Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BACOOR CITY
SHS IN SAN NICHOLAS III, BACOOR CITY
DAILY Grade Level 12
LEARNIN Learning Area 21st Century
Day 1 Monday
G PLAN Literature
October 9,2023
HUMSS 12H – 12:40-1:30 from the
Teaching
HE 12H – 2:20-3:10 Philippines
Dates/Section
HE 12-F – 3:10-4:00 and the
/Time HUMSS 12I-4:20-5:10 World
HUMSS 12G- 5:10-6:00
Semester/ First Semester
Quarter (Quarter 1)
SAN NICOLAS III, CITY OF BACOOR, CAVITE
1. Identify words, ideas, structure, and purpose of the text.
2. Explore the different social and socio-cultural contexts to enhance
I. Objectives and enrich the understanding of the text; and
3. Appreciate the importance of understanding the literary context and
its meaning to one’s own life experiences.
The learner
realizes that
information in a written
text may be selected
and organized to
achieve a particular
A. Content purpose
Standards The learner will be able to
understand and appreciate the
century Philippine literature from
the regions.
The learner will be able to understand and appreciate the elements and
contexts of 21st century Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation
of 21st Century Philippine literature from the regions through 1. a
B. Performance written close analysis and critical interpretation of a literary text in
Standards 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.
Discuss how different contexts enhance the text’s meaning and enrich
C. Most Essential the reader’s understanding. (EN12Lit-Ia-21).
Learning
Competencies

Context and Text’s Meaning

II. Content
III. Learning
Resources
A. References Menoy, Jesus Z. 21st Literature of the Philippines and the World,
Books Atbp.,2016
Solmerano, and Ernesto Thaddeus et.al. 21st Century Literature of
 the Philippines and the World, 2nd Edition, Fastbook Educational
Supply, Manila Philippines 2017
Huijen, Tim, van de Grift, Wim, van Boxtel, Carla and Holthuis, Paul,
“Promoting Historical Contextualization: The Development and Testing
of Pedagogy”, Journal of Curriculum Studies, 50:3, 410-434,
DOI:10.1080/00220272.2018.1435724, 2018,
https://bookspagez.com/blog/reading-comprehension-toolkit-
B. Other Learning
identifying-authors-purpose/
Resources
Mustofa, Ali, Hill Jonnie Lynn, “Understanding Cultural Context in
Responding to Literature”, Researching the Teaching the Literature
in EFL Classroom Context English Language Teaching, Vol. 11,
No.6; 2006, ISSN 1916- 4742 E-ISSN 1916-4750, Canadian Center
of Science and Education
IV. Procedures
 Prayer
A. Preliminary  Greetings
Activities  Checking of Learner’s Attendance

Look at the photo below.

B. Activity

1. What do you literally see in the picture?

2. What are the questions that you can formulate to analyze the
scenario in the picture?
3. What does the picture mean?

Do you think it is really important to identify the context/background of

C. Analysis
the picture/scenario to be able to interpret it properly? Explain
D. Abstraction Text
 This refers to the written part of the story, what happens and
what is stated on the page. It is everything you see that is not
implied.

Context (n)
 It refers to the circumstances that form the setting of events,
statements, or ideas and in the way of which it can be fully
understood and assessed.
 This refers to what goes with a text, rather than what it is.
 It shapes the text.
Example:
The Fellowship of the Ring by JRR Tolkien
When Mr. Bilbo Baggins of Bag End announced that he would shortly
be celebrating his eleventy-first birthday with a party of special
magnificence, there was much talk and excitement in Hobbiton.

Text’s Meaning
Bilbo Baggins is turning 111, and he will celebrate his birthday with a
 great party. That event gets the community he lives in into a buzz.

The structure of the poem refers to words that are put together or
arranged such that they make sense.
Imagery is creating a picture in the reader's mind by using words that
appeal to the senses. There are types of Imagery that are used in this
module. (Menoy 2016))
● Visual imagery produced by the use of words that appeal to the
sense of sight.
● Auditory Imagery produced by the use of words that appeal to the
sense of hearing.
● Kinesthetic imagery produced by the use of words that appeal to
the actions and movement.

**Lesson will be continued on Day 2**

E. Application Read the poem below then answer the following questions.
Padre Faura Witness The Execution of Rizal

Author: Danton Remoto

(Poetry)
I stand on the roof
Of the Ateneo municipal,
Shivering
On this December morning.
Months ago,
Pepe came to me
In the observatory.
I thought we would talk
About the stars
That do not collide
In the sky:

Instead, he asked me about purgatory

(His cheeks still ruddy
From the sudden sun
After the bitter winter
In Europe
And on this day
With the years beginning to turn,
Salt things my eyes.
I see Pepe,
A blur
Between the soldiers
With their Mausers raised
And the early morning’s

Star:
Still shimmering
Even if millions of miles away,
The star itself
Is already dead

1. Who are the characters in the poem? Write a piece of short

information about each character.
2. Who speaks in the poem? Extract a sentence from the poem to prove
your answer.
3. Discuss the form/structure of the poem.
4. What was the situation when Padre Faura stood in the balcony of
Ateneo de Manila?
5. What was the situation of our country based on the poem? Prove
your answer by extracting a line from the poem.
6. To whom the poem is addressed? Explain your answer.
7. How do you feel while reading the poem, that Padre Faura witnessed
the execution of his former student?
 Identify if the statement is TRUE or FALSE.
1. The meaning of the text depends on its context.
2. There are five different types of contexts.
3. Context refers to what goes with a text, rather than what it is.
4. The text refers to the written part of the story, what happens and
what is stated on the page.
5. The context refers to the suggested event of the story that is not
directly expressed in the text.
6. Personal Context deals with factors like gender and religious
affiliation that affect how people view something.
7. Historical Context refers to a particular way of life involving
religion, race, nationality, as well as food, dress code, and
manners.
8. Author’s context refers to the systems of beliefs and ideas that
underpin our attitudes and behavior.
9. Reader’s context refers to the broader cultural environment of a
F. Assessment topic or piece which includes how time affects the importance of
something.
10.Cultural context refers to both the author and the reader’s
background.

Answer key
1. True
2. True
3. True
4. True
5. True
6. False_Social context
7. False_Cultural Context
8. False_Ideological context
9. False_Historical Context
10.False_Personal Context

V. Remarks

VI. Reflection HUMSS 12G HUMSS 12H HUMSS 12I HE 12F HE 12H HE 12I
A. Number of
Learners within
Mastery Level
B. Number of
Learners
Needing
Reinforcement
C. Number of
Learners
Needing
Remediation

Prepared by: Checked by: Noted by:

MAE JEAN M. ANDALAJAO-DALANON ROGELIO C. ORO JR. RONALD R. DRIO

Teacher III Master Teacher II Principal II

School: SHS in San Nicholas III, Bacoor City

Address: Garnet St. Green Valley, San Nicolas III, City of Bacoor, Cavite
Telephone No: (046) 894 2825
Email: 342600@deped.gov.ph