School REGIONAL LEAD SCHOOL FOR THE ARTS IN Grade Level: 12

ANGONO
Teacher JENNIE JOIE A. MALANGIS Learning Area :
Teaching September 16, 2018 M T W TH F 21st Century Literature from the
Date G12-EDDIE ROMERO – 7:45AM-8:45AM Philippines and the World
GRADE 11
DAILY LESSON G12-ALICIA REYES – 12:25PM-1:25PM
Time Quarter: Second
LOG

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres
across national literature and cultures.
B. Performance Standard The learner will be able to demonstrate understanding and appreciation of the 21 st
Century literature of the world through:
1. 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 using any of the critical
approaches; and
2. an adaptation of a text into other creative forms using multi – media
C. Learning Competencies / 1. Identify representative texts and authors from Asia. EN12Lit-IIa-22
Objectives 2. Explain the texts in terms of literary elements, genres, and traditions.
EN12Lit – IIb-32
II. CONTENT Basic textual and contextual reading approach in the study and appreciation of
literature
 Elements, genres and traditions presented in the literary work
III. LEARNING RESOURCES
A. REFERENCES

1. TG’s Page 2. ML’s Page

3. Additional Materials from Learning
Resources (LR) Portal Text Book
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Baronda, Andrew John C., 21st Century Literature From the Philippines and The World, JFS Publishing
Services, Manila, Philippines©2016, p. 42 – 43
https://www.thefamouspeople.com/profiles/matisyahu-14264.php
https://genius.com/Matisyahu-one-day-lyrics
Review:
Have the students identify the various literary works of the world. In which geographic
location do they belong?

B. Establishing a purpose for the lesson
Motivation:
Divide the class into four. Have each group present a tableau based from a given topic.
Ask other groups to guess a word that best describes the tableau presented.
war freedom
unity joy
Have the students listen to the song “One Day” of Matisyahu.
Present the background of the singer/composer before presenting the song.
Ask:
What can you say about the song presented?
What does the singer/composer would like the audience to know?
Cite one of the issues in the society that was presented in the song.
What literary genre does the song belong?
What are the things that we need to consider in explaining the text?

C. Presenting examples/instancing of the Brainstorming

new lesson Present the elements of analyzing poems/songs.
Have each group choose one element.
Give the students ample time to brainstorm about the element assigned to them.
Have one representative from each group to share the ideas of the group.

D. Discussing new concepts and Process the explanation of each group.

practicing new skills #1 Ask:
What are the considerations in analyzing a text particularly poem/song?
What is the relevance of analyzing the text in understanding the situations that are
happening in our present society?

E. Discussing new concepts and Collaborative Work

practicing new skills #2 Have the class listen to the song “One Day” for the second time.
Divide the lyrics into four. Have the four groups interpret the text assigned to them
through interpretative dance.
Rubric:
Movements: 10

F. Developing mastery (leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Effort: 5
Creativity: 5
20
Presentation and processing of group output.
Elicit any comment from other groups about the presentation of the output.
Ask:
Why do we need to dig deeper and analyze the meaning of literary text?
How do we apply it in our daily living?
It is important to be conscious of the various aspects of a poem (lyric) such as the
author, title, the persona and the addressee, tone, imagery and symbolism, genre,
theme and appeal for they may provide essential information or clues that can be of
help to reveal the ideas that a poetic work bears.
Explain the texts in terms of literary elements, genres and traditions using the
template given.
Write an analysis of the text based from the template given.

Genre Tone, Mood, Theme

Title:
Imagery & The persona
Author: & the Addressee
Symbolisms

Appeal

Rubric:
Content Analysis 10
Mechanics and organization: 5
15
J. Additional activities for application or Search for a poem “Africa my Africa” by David Diop and write an analysis of the poem
remediation using the template presented in the previous activity.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
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: Checked by:

JENNIE JOIE A. MALANGIS AILEEN ISIDRO-CARBONELL

SHS Teacher Principal I