Grades 11 / 12
DAILY LESSON PLAN
Teaching Dates and Time
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
School SAINT FERDINAND COLLEGE Grade Level Grade 11 (ALL TRACKS)
Teacher MAY-ANN S. CAHILIG Learning Area 21st Century Literature of the
Philippines and the World
November 26-29, 2018 Semester and 2nd Semester- 1st quarter
Quarter
Day 1 Day 2 Day 3 Day 4
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 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
value the contributions of local writers value the contributions of local value the contributions of local value the contributions of local
to the development of regional literary writers to the development of writers to the development of writers to the development of
traditions regional literary traditions regional literary traditions regional literary traditions
EN12Lit-Ic-23 EN12Lit-Ic-23 EN12Lit-Ic-23 EN12Lit-Ic-23
Lengua Para Diablo (the devil ate my Prelude Prelude
words)
21st Century Literature from the 21st Century Literature from the 21st Century Literature from 21st Century Literature from the
Philippines and the World by Marikit Philippines and the the Philippines and the World Philippines and the World by
Tara A. Uychoco pg. 2-5 World by Marikit Tara A. by Marikit Tara A. Uychoco Marikit Tara A. Uychoco
Uychoco
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing
new skills
What is the meaning of safe house?
What is the persona’s character on
the story?
When man lose their job, does it
mean they lose their manhood?
How do you feel the beggars on the
street?
Group activity:
The students are task to evaluate a
Filipino food they brought inside the
classroom. More important than the
tasting of the dishes from each group,
is the students’ understanding of the
social and familial significance of each
dish.
How many Filipinos are chronically
undernourished?
Do you think there are more hungry
people in the rural or urban areas?
Each group will be given an ample
time to read the story entitled Lengua
Para Diablo. Afterwards, they will
explain what they understand on the
title and the content of the story.
Guide questions:
1. What does lengua symbolize?
2. What did the father mean by
“The devil ate my words”?
3. What does this tell us about
Philippine society?
4. Does the little girl understand
what her father means?
What is the setting of lengua
paara diablo?
Who are the characters of the
story?
What does lengua symbolize?
What did the father mean by
“The devil ate my words”?
Why does it seem acceptable in
Philippine society for husbands
to have affairs with other
women?
Is this acceptable for women?
Why or why not?
The students are tasked to find PRESENTATION OF THE REFLECTION:
the meaning of adultery and ROLE PLAY 1. Why are some people
concubinage. What do they unfaithful in their
have in common? What are marriages?
their differences? In one 2. How do people cope after
paragraph, they need to write being cheated on? Do
how they feel about this. you think they stay in their
marriages? Why?
3. Do you think men have
more extra marital affairs
that women do?
4. What is the difference
between adultery and
concubinage?
5. How does this affect the
men and women?
What is prelude?
What does Nenita feel for her
husband?
What does her herbalista friend
feel about Nenita’s husband?
Who was the man died in the
first paragraph?
 E. Developing mastery (leads to Formative
Assessment 3)
F. Finding practical applications of concepts
and skills in daily living
G. Making generalizations and abstractions
about the lesson
H. Evaluating learning
I.
Why are Filipinos already indifferent to
the problem of starvation?
What do you feel when your parents
cannot buy your needs and wants?
What is the setting and theme of the
story?
Short quiz
According to the playwright
Anton Chekhov, “If in the first
act you have hung a pistol on
the wall, then in the following
one it should be fired.
Otherwise don’t put it there”
(Simon 2010).
How does this help in the
appreciation of the story?
The students are given the task
to create a role play about
prelude and that may also
describe adultery and
concubinage in the country.
They may add a background
song to intensify the
performance.
What clues in the text helped
you to reach the conclusion?
Who killed the man?
What is the importance of the
dried purple leaves?
Evaluate their performance

Additional activities for application or

remediation

V. REMARKS
J.
http://depedshs.blogspot.com

Prepared by:
Noted by: Approved by:

EMMANUEL ROMAN MONTERUBIO ORLANDO R. MACABALLUG, MAED

MAY-ANN S. CAHILIG
SHS Coordinator Principal
SHS TEACHER