21st Century Literature

School URBIZTONDO NATIONAL HIGH SCHOOL Grade Level 11
Teacher LEAN V. ACENA Learning Area 21st Century Literature from the Philippines
DAILY LESSON and the World
Teaching
LOG Date and November 7, 9, 10, 11, 2016/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30 Quarter 1st
Time
SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVE:
A. Content Standard 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:
B. Performance Standard 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 Competencies/ Objectives The leaner identifies the geographic, linguistic, and ethnic dimensions of Philippine literary The leaner identifies the geographic, linguistic, and ethnic dimensions of Philippine literary
Write the LC Code history from pre-colonial to the contemporary history from pre-colonial to the contemporary
EN12Lit-Ia-21 EN12Lit-Ia-21
II. CONTENT READING AND REVOLUTION THE DEATH OF A HERO
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials 21st Century Literature from the Philippines and the World; Marikit Tara A. Uychoco 21st Century Literature from the Philippines and the World; Marikit Tara A. Uychoco
3. Textbook pages Pages 2-5 Pages 6-8

4. Additional Materials fron LR
B. Other Learning Resources
V. PROCEDURE
The teacher presents the new Topic to the class by asking the following questions: The teacher presents the new Topic to the class by asking the following questions:
1.) What do you know about the publication of Noli Me Tangere and how it affected the 1.) What do you know about Jose Rizal?
Philippines? 2.) Why do people often compare and contrast Rizal and Bonifacio?
2.) Do you think that the novel in the Philippines are as important as they used to be when 3.) Do you consider Jose Rizal a revolutionary?
A. Reviewing previous lesson or presenting the new the Noli was published in 1887? Are people still inspired by novels?
lesson. 3.) What is it about reading long texts, such as stories or novels that makes it different from
reading tweets and Facebook status posts? What is the importance of Literature in the
Facebook generation?
B. Establishing a purpose for the lesson Let the studets write a semantic map about everything they know about Jose Rizal and all of
Teacher provides a scenario and lets the imagine what the life of their ancestors' life during his achievements and contributions to Philippine Society.
the Philippine Revolution. Learners create an educated guess.
C. Presenting examples/instances of the new lesson Volunteer Students share their output in the class.
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge regarding Noli Me Tangere. Presentation of the Background Knowledge regarding Jose Rizal.
#1
E. Discussing new concepts and practicing new skills Reading and Interpretation of an Excerpt of the Novel, The Revolution According to Reading and Interpretation of the poem entitled, "Padre Faura Witnesses the Execution of
#2 Raymundo Mata by Gina Apostol Rizal" by Danton Remoto
F. Developing Mastery ( Leads to formative Ask the students the Guide Questions on Page 4. Ask the students the Guide Questions on Page 8.
Assessment 3)
G. Finding practical applications of concepts and skills With a small group, interpret a picture that shows the relationship between reading and Watch the song "Mi Ultimo Adios" by Joey Ayala.
in daily living revolution in the past, and the importance of reading and society in the present day.
H. Making generalizations and abstraction about the Write a short essay answering the following questions: Is reading still an important activity
today? Is the experience of reading literature more important than googling information on In a small group, write and perform a song about Jose Rizal.
lesson the internet?
Playing with the Form (Metafiction) Let the students take imagine that they are Benigno in
I. Evaluating Learning the film. How would they react to reading Noli Me Tangere in his perspective? Ask the question: How did the module affected the way you see Jose Rizal?
J. Additional activities for application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
fore
C. Didremediation.
the remedial lessons work?No. of learners who
have
D. No.caught up with
of learners who thecontinue
lesson to require
remediation
E. Which of my teaching stategies worked well? Why
didWhat
F. this work?
difficulties did I encountered which my
G. What innovation
principal or supervisoror localized
can helpedmaterials did I
me solve?
use/discover which I wish to share with other
teachers?
Checked by: Noted by:
ROVINA N. CRISTOBAL VERLA T. CRISTOBAL

HT - III Principal IV
Teaching
Time

I. OBJECTIVE:
C. Learning Competencies/ Objectives The learner values the contributions of local writers to the development of regional literary The leaner appreciates the contributions of the canonical Filipino writers to the
Write the LC Code traditions. development of national literature.
EN12Lit-Ic-23 EN12Lit-Ia-24
II. CONTENT AUTHORITARIANISM SURVIVAL
A. References

V. PROCEDURE
1.) What do you know about Martial Law and Ferdinand Marcos? 1.) What are you willing to sacrifice for the good of the nation? Would you be willing to die
2.) Why are there people who post Facebook statuses that are nostalgic about Martial Law? for your country?
A. Reviewing previous lesson or presenting the new 3.) As a new generation of Filipinos, what can we learn from this period in our history? 2.) If you had children, do you think your decision would still be the same?
lesson. 3.) When parents decide to be part of a revolution, how do you think this would affect their
children?
Let the students interview people and ask them the following questions on page 9 of the Let the studets create a Venn Diagram comparing and contrasting their views about the
B. Establishing a purpose for the lesson reference book. present time from Martial Law.
C. Presenting examples/instances of the new lesson Let the students share the results of the interview with the rest of the class. Volunteer Students share their output in the class.
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge regarding Martial Law. Presentation of the Background Knowledge about the life of activists during the time of
#1 Martial Law.
E. Discussing new concepts and practicing new skills Reading and Interpretation of the poem entitled, Apo on the Wall by Bj Patino Reading and Interpretation of the story entitled, "The Safe House" by Sandra Nicole Roldan
#2
F. Developing Mastery ( Leads to formative Ask the students the Guide Questions on Page 12. Ask the students the Guide Questions on Page 18.
Assessment 3)
G. Finding practical applications of concepts and skills With a group, dramatize the poem while one member reads it aloud. Make sure that certain Read with the class a Note regarding the text.
in daily living metaphors or symbols in the poem stand out.
H. Making generalizations and abstraction about the Ask the class the questions: How did the poem make yoou feel? What is the message you Ask the class the questions: How do you feel about the protagonist's decision in the end?
lesson got from the poem? How did it affect your appreciation of the past and the present? Would you have made the same decision or not? Do you sympathize with her decision or
not?
I. Evaluating Learning Create a movie about Apo on the Wall. Include the following on the video: a. the interview Create an illustration that would show the Facebook feed of the different characters in the
with people about Martial Law, b. The poem read with background music story from 1980 to the present day.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
F. What difficulties did I encountered which my
G. What innovation
me solve?
teachers?

Teaching
Time

I. OBJECTIVE:
The learner differentiates/compares and contrasts the various 21st century literary genres
C. Learning Competencies/ Objectives and the ones from the earlier genres/periods citing their elements, structures and The leaner infers literary meaning from literal language based on usage.
Write the LC Code traditions. EN12Lit-Ia-26
EN12Lit-Ic-25
II. CONTENT POVERTY GENDER INEQUALITIES

A. References

V. PROCEDURE
1.) Why are so many Filipinos poor? 1.) Why does it seem acceptable in the Philippine society for husband to have affairs with
2.) When males lose their jobs in the Philippines, does it mean they lose their manhood? other women?
3.)Why are so many people numb to the fact that many Filipinos are starving? Howo you 2.) Is it acceptable for women? Why or why not? What do you think or feel about this?
A. Reviewing previous lesson or presenting the new feel about beggars on the street? Why? 3.) Should this attitude be changed? Why or why not?
lesson.
Let the studets research about adultery or concubinage in the Philippine Law. What do they
Show to the class a photograph and recipe of the dish, Lengua. Ask them the following have in common? What are their differences?
B. Establishing a purpose for the lesson questions: Who usually eats Lengua? What does Lengua taste like? Is it a common dish in
the Philippines?
C. Presenting examples/instances of the new lesson Let the students share their answers with the rest of the class. Volunteer Students share their answers in the class.
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge regarding Malnutrition, Unemployment Rate Presentation of the Background Knowledge about Adultery and Concubinage.
#1 and number of people who are wealthy in the Philippines.
E. Discussing new concepts and practicing new skills Reading and Interpretation of an excerpt in the story entitled, Lengua para Diablo (The Devil Reading and Interpretation of the story entitled, "Preludes" by Daryll Delgado
#2 Ate my Words) by Merlinda Bobis
F. Developing Mastery ( Leads to formative Ask the students the Guide Questions on Page 24. Ask the students the Guide Questions on Page 29-30.
Assessment 3)
G. Finding practical applications of concepts and skills Think of a Filipino dish and share it with the class describe the significance of this food to In the short story, what tales the place of Chekov's gun? How does it help in your
in daily living the Philippine society. appreciation of the story?
H. Making generalizations and abstraction about the

lesson
Ask the class the questions: How did the story make you feel? How did it affect your view Adapt the story, "Preludes" into a mini-musical. Pick existing songs to help you move the
about the importance of having a work and supporting the family? plot forward.
I. Evaluating Learning

V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
didWhat
F. this work?
G. What innovation
me solve?
teachers?

School URBIZTONDO NATIONAL HIGH SCHOOL
Teacher LEAN V. ACENA
DAILY LESSON
Teaching
LOG Date and November 28, 30, 31, December 1, 2016/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
A. Content Standard The learner will be able to understand and appreciate the elements and contexts o
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literatur
B. Performance Standard 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a de
The learner analyzes the figures of speech and other literary techniques and devices in the
C. Learning Competencies/ Objectives
text.
Write the LC Code
EN12Lit-Ic-27
II. CONTENT THE JUSTICE SYSTEM

A. References
2. Learner's Materials 21st Century Literature from the Philippines and the World; Marikit Tara A. Uychoco
3. Textbook pages Pages 31-34

V. PROCEDURE
The teacher presents the new Topic to the class by asking the following questions:
1.) What do you know about the impeachement of Chief Justice renato Corona?
2.) Why is it important for government officials to declare their SALN? What does it have to
do with good governance?
3.) Do you think that the process of impeachment is important for a nation, or is it a
A. Reviewing previous lesson or presenting the new distraction from what is more important?
lesson.
Let the students interview a people who has a knowledge about Chief Justice Corona. Ask
B. Establishing a purpose for the lesson them whether the Philippine Justice system does indeed deliver justice in a timely manner,
and ask for concrete examples to prove their case.
C. Presenting examples/instances of the new lesson Let the students share the results of the interview with the rest of the class.
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge regarding the impeachment of Chief Justice
#1 Corona.
E. Discussing new concepts and practicing new skills

Reading and Interpretation of the poem entitled, "Justice" by Ralph Semino Galan.
#2
F. Developing Mastery ( Leads to formative

Answer a worksheet on symbols to help you understand the poem better.
Assessment 3)
Make a survey of how people feel about the Supreme Court. Ask the folowing questions: Do
G. Finding practical applications of concepts and skills
you feel that you can trust the Supreme Court? Do you think they have made good decisions
in daily living
in the past? Does the impeachment of CJ lower your opinion of the Supreme Court?

Show an infographic about the results of the survey made.
lesson
I. Evaluating Learning Decide whether or not the poem reflects how people feel about the justice system.

V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
21st Century Literature from the Philippines
Learning Area
and the World
Quarter 1st
SESSION 3 SESSION 4
ments and contexts of 21st century Philippine literature from the regions.
y Philippine literature from the regions through:

nd theme, with a description of its context derived from research; and
The learner explains the literary, biographical, linguistic, and sociocultural contexts and
discuss how they enhance the text’s meaning and enrich the reader’s understanding.
EN12Lit-Ia-28
HOMESICKNESS
21st Century Literature from the Philippines and the World; Marikit Tara A. Uychoco
Pages 36-39
1.) Do you think that you will live or work outside the Philippines someday?
2.) Why do so many Filipinos leave the Philippines? What do you think are their strongest
reasons for leaving?
3.) Would you call migration a problem or a solution?
In a group work, research about a relative or a person you know that have worked or lived
abroad. Get to know the good things they experienced and problems they encountered.
Volunteer Students share their answers in the class.
Presentation of the Background Knowledge about Filipinos who lives outside the country.
Reading and Interpretation of the story entitled, "Turband Legend" by R. Zamora Linmark
Ask the students the Guide Questions on Page 38

Watch the comedy act of Rex Navarrete on Youtube and listen to his jokes. What makes his
jokes Filipino? Why does he make jokes about his own Filipino-ness? What is the
importance of humor in the Philippines?
With a small group, learners brainstorm about what they think is funny about Filipino
culture and Filipinos in general. Create jokes based on your observations.
After writing the jokes, the learners pick the funniest and most articulate member of the
group and let him present in class.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and December 5,7,8,9 2016/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
C. Learning Competencies/ Objectives The learner situates the text in the context of the region and the nation.
Write the LC Code EN12Lit-Ie-29
II. CONTENT IDENTITY

A. References

V. PROCEDURE
1.) How does the Philippine diaspora affect the families involved?
2.) Do you think modern technology has given us enough that family members who live in
A. Reviewing previous lesson or presenting the new different countries can still maintain close family ties?
lesson. 3.) What kind of life do you think Filipino overseas workers have?
B. Establishing a purpose for the lesson

The learners watch the video Miss Nothing and the teacher asks the reaction of volunteer
learners.
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills

Presentation of the Background Knowledge regarding the life of OFWs.
#1

Reading and Interpretation of the story entitled, "Waiting" by Ron Darvin.
#2

Ask the students the Guide Questions on Pages 47-48
Assessment 3)
G. Finding practical applications of concepts and skills In a small group, learners imagine what Isabel and Miguel's future would be like. Write a
in daily living scene about it and present the scenes in class.

lesson
Ask the learners the question "How did you feel about the story?" "If you were given the
chance to take Isabel's place, would you pursue a work abroad? Why"
Ask the learners the question "How did you feel about the story?" "If you were given the
chance to take Isabel's place, would you pursue a work abroad? Why"

V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area
and the World
Quarter 1st
SESSION 3 SESSION 4

The learner explains the relationship of context with the text’s meaning.
EN12Lit-Ie-30
RACISM
Pages 49-52
1.) Do you think Filipinos suffer from racism?
2.) Do you think Filipinos are ever racist? Can they be racist against fellow Filipinos, such as
Chinese Filipinos or the Aetas?
3.) Why is racism a problem? Has racism disappeared from society?
Research about the following: a. Aborigines in Australia b. Immigration issues in Australia c.

Cronulla
Presentation of the Background Knowledge about the topic.
Reading and Interpretation of the poem entitled, "Cronulla Beach" by Jose Wendell Capili
Search about an article in the news about the problems of Filipinos abroad.
Ask the learners "What is you opinions about Filipinos orking or living abroad?
Ask the learners the question "What is the importance of Literature and how it helps you
unerstand certain issues in society.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and December 12,14,15,16 2016/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
The learner produces a creative representation of a literary text by applying multimedia

skills.
Write the LC Code
EN12Lit-Ie-31.1
II. CONTENT VIRTUAL REALITIES

A. References

V. PROCEDURE
1.) Why do people get addicted to playing video games?
2.) Have you ever felt that the world of the video games is more real or more important
than the real world?
A. Reviewing previous lesson or presenting the new 3.) Why do some people prefer a video game's reality to the reality that they live in?
lesson.
Write a list comparing and contrasting the escapism we feel when we read a good comic
book, poem, short story, or novel with the escapism we feel when we play a video game.
C. Presenting examples/instances of the new lesson Volunteer Students share their answers in the class.
Presentation of the Background Knowledge regarding a gamer's point of view.
#1

Reading and Interpretation of the story entitled, "FlickerFadeGone" by Carljoe Javier.
#2

Ask the students the Guide Questions on Pages 60
Assessment 3)
G. Finding practical applications of concepts and skills The teacher divides the class into groups to debate about the topic, "Video Games Should
in daily living be Banned"
H. Making generalizations and abstraction about the After the debate, the learners shall have an open forum regarding the members of the class
lesson thought about the debates.
I. Evaluating Learning Ask the students the question "How did the story affect your view regarding the topic?"

V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area
and the World
Quarter 1st
SESSION 3 SESSION 4

The learner produces a creative representation of a literary text by applying multimedia

skills.
EN12Lit-Ie-31.1
SCIENCE FICTION AND SOCIETY
Pages 62-75
1.) Do you think science fiction is popular in Philippine Society?
2.) What do you think would have happened if Filipinos had never fought against martial
law?
3.) Would you have fought against it?
List down the advantages and disadvantages of technology.
Presentation of the Background Knowledge about the topic.
Reading and Interpretation of the poem entitled, "Virtual Center" by Raissa Claire U. Rivera
Present to the class a Note on the Text on page 74.
The learners write a character analysisof Delia. The guidelines are on page 75 of the book.
The learners create a comic book regarding a dystopian Filipino Future.
Noted by:
VERLA T. CRISTOBAL
Principal IV
Teaching
LOG Date and January 3,4,5,6 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30 Quarter 1st
Time

I. OBJECTIVE:
C. Learning Competencies/ Objectives The learner does a self- and/or peerassessment of the creative adaptation of a literary text, The learner applies ICT skills in crafting an adaptation of a literary text.
Write the LC Code based on rationalized criteria, prior to presentation. N12Lit-Ie-31.2
N12Lit-Ie-31.3
II. CONTENT FANTASY, HORROR AND THE OLD COUNTRY PROJECT MAKING: SHORT MOVIE-MAKING
A. References
3. Textbook pages Pages 76-88 Page 88

V. PROCEDURE
1.) Are there tensions between people from Manila and people from the old country or
what we in the Philippines call "the province"? What is the source of that tension?
2.) What are the stereotypes for each one? Do you think they are true?
3.) Do you think horror stories and horror movies have any societal significance?
A. Reviewing previous lesson or presenting the new

lesson.
With a partner, learners make a list about the stereotypes for people from Manila and The learners adapt the short story into a movie. They shall
B. Establishing a purpose for the lesson people from the province. Encircle the strereotypes that you think are true and explain why
you think so.
find a video camera or a cellphone that would help them do
the trick and with a small group, create a movie. They can
deviate from the story but they need to make sure that the
C. Presenting examples/instances of the new lesson The learners share their answer in class.
overall message and theme stay the same. The rubric for the
movie is as follows:
40% Critical Thinking
40% Creativity
20% Production Values
The learners adapt the short story into a movie. They shall
find a video camera or a cellphone that would help them do
the trick and with a small group, create a movie. They can
deviate from the story but they need to make sure that the
overall message and theme stay the same. The rubric for the
movie is as follows:
#1 Presentation of the Background Knowledge regarding the topic. 40% Critical Thinking
40% Creativity
E. Discussing new concepts and practicing new skills Reading and Interpretation of the story entitled, "Martines" by Anna Felicia Sanchez.
20% Production Values
#2
F. Developing Mastery ( Leads to formative Ask the students the Guide Questions on Page 87
Assessment 3)

in daily living The learners explore the stereotypes of the story and fill up the worksheet on page 88.

lesson The learners write an alternative ending to the story.
I. Evaluating Learning The learners share and explain their alternative ending in class.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?

Teaching
LOG Date and January 9,11,12,13 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30 Quarter 1st
Time

I. OBJECTIVE:
The learner does a self- and/or

C. Learning Competencies/ Objectives The learner does a self- and/or peerassessment of the creative adaptation of a literary text, based on rationalized criteria, prior to peerassessment of the creative adaptation of
Write the LC Code presentation. a literary text, based on rationalized criteria,
N12Lit-Ie-31.3 prior to presentation.
N12Lit-Ie-31.3
II. CONTENT ORAL EXAMINATION REVIEW
A. References
2. Learner's Materials 21st Century Literature from the Philippines and the World; Marikit Tara A. Uychoco 21st Century Literature from the Philippines
and the World; Marikit Tara A. Uychoco

V. PROCEDURE
1.) Have a brief review of the Study and appreciation of the literature of the region where the school is located in relation to the literature 1.) Have a brief review of the Study and
of the other regions of the country. appreciation of the literature of the region
2.) Prepare the students for the Oral Examination. where the school is located in relation to the
literature of the other regions of the country.
A. Reviewing previous lesson or presenting the new 2.) Prepare the students for the Quizbee
lesson.

on
#1
ati
ee
#2
in
iz b
m
Assessment 3)
xa
Qu
in
H. daily living
Making generalizations and abstraction about the
E
al
lesson
Or
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
didWhat
F. this work?
G. What innovation
me solve?
teachers?

DAILY LESSON
Teaching
LOG Date and January 16,18,19,20 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
The learner does a self- and/or peerassessment of the creative adaptation of a literary text,
based on rationalized criteria, prior to presentation.
Write the LC Code
N12Lit-Ie-31.3
II. CONTENT ORAL EXAMINATION

A. References

V. PROCEDURE
1.) Have a brief review of the Study and appreciation of the literature of the region where
the school is located in relation to the literature of the other regions of the country.
2.) Prepare the students for the Oral Examination.
lesson.

on
#1
ati

#2
in

m
Assessment 3)
xa
in daily living
E
al
lesson
Or
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area
and the World
Quarter 1st
SESSION 3 SESSION 4

s
m
xa
rE
te
ar
Qu
ird
Th
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and January 23,25,26,27 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature
The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world 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 r
B. Performance Standard
2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper that interprets literary texts u
C. Learning Competencies/ Objectives The learner appreciates the cultural and aesthetic diversity of literature of the world
Write the LC Code N12Lit-IIc-33
II. CONTENT THE FEMALE VOICE

A. References

V. PROCEDURE
1.) Why do you think history is called "history" istead of "herstory"? What does this reveal
about the roots of history?
2.) Do you think womens' voices, and their perspectives, have been heard and chronicled as
A. Reviewing previous lesson or presenting the new faithfully as men's perspectives? Do you think so?
lesson. 3.) What is the importance of female perspective?
B. Establishing a purpose for the lesson The students watch a video of a the epic poem The Odyssey.
C. Presenting examples/instances of the new lesson Class discussion about The Odyssey
#1 Presentation of the Background Knowledge regarding The Odyssey by Homer

Reading and Interpretation of the story entitled, "A Low Art" by Margaret Atwood.
#2
Assessment 3) Teacher asks the Guide Questions on page 94.

in daily living In a small group, retell a story from a different perspective and show this in a form of skit.
H. Making generalizations and abstraction about the Rubric: 50% Understanding of the Characters in the Story; 50% Creativity
lesson
Research: The teacher divides the class into groups and assign them to look for the
following as images on the Internet: Japanese Teacups, Japanese Silk, Silkworms, Silkworm
Eggs, Fish Eggs, Samurai, Japanese Women in Traditional Dress, Japanese House with Rice
Paper Panels, Kimono, Bow in Japanese Culture
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
21st Century Literature from the Philippines and the
Learning Area World
Quarter 1st
SESSION 3 SESSION 4
ate literary texts in various genres across national literature and cultures.
ry literature of the world through:

and theme, with a description of its context derived from research;
the writer or a critical paper that interprets literary texts using any of the critical approaches; and
ural and aesthetic diversity of literature of the world

N12Lit-IIc-33
LOVE IN A STRANGE PLACE
Pages 96-100
1.)What do you think of the concept of love at first sight
2.) Is it possible to fall inlove with someone even if you don't share a common language or culture?
3.) What do you think of romantic relationships between people from different countries? Do you
think they are doomed to fail? Why?
Show and Tell per group
Presentation of the Background Knowledge about Japan and how it was closed off from the world
for 200 years.
Reading and Interpretation of the story entitled, "Silk" by Alessandro Baricco
Ask the students the Guide Questions on Page 99-100
Ask the students: "What are the nonverbal ways to show one's love?"; "Do you think that when it
comes to love, words are more important than actions or is it the other way around?"
Divide the class into five groups and let them perform a short drama about love without using any
words, using only gesture, expression and movement.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and January 30 & Feb 1,2,3 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
A. Content Standard The learner will be able to understand and appreciate literary texts in variou
The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a descrip
B. Performance Standard 2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical pa
C. Learning Competencies/ Objectives The learner appreciates the cultural and aesthetic divers
II. CONTENT SAMURAI DAUGHTERS
A. References
3. Textbook pages 101-109
V. PROCEDURE
1.) What do you know about Japanese Society?
2.) What stereotypes exist when we talk about Samurai?
A. Reviewing previous lesson or presenting the new 3.) What are your expectations when it comes to Samurai women? Why do you expect this?
lesson.

Vocabulary Building
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge regarding arranged marriages in Japan
#1
E. Discussing new concepts and practicing new skills Reading and Interpretation of the story entitled, "The Strangeness of Beauty" by Lydia
#2 Minatoya.
F. Developing Mastery ( Leads to formative Teacher asks the Guide Questions on page 108.
Assessment 3)
in daily living The excerpt has numerous translations of Japanese words or concepts into English. Let the
H. Making generalizations and abstraction about the students write them as well as the meaning of each word.
lesson
Using the translations, the students create a Guide Book to Japan with a small group. Find
I. Evaluating Learning pictures or illustrations, or sketch and color images that can help readers understand the
meanings of the words.
J. Additional activities for application or remediation In small groups, research about the precolonial Mexico and their culture before the
Spaniards came. Describe their landmarks, cultural practices, and religion.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area World
Quarter 1st
SESSION 3 SESSION 4
e literary texts in various genres across national literature and cultures.
y literature of the world through:

nd theme, with a description of its context derived from research;
he writer or a critical paper that interprets literary texts using any of the critical approaches; and

N12Lit-IIc-33
THE COLONIZER'S TONGUE
Pages 110-114
1.)What is the power of the word?
2.) The Spaniards also subjugated other cultures and nations. What other countries do you know
were colonized by Spain?
3.) What problems can occur when there are two cultures and two languages that coexist in one
place?
Sharing of the research data per group.

Presentation of the Background Knowledge about the Aztec Empire.
Reading and Interpretation of the story entitled, "Malinche" by Laura Esquivel
Create a poster that has a Venn Diagram about the differences in world view of Malinalli and Cortes.
Oral Recitation
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and Feb 6,8,9,10 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
A. Content Standard The learner will be able to understand and appreciate literary texts in various gen
The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world throu
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description
B. Performance Standard
2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper th
C. Learning Competencies/ Objectives The learner appreciates the cultural and aesthetic diversity of
II. CONTENT THE SELF
A. References
V. PROCEDURE
1.) What would you think if your child were born with six fingers on each hand? Why?
2.) At what age do you think a person has a very sure sense of self? Explain your answer.
A. Reviewing previous lesson or presenting the new 3.) Do you think we are surer of ourselves when we were children? Or are we surer of
lesson. ourselves as adults?
B. Establishing a purpose for the lesson In a small group of four to five students, discuss the time when people were more confident
and sure of their identities-was is during childhood or during adulthood? Write the reasons
C. Presenting examples/instances of the new lesson you think it might be either, and report this in class.
D. Discussing new concepts and practicing new skills Let the students answer the question on page 116.
#1
Reading and Interpretation of the story entitled, "The Valley of Amazement" by Amy Tan.
#2
F. Developing Mastery ( Leads to formative Teacher asks the Guide Questions on page 117-118.
Assessment 3)
in daily living Recall Abraham Maslow's hierarchy of needs. Discuss with the class the need for self-
H. Making generalizations and abstraction about the actualization and what it entails.
lesson
What does it mean to be true to oneself? Let the students answer the question in a short
essay, double spaced.
J. Additional activities for application or remediation Bring magazines and newspapers that can be cut out.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
didWhat
F. this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area
World
Quarter 1st
SESSION 3 SESSION 4
d appreciate literary texts in various genres across national literature and cultures.
1st century literature of the world through:

of form and theme, with a description of its context derived from research;
ader and the writer or a critical paper that interprets literary texts using any of the critical approaches; and
es the cultural and aesthetic diversity of literature of the world

N12Lit-IIc-33
THE BODY
Pages 119-121
1.)How do you feel about your body?
2.)What kind of body is idealized in today's society? Do you agree with this ideal? Why or why not?
3.) Do women have a harder time than men do when it comes to the standards of society regarding
beauty and body image? Or do they both have to deal with the same issues today?
In a small group, pick images that you think conform to the standards of society regarding beauty
and body image
Presentation of the Background Knowledge about fashion industry.

Reading and Interpretation of the story entitled, "The Good Body" by Eve Ensler
Let the students write an essay about the way they look.
With a small group, let the students write one scene about body image in the Philippines. Let them
choose one of their group mates to perform the scene.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and Feb 13,15,16,17 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
II. CONTENT THE STRANGE
A. References
V. PROCEDURE
1.) What do you think of people with autism? Why do you think this way?
2.) Do they go through a lot of discrimination in today's society?
A. Reviewing previous lesson or presenting the new 3.) Do you know anyone who has autism? Are they different from what you thought they
lesson. would be like? Are they different from the way popular culture portrays them?

Let the students create a K-W-L chart about autism.
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge about autism
#1
E. Discussing new concepts and practicing new skills Reading and Interpretation of the story entitled, "The Curious Incident of the Dog in the
#2 Night Time" by Mark Haddon.
F. Developing Mastery ( Leads to formative Teacher asks the Guide Questions on page 124
Assessment 3)
in daily living Show pictures of persons with disabilities who took part in the Special Olympics. Ask the
H. Making generalizations and abstraction about the class the question: Do you think you could ever achieve such athletic greatness even when
lesson the odds are stacked up against you?
I. Evaluating Learning With a small group, let the students create a Manifesto about your actions regarding
children with special needs.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area World
Quarter 1st
SESSION 3 SESSION 4


N12Lit-IIc-33
THE ARCHIPELAGO
126-129
1.)In your opinion, what do foreigners think of the Philippines?
2.)What are some of the things that we think are normal but foreign people might consider strange?
3.) Do you think Manila is a good representation of the rest of the Philippines?
Let the students choose their partner and discuss how they feel about Manila. Let them answer the
question: "Do you think it is a city that is progressing or decaying?" Let them enumerate the reasons
for their answer.
Presentation of the Background Knowledge about Manila Bay.
Reading and Interpretation of the story entitled, "TheTesseract" by Alex Garland
As a class, discuss how the American point of view affects your appreciation of the Philippine
Society.
Ask the students the question: "Is the American perspective something you consider welcome or is it
unwelcome?"
Read and research about Turkey and print out photographs pf Turkey. Find out about the following:
religion, contemporary history, climate, ethnic groups, geography.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and Feb 20,22,23,24 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
II. CONTENT HOMECOMING
A. References
V. PROCEDURE
1.) What do balikbayans feel when they return to the Philippines?
A. Reviewing previous lesson or presenting the new 2.) What feelings do you have when you feel at home?
lesson. 3.) After leaving one's home country, why would anyone want to return?

Group Presentation of the research data about Turkey.
#1 Presentation of the Background Knowledge about Kars Turkey.
#2 Reading and Interpretation of the story entitled, "Slience of Snow" by Orhan Pamuk.
Assessment 3)
in daily living Find where Kars is located on the world map. Why did the author pick this location? Would
H. Making generalizations and abstraction about the you like to visit the place someday? Why or why not?
lesson
Let the students think of a place in the Philippines that is not known to the rest of the
I. Evaluating Learning world. Create a short mini brochure of that place, complete with descriptions of its way of
life, climate, cultures, and tradition.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area World
Quarter 1st
SESSION 3 SESSION 4


N12Lit-IIc-33
DIFFERENCES
136-139
1.)What do you think about Afghanistan?
2.)What do you think about Muslims?
3.) What stereotypes about Afghans and Muslims do we find in society? Do you think these
stereotypes are true or false?
Show and Tell per Group

Presentation of the Background Knowledge about Afghanistan.
Reading and Interpretation of the story entitled, "A Thousand Splendid Suns" by Khaled Hosseini
Think of old and new Filipino songs. Do you think any of them oppress female rights? Do you think
any of them encourage negative beliefs about women?
Graded Recitation
Read and Research on the Holocaust in World War II. Read on the concentration camps, the
experiments, and the stigma suffered by the Jews in Germany and other parts of Europe.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and Feb 27 & Mar 1,2,3 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
II. CONTENT THE IMMIGRANT
A. References
V. PROCEDURE
1.) Why do you think people migrate to the United States of America?
A. Reviewing previous lesson or presenting the new 2.) If you had the chance, would you migrate to America even if it meant leaving your family
lesson. behind?
3.) What do you know about the Jewish Holocaust?

Group Presentation of the research data about the Holocaust in World War II
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge about the excerpt.
#1
E. Discussing new concepts and practicing new skills Reading and Interpretation of the story entitled, "The Amazing Adventures of Kavalier and
#2 Clay" by Michael Chabon.
Assessment
G. 3)
Finding practical applications of concepts and skills
in daily
H. Makingliving
generalizations and abstraction about the Kinesthetics/Skit
lesson Let the class choose which one they thought was the best skit. Let them evaluate its
I. Evaluating Learning strength and weaknesses and how it helped them understand the excerpt better.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area World
Quarter 1st
SESSION 3 SESSION 4


N12Lit-IIc-33
LIFE AND DEATH
143-146
1.)Why do people climb mountains?
2.)Why do people defy their parents in order to get married?
3.) Do you believe in premonitions? Why or why not?
Presentation of the Pictures about several places in India.

Presentation of the Background Knowledge about the excerpt.
Reading and Interpretation of the story entitled, "The Folded Earth" by Anuradha Roy

Ask the class the question: "What do people do to cope with the death of their loved ones?"
Let the students predict Maya's next action in the novel by writing it themselves.
Ask the students: "What does it make you realize about life, love, and death?"
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and Mar 6,8,9,10 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
II. CONTENT THE OTHER FAMILY
A. References
V. PROCEDURE
1.) Have you ever wished that you had a different mother or father?
A. Reviewing previous lesson or presenting the new 2.) What would you like to change about your parents?
lesson. 3.) Would you ever want to spend time with another mother, someone like your mother but
interesting?

Show pictures of Coraline to the class.
D. Discussing new concepts and practicing new skills Presentation of the Background Knowledge about the Coraline.
#1
#2Developing Mastery ( Leads to formative Reading and Interpretation of the story entitled, "Coraline" by Neil Gaiman.
F.
Assessment 3)
G. Finding practical applications of concepts and skills Teacher asks the Guide Questions on page 141
in daily living
lesson Let the class predict about what happens with Coraline's relatinship with the other mother.
With their group, let them create an illustreted version of their story and present it in class.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area World
Quarter 1st
SESSION 3 SESSION 4


N12Lit-IIc-33
THE RUNAWAY
151-155
1.)Why do children or teenagers run away from home?
2.)Why are friends important to children or teenagers?
3.) When do you know that certain friendships are more important than others?
Class Sharing about an unforgettable friend/ group of friends.

Presentation of the Background Knowledge about the author.
Reading and Interpretation of the story entitled, "The Boy named Crow" by Haruki Murakami
This story inhabit the liminal zone between realism and fable as described by John Wray. Ask the
students the following questions: "What does the word 'liminal' mean?"; "Do you agree with what
John Wray said?"
Let the learners pretend that they are the protagonist. What letter would they write to the father?
Let them write a letter.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and Mar 13,15,16,17 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
II. CONTENT THE CHOICE
A. References
V. PROCEDURE
1.) How would you describe the bond between mother and child?
A. Reviewing previous lesson or presenting the new 2.) Has anyone in your family ever died? How hard was it to recover from the loss?
lesson.

Small Group Discussion - In small groups, discuss zombie films, television shows, and comic
C. Presenting examples/instances of the new lesson books that you may have read or watched. Find out why they seem to be so popular?
#1 Presentation of the Background Knowledge about the Zombies.
E. Discussing new concepts and practicing new skills Reading and Interpretation of the story entitled, "The Forest of Hands and Teeth" by Carrie
#2 Ryan.
Assessment 3)
in daily living Take note of the societal institutions that remained in the village after the Return. What are
H. Making generalizations and abstraction about the they? How do they mimic the social institutions we have in today's society?
lesson
From the excerpt you had just read, let the students create a short comic entitled Mary and
I. Evaluating Learning Harry: A Zombie Love Story.
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area World
Quarter 1st
SESSION 3 SESSION 4


N12Lit-IIc-33
DYSTOPIA
164-167
1.)What is the importance of science fiction? What is the relationship between science fiction and
reality?
2.)Why are people beginning to argue that food should come from locaal sources?
3.) Do you think capitalism can have negative effects on the environment?
Class Sharing about genetic engineering.
Presentation of the Background Knowledge about the excerpt.
Reading and Interpretation of the story entitled, "Happicuppa" by Margaret Atwood
Let the students decide whether they believe that genetic engineering is a blessing or a curse.
Create a written advertisement regarding your decision.
Noted by:
VERLA T. CRISTOBAL
Principal IV
DAILY LESSON
Teaching
LOG Date and Mar 20,22,23,24 2017/7:45-8:45; 11:00-12:00; 2:15-3:15; 3:30-4:30
Time
SESSION 1 SESSION 2
I. OBJECTIVE:
II. CONTENT
A. References
3. Textbook pages
V. PROCEDURE
lesson.
#1
Poem Recitation
#2
Assessment
G. 3)
Finding practical applications of concepts and skills
in daily
H. Makingliving
generalizations and abstraction about the
lesson
V. REMARKS
VI. REFLECTION
fore
C. Didremediation.
have
lesson to require
remediation
did this work?
G. What innovation
me solve?
teachers?
Checked by:
ROVINA N. CRISTOBAL
HT - III
Grade Level 11
Learning Area World
Quarter 1st
SESSION 3 SESSION 4


N12Lit-IIc-33
Final Examination
Noted by:
VERLA T. CRISTOBAL
Principal IV

21st Century Literature

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School URBIZTONDO NATIONAL HIGH SCHOOL Grade Level 11

SESSION 1 SESSION 2 SESSION 3 SESSION 4

3. Textbook pages Pages 2-5 Pages 6-8

J. Additional activities for application or remediation

ROVINA N. CRISTOBAL VERLA T. CRISTOBAL

SESSION 1 SESSION 2 SESSION 3 SESSION 4

3. Textbook pages Pages 9-13 Pages 14-19

ROVINA N. CRISTOBAL VERLA T. CRISTOBAL

SESSION 1 SESSION 2 SESSION 3 SESSION 4

II. CONTENT POVERTY GENDER INEQUALITIES

3. Textbook pages Pages 22-25 Pages 26-30

H. Making generalizations and abstraction about the

J. Additional activities for application or remediation

ROVINA N. CRISTOBAL VERLA T. CRISTOBAL

II. CONTENT THE JUSTICE SYSTEM

3. Textbook pages Pages 31-34

E. Discussing new concepts and practicing new skills

F. Developing Mastery ( Leads to formative

H. Making generalizations and abstraction about the

J. Additional activities for application or remediation

y Philippine literature from the regions through:

Volunteer Students share their answers in the class.

Ask the students the Guide Questions on Page 38

II. CONTENT IDENTITY

3. Textbook pages Pages 40-48

B. Establishing a purpose for the lesson

D. Discussing new concepts and practicing new skills

E. Discussing new concepts and practicing new skills

F. Developing Mastery ( Leads to formative

H. Making generalizations and abstraction about the

J. Additional activities for application or remediation

y Philippine literature from the regions through:

Research about the following: a. Aborigines in Australia b. Immigration issues in Australia c.

Volunteer Students share their answers in the class.

Presentation of the Background Knowledge about the topic.

Ask the students the Guide Questions on Page 51

The learner produces a creative representation of a literary text by applying multimedia

II. CONTENT VIRTUAL REALITIES

3. Textbook pages Pages 54-61

E. Discussing new concepts and practicing new skills

F. Developing Mastery ( Leads to formative

J. Additional activities for application or remediation

y Philippine literature from the regions through:

The learner produces a creative representation of a literary text by applying multimedia

SCIENCE FICTION AND SOCIETY

List down the advantages and disadvantages of technology.

Volunteer Students share their answers in the class.

Presentation of the Background Knowledge about the topic.

Ask the students the Guide Questions on Page 74

Present to the class a Note on the Text on page 74.

SESSION 1 SESSION 2 SESSION 3 SESSION 4

3. Textbook pages Pages 76-88 Page 88

A. Reviewing previous lesson or presenting the new

G. Finding practical applications of concepts and skills

H. Making generalizations and abstraction about the

ROVINA N. CRISTOBAL VERLA T. CRISTOBAL

SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learner does a self- and/or

3. Textbook pages Pages 1-88 Pages 1-88

B. Establishing a purpose for the lesson

E. Discussing new concepts and practicing new skills

F. Developing Mastery ( Leads to formative

ROVINA N. CRISTOBAL VERLA T. CRISTOBAL

II. CONTENT ORAL EXAMINATION