila, p.126

Elements Aspects and Analysis

Plot (Synopsis)

Setting Time
Place

Theme

Characters and

Characterization

Main Character/s:

Other Characters:

Point-of-view Used

Atmosphere/ Mood

Narrative Time

Conflict of the Story

Symbols Used
 Important Lines/ Dialogue

Other Literary Device Cited

V. REMARKS
(Written by section taught in
this subject. To be filled up after
the lesson.)

VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who
require additional activities for
remediation.
C. Did the remedial
lessons work? No.of
learners who have caught
up with the lesson.
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked by: Approved:

GERALDINE ADRIANNE E. OSITA IVY C. FEDOC CHONA L. BERNABE

Teacher III Master Teacher II Asst. SHS Principal for

Academics