DAILY Day 4 Grade Level 12

LEARNIN October 12-13, 2023 Learning Area 21st Century

G PLAN Thursday Literature from the
HUMSS 12H-12:40-1:30
Philippines and the
HE12F- 2:20-3:10
Teaching HE 12I- 4:20-5:10 World
Dates/ HUMSS 12I-5:10-6:00 Semester/ First Semester
Section
Friday Quarter (Quarter 1)
HUMSS 12G-1:30-2:20
/Time HE 12F-2:20-3:10
HE 12H-3:10-4:00
HE 12I-4:20-5:10
HUMSS 12I-5:10-6:00

Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BACOOR CITY
SHS IN SAN NICHOLAS III, BACOOR CITY
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

II. Content Context and Text’s Meaning

III. Learning
Resources
 Menoy, Jesus Z. 21st Literature of the Philippines and the World,
Books Atbp.,2016
A. References 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
 Review of the Past Concepts
B. Activity
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1.Dom Caruso is a trained sniper. He used a Mauser during his training and i
his real combat. Mauser is used for the long-range target. Mauser is a _______
a. long rifle
b. automatic rifle
c. high-velocity automatic rifle
d. German high-velocity automatic rifle
2.Zamboanga Hermosa Festival is a month-long religious celebration. The
opening eremony is the annual Regata de Zamboanga, where 200 Vinta
paddlers compete. As the vintas’ move the sail shiver. What makes the
sail shiver?
a. The force of the paddle
b. The gust of the wind
c. The movement of the paddler
d. The wave of the sea
3. The little children of Ronald family played inside the receiving area.
The receiving area was a house to the antique collection. They played a
touching ball. In an attempt to strike the opponent, the ball hit the jar on
the corner stand. What do you think happened?
a. The ball hit the ceiling.
b. The vase punctured the ball several times.
c. The ball went into the mouth of the vase.
d. The antique was knocked down and shattered into many small pieces.
4. Roman Catholic Christians believe that souls of those who die in God’s grac
went to purgatory for cleansing of past sins.
a. A place where intense suffering is being experienced.
b. A place which is humid and dry
c. Intermediate state after death for expiatory purification of souls
d. A state of after death where hope grow.
5. The statements of the two Cabinet Secretaries collided. The first gave
a point of view, which was opposing view of the latter. What would be
 the impact on the readers of the report?
a. The readers applause the Secretaries for the job well done.
b. The readers got confused about the clashing of ideas.
c. The readers felt that there is harmony between the two.
d. The readers realized that the ideas blend well.
Answers:
1-3 D. 4. A 5. B

Why is it important to identify the cultural, historical, ideological,

C. Analysis
personal and social context of a literature?
Different Types of Contexts
1. Cultural Context
Culture- This refers to a particular way of life involving religion, race,
nationality, as well as food, dress code, and manners.
- This is also related to arts, music, writing and literature itself.
**Cultural context is especially important to note if the author is
attempting to make a comment on an aspect of culture, or the clash of
two cultures.
2.Historical Context
- This is the broader cultural environment of a topic or piece which
includes how time affects the importance of something.
- This includes politics, culture, religion, economics and societal norms.
3.Ideological Context
- This refers to the systems of beliefs and ideas that underpin our
attitudes and behavior. Such ideology may be valued by society as a
whole or be the basis of conflict.
- It is a context that is “invisible” in many ways.
4.Personal Context
D. Abstraction - This refers to both the author and the reader.
** Writer’s context
-This means about knowing about the writer’s life, values, assumptions,
gender, race, sexual orientation, and the political and economic issues
related to the author.
-- Author’s lives always influence their work in some way.
** Reader’s Context
-This refers to the reader’s previous reading experience, values,
assumptions, political and economic issues
-Reader’s background knowledge is also important in deconstructing the
text.
5.Social Context
- It is how the people surrounding something affect and interpret
something.
-It is concerned with people rather than culture in general.
-These changes depending on who is involved.
-Social class, religious affiliation and gender are a few factors that affect
how people view something and build social context.

E. Application Performance Task 4:

Instructions: In your group, the leader will assign each member to
explain the context of the poem “Mi Ultimo Adios” by Jose P. Rizal. Each
group will be given 5 minutes to present their answers with the use of
visual aids.
 Group 1: Cultural Context
Group 2: Historical Context
Group 3: Ideological Context
Group 4: Personal Context
Group 5: Social Context

Criteria for Scoring

Interpretation – 20 points
Cooperation – 5 points
Presentation – 5 points
Total – 30 points

1. What did you learn about the activity?

2. How important is it to identify the cultural, historical, ideological,
personal and social context of a literature?

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