Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X- Northern Mindanao
Division of Lanao del Norte
LALA PROPER INTEGRATED SCHOOL
Lala Proper, Lala, Lanao del Norte
Senior High School Department

DAILY LESSON PLAN

LALA PROPER INTEGRATED SCHOOL Grade GRADE 11 – ALL

School
Level STRAND
Teacher MARK ANTHONY Y. RODRIGUEZ Learning 21ST CENTURY
Area LITERATURE
Time & Dates WEEK 8 – DAY 1 Quarter QUARTER 1

I. OBJECTIVES
A. Content The learner will be able to understand and appreciate the elements and contexts of
Standards 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:
B. Performance
1. a written close analysis and critical interpretation of a literary text in terms of form
Standards
and theme, with a description of its context derived from research and; and
2. an adaptation of a text into other creative forms using multimedia.

explain the relationship of context with the text’s meaning EN12Lit-Ie-30:

C. Learning/
Competencies/ At the end of 50 minutes, 100% of the learners are expected to:
Objectives(Write 1. explain the relationship of context with the text’s meaning;
the code for each 2. illustrate the relationship of text’s context to text’s meaning; and
LC) 3. appreciate the relevance of context in understanding the text’s meaning.

II. CONTENT

Learning Target: GABU By Carlos Angles

Subject Matter
(Integration in Science and ESP)
III. LEARNING
RESOURCES

A. References Chua, R., 21st Century Literature from the Philippines and the World; Diwa

1. Teacher’s
Guide Pages

2. Learner’s 19-20
Material Pages

3. Textbook Pages

4. Additional
Materials from LR
Portal
 B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
Preliminary activities:
A. Reviewing
previous lesson or Good morning class! Good morning ma’am!
presenting the new How are you today? We are fine ma’am.
lesson Let us pray, Charity kindly lead the Charity leads the prayer.
prayer.
Okay, before sitting down, please
arrange your chairs properly. Pick up
the pieces of paper.
Who is absent today? None ma’am.
Are you all settled? Are you ready for Yes ma’am!
the next lesson today!
Review of the previous lesson
Anybody can recap our lesson
yesterday? Yes, Hannah. Yesterday we had discussed on how to
Very good! situate the text in the context.
Text is all written in the pages; context is the
background, environment, setting,
framework, or surroundings of events or
occurrences.

Text refers to the words which are written,

How to situate the text from the while context is the surrounding of the text,
context? Yes, Peter. whether it is created within the text or
Excellent! describing the situation of the author’s life in
which the text was written.
None ma’am.
Are there clarifications class?
Class, what have you observe in our Oceans are among our biggest resource for
oceans? life on earth, I observed that overfishing is
Yes, Ariel. draining the life from the water that cause
Excellent! marine animals to starve.
I observed that coral reefs were dying; we
Who else? Yes Irish. have to protect coral reefs because they
Very good! support a huge amount of small sea life.
Some fishermen used dynamite to catch
more fishes.
B. Establishing a Sodium cyanide is one of the chemicals in
purpose for the dynamite. It put onto reefs to stun fish and
lesson What is in the dynamite that cause
scoop them up for the aquarium trade or the
fishes to die? Yes, Johnmark.
live food fish market. But cyanide is
Very good!
indiscriminate: it often kills the fish, and can
kill corals and other reef organisms in the
process.
Dynamite fishing affects coastal
communities and small fisheries trying to
compete with industrial trawlers, and has a
What is the effect of dynamite fishing? negative impact on the tourist industry.
Yes, Carlo. We have to keep our ocean plastic free,
Very good! fishermen should avoid in using dynamite.
Don't Purchase items that exploit marine life.
 As a student class, how will you
contribute in helping and preserving
our oceans? Yes, Daniel
Very good! You have a good point!
Class, do you think nature can also be Yes ma’am. Nature can be linked to
linked to literature? How? literature because there are stories or poetry
Yes very good! that the subject or the main focus is nature.
In literature also, it talks about reality and
portrays life although there are stories which
Who has another idea? are fictional but there is reality when it
comes to nature.
Yes! so this time we are going to
discuss the poem entitled GABU
Gabu
by Carlos Angeles
The battering restlessness of the sea
Insists a tidal fury upon the beach
At Gabu, and its pure consistency
Havocs the wasteland hard within its
C.Presenting reach.
examples/
instances of the Brutal the daylong bashing of its heart
new lesson Against the seascape where, for miles
around,
Farther than sight itself, the rock-
stones part
And drop into the elemental wound.
The waste of centuries is grey and
dead
And neutral where the sea has
beached its brine,
Where the split salt of its heart lies
spread
Among the dark habiliments of Time.
The vital splendor misses. For here
At Gabu where the ageless tide recurs
All things forfeited are most loved and
dear.
It is the sea pursues a habit of shores.

1. Hand-out a copy of Carlos Angeles

Copies of the poem are given to the
poem, GABU
D.Discussing new students.
2. Give the background of the author
concepts
and the place
andpracticing Students read the poem silently.
where the text came from.
newskills #1
3. Read the poem aloud while
students read the poem silently

E.Discussing new Divide the class into three and assign

concepts and each group a stanza to read, and
practicing new skills explain of what they understand on the
#2 assigned stanza.

1.What is the title of the poem? Yes, The title of the poem is GABU.
F.Developing
Ian.
mastery Probably someone on a beach at Gabu,
Very good.
watching the rough sea, contemplating life
2.Who is persona in the poem? Yes,
 Francine. Gabu is a place in Ilocos Norte. It is near
Very good! Pagudpod. Often, when typhoon occurs,
large tidal waves go rampant, even affecting
3.Why is the poem entitled GABU?
Pagudpod itself. These tidal waves
Yes, Vaness.
devastate the life forms (animals and plants)
Very good!
and even the structures in that place.
4. What have you understand on the
The 2nd line reflects the sadness of people
2nd line? Yes, Cris.
in times of despair.
Very good! The color represented in the 3rd line is
4. How about in the 3rd line, what does actually a description of sadness due to
the color represent? Yes, Mark. death and suffering as life can cease due to
Very good! these waves.

5. What does the 4th line mean? Yes, The 4th line describes that the calamity is
Tracy strong and it may happen again and again
Very good!

1. Why does the sea pursues a habit of * The sea pursues the habit of chores
shores.? Yes, Zion because of the underlying restlessness of
Very good. life itself and the search of the soul to find a
type of spiritual permanence within its
turmoil.
* Life is bounded by time, always moving,
G.Making Another idea? Yes, Sarah but what we all desire is a stable and eternal
generalization and Very good! ending .
abstractions about
the lesson *If writers ignore context, they may overlook
2. What is the relationship of context to a critical aspect of the text’s intent. Without
the text meaning? Yes, Nathan context, readers may not see the true picture
Very good! of a literary work. Context helps readers
understand the cultural, social,
philosophical, and political ideas and
movements prevalent in society at the time
of the writing.

As an individual, how will you face the *We have different ways in facing challenges
H.Finding practical
challenges that comes in? Yes, in life. We have to stay as calm as possible,
applications of
Nathalie accept responsibility for the problem, set
concepts and skills
Very good! goals to solve problems, and have faith in
in daily living
yourself.
I. Evaluating
( Group Activity)
learning
Class you will be grouped into five
groups. Each group will do different
task and present your output in front of
the class. Your group presentation will
be rated through a rubric that I will give
you.
Group 1(Speech) Present an
impromptu speech as a reaction to the
meaning of the poem.
Group 2 (Drawing) Draw an image or
images that convey the message of the
poem.
Group 3 (Song) Attach a popular tune
to the lines of the poem.
Group 4 (Literary Devices) Identify
the literary devices that are present in
the poem.
 Group 5 (mini-drama) Stage a mini-
drama on the message of the poem.
Possible Answer:
Explain the following questions briefly
and concisely:
J. Additional activities 1.How the sea used as similes for life?
for application or
remediation 3. What is the spiritual context of the
sea pursuing the habit of shore?
 Life is like sea, we are like a boat we
can’t always control the water so use
your opportunity to row when you
can.
The spiritual context of the sea/shore is
that there’s life after death

V. REMARKS

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: Reviewed and Checked by:

MARK ANTHONY Y. RODRIGUEZ RODELYN E. RUEDAS, PhD

HUMSS Teacher SHS Coordinator