School Lala National High School Grade Level 12

Teacher JUNAH GLECE T. SUICO Learning Area 21st Century Literature

Time & Dates Week 1 Day3 Quarter 1st

Section:

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

Writing a close analysis and critical interpretation of literary texts and doing an
C. Learning adaptation of these require from the learner the ability to:
Competencies 1. identify the geographic, linguistic, and ethnic dimensions of Philippine
(Write the code for each literary history from pre-colonial to the contemporary
LC) CODE: EN12Lit-Ia-21

At the end of the session, the students are expected to:

D. Learning Objectives 1. Identify different genres of Philippine Literature during the Spanish
(KSA) Colonial to contemporary;
2. write an analysis on a particular literary piece; and
3. appreciate preservations of the genre from the Filipino writers .
Various dimensions of Philippine literary history from pre-colonial to
contemporary (Genres of Philippine Literature from Spanish Colonial to
II. CONTENT Contemporary)

Value Integration: Patriotism

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional
Materials from LR
Portal
AsianInfo.org. 2010. http://www.asianinfo.org/asianinfo/philippines/pro-geography.htm

B. Other Learning Encyclopedia Britannica. 2016. http://www.britannica.com/place/Philippines

Resources (https://www.google.com/search?q=cenaculo&source=lnms&tbm=isch&sa=X&ved=0ahUKEwif-8-
8wafiAhULZt4KHZlkB9EQ_AUIDigB&biw=1517&bih=675#imgrc=0SbFi2bVCoR5_M:

IV. PROCEDURES Teacher’s Activities Learners’ Expected Responses

 Good morning, class! Good Morning too, Ma’am and
mabuhay!
We’re good, Ma’am!
How are you today?
The prayer leader leads the prayer.
That’s good to hear. Let’s make you feel
better through a prayer. Everybody,
please stand for our prayer.
Before you take your seats, I want you to
check if your chairs are arranged properly
and please pick up those pieces of
papers and plastic wrappers on the floor.
Please take your seats now.
Thank you, Ma’am.
Is there any absentee today?
No one is absent, ma’am.
Very good. So, let’s begin today’s quest
on knowledge. But before we discover
new things today, let us first review what
we had discussed yesterday through a
short quiz. Please get ¼ sheet of paper.
Instructions: Give the correct answer on
A. Reviewing
the definitions I will give you and write it
previous lesson on your paper. Answers:
or presenting
1. These are beautiful songs that are 1. Folksongs
the new lesson
informal expressions of our 2. Proverbs
3. Epics
ancestors’ engaging activities in
4. Tales
life. 5. Riddles
2. These are practical observations
and philosophy of everyday life
written usually in a rhyming
scheme.
3. These are long-winded poems
about a hero and his adventures
and misadventures.
4. These are stories of origin for
certain places, their names and
creation also known as myths and
legends.
5. These are like proverbs with one
main difference: demanding an
answer and are used to test the
wits of those who are listening to (Checking of the answers will follow)
them.
Very good! All of you got the correct
answers!
B. Establishing a
purpose for the Now, I want you to look at this picture on
lesson the screen.
 (https://www.google.com/search?
q=cenaculo&source=lnms&tbm=isch&sa=X&ved=0ahUKEwif-
8-
8wafiAhULZt4KHZlkB9EQ_AUIDigB&biw=1517&bih=675#imgr
c=0SbFi2bVCoR5_M:)
They are reenacting the death of
Who knows what this picture is about?
Jesus Christ.

Maybe, they want to feel how Jesus

Why do you think they are doing that? felt when he was crucified.

Class Sharing
Now, I want you to ponder and answer
this question.

The Philippines had gone through a lot of

C. Presenting influences during the Spanish
examples/ colonization. They left us many good
instances of the things that we are still enjoying today.
new lesson Beliefs on Christianity,
Can you mention some benefits we Catholic faith,
gained from Spaniards? Politics and literature.

Very good!

D. Discussing new Interactive Classroom Discussion

concepts and
This time, let us talk about Philippine The students will listen attentively.
practicing new
Literature during the Spanish
skills #1 Colonization.
Our discussion will revolve around this
wisdom:
“Spanish colonial literature focused on
the society and culture as reflected and
affected by the catholic faith. Up until
now, this kind of influence still reigns true
in Filipino society, as the Philippines is
one of the largest remaining Catholic
countries in the words in terms of
population.”
(21st Century Literature from the Philippines and the
World, DIWA Publishing House)

What do you understand on the quoted

lines?
Student 1: Maybe, it is about the
impact of the Spanish colonization to
How was the catholic faith related and the faith of the Filipinos, ma’am.
 transpired in the Philippine Literature?

Student 2: During the Spanish

(More questions will be raised by the
teacher to elicit more ideas from the
students)
Marvelous ideas! You are all correct.
Do you have any question?
colonization, Catholic faith was so
strong that it became the center of
all the activities and in accordance to
the Catholic Faith.
None, ma’am.

E. Discussing new
concepts and We will have an individual activity. I have
practicing new a fish bowl here with your names written
skills #2 on these rolled papers. I will pick one The students listen carefully to the
paper randomly and the lucky person instructions.
must give a bit of information or idea or
an explanation about the genre of
literature during the Spanish era and
during the contemporary period which I
will show you on the screen.

Genres of Literature during the

Spanish Colonial Period:

1. Corrido – a legendary religious

narrative from that usually details
the lives of saints or the history of
The students participate actively in
a tradition.
the activity. They read first the
2. Awit – a chivalric poem about a
definition orally and then they give
hero, usually about a saint. It is
their idea or explanation about the
also usually sung and used in
topic read.
religious processions.
3. Pasyon – a narrative poem about
the life of Jesus Christ, beginning
from his birth and up to his death.
4. Cenaculo – the dramatization of
the passion of Christ. It highlights
the sufferings and death of Jesus
Christ, and it is also done during
the Lenten season.
5. Moro-moro – or Comedia de
CApa y Espada. A blood-and-
thunder melodrama depicting the
conflict of Christians and Muslims.
6. Carillo – a play that uses
shadows as its main spectacle.

7. Tibag – the dramatic reenactment

of St. Helana’s search for the Holy
Cross.
8. Duplo or Karagatan – native
dramas that are connected to
 Catholic mourning rituals and
harvest celebrations.
9. Zarzuelas – probably the most
famous forms of entertainment
back in the Spanish era. These
are musical comedies or
melodramas that deal with the
elemental passions of human
beings.

Genres of Literature during the

Contemporary Period:

1. Poetry – a literature that evokes a

concentrated imaginative
awareness of experience or a
specific emotional response
through language chosen and
arranged for its meaning, sound
and rhythm.
2. Short Story – brief fictional prose
narrative that is shorter than a
novel and that usually deals with
only a few characters.
3. Dramatic Literature – texts of
plays that can be read, as distinct
from being seen and heard in
performance.
4. Essay – an analytic,
interpretative, or critical literary
composition usually much shorter
and less systematic and formal
than a dissertation or thesis and
usually dealing with its subject
from a limited and often personal
point of view.

(Every word will be processed and

explained thoroughly by the teacher)
F. Developing Group Dynamics
mastery Activity 1

Instructions:
Each group will be given an activity sheet The students will answer cheerfully.
on Matching Type exercise.
The group will match the definition of the
genres, both from Spanish era to
Contemporary, to its correct word. The
activity is good for 5 minutes only.

(The students’ output will be processed

immediately)
 Describe the literature during the Students will give varied answers.
Spanish and pre-colonial period.

Which influences mostly the

G. Making
contemporary Philippine Society?
generalization
and Students will be randomly called to
abstractions complete the phrases:
about the
I learned that…
lesson
I realized that…

Based on my realizations, I will…

How can these literatures from Spanish The students will give answers
H. Finding era be of used to your life right now?
practical
Do you think you can still use the lessons
applications of
they taught in your daily life?
concepts and
skills in daily
Very good students!
living

Group Dynamics
Activity 2

Now, let’s deepen our understanding on

the different genres of Phil. Literature
from Spanish era to contemporary.
I.Evaluating learning
With the same groupings,read,
understand, internalize and write a short
review or interpretation of a poem I will
give you. Write your analysis on a ½ CW
sheet of paper.
The activity is good for 15 minutes only.
(Rubric is attached herewith)
J. Additional activities Make an advance reading on
for application or
remediation
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?
RUBRIC ON POEM ANALYSIS