Daily Lesson Plan in 21st Century Literature from the Philippines and the World

School: San Juan National High School Grade Level: 11

Name: Geraldine S. Sitoy Learning Area: Academic
Subject: SHS- 21st Century Literature from the Philippines and the World Date: January 13 & 14, 2020
Quarter: 4th Quarter Time: 10:51 am – 11:51 am

A.Content Standard:
The learners will be able to understand and appreciate the elements and the context of 21st century Philippines
history and literature.

B.Performance Standard:
The learners will be able to demonstrate understanding and appreciation of 21st century Philippines history and literature.

I. Objectives:
At the end of the lesson the learners should be able to:
1.Define the historical life of Jose Rizal when people write about Noli Me Tangere in the history.
2.Explain how Andres Bonifacio was inspired to revolution that it was ideological fire that forced the katipunan;
3.Appreciate the importance of literature in the Philippines.

II. Subject Matter:

Topic: The Revolution according to Raymundo Mata

References: Kto12 book first edition 2016, 21st century literature from the Philippines and the world
Instructional Materials: Textbook pages: 21st CLPW Kto12 first edition book- Chapter 1, pages 2- 5pg.

III. Procedure:

Preliminary:
Prayer
Greetings
Checking
Attendance

A. Reviewing previous lesson or presenting the new lesson:

The teacher review the lesson last meeting by asking, What are the two main parts of 21st century literature?
Establishing a purpose for the lesson

B. Motivation:

The teacher presents a topic about the reading and revolution?

C. Establishing a purpose for the lesson:

Oral recitation: Ask the learners ideas on the topic to be discussed.

1. What do you know about the publication of Noli Me Tangere and how it affected the Philippines?
2. Do you think that novels in the Philippines are as important as they used to be when the Noli MeTangere was
published? Are people still inspired by Novels?
3. What is it about reading long texts, such as short stories or novels that makes it different from reading tweets
and Facebook status posts? What is the importance of literature for the Facebook generation?

D. Presentation of the lesson:

Post your family tree on the walls of your classroom, and stroll around in order to see everyone else’s family tree.

E. Discussion:
In a short one page essay, imagine what the life of your ancestor would have been liked during the Philippine
Revolution. Judging from your family tree, create an educated guess.

F. Generalization:
Based on your family tree would he/she have been from the upper class or the lower class?

VI. Assessment Evaluation:

A. Diagnostic (assessment for learning)
Write a short essay entitled readers and society today. Try to answer the following questions in your essay.
1. Is reading still an important activity today? Why or Why not?
 2. Is the experience of reading literature more important than googling information on the internet? Why or Why not?

B. Formative (assessment as learning) Playing with the form ( Metafiction )

Imagine that you are Benigno in the story, and that you are a very religious Catholic who believes that the Philippines
should be under Spain. Write his imagined reaction to reading Noli Me Tangere, and show whether or not there would be
a shift in his perspective. Try writing it as a diary entry and make it seem as if it was written in ancient times, either through
the use of art or any other methods you can think of. Afterward, paste this diary entry on a piece of paper, and pretend
that you are the historian who found it. Write the observations and conclusions of the historian. Pass the False artifact to
the teacher.

V. Assignment: Study in advance about the death of a hero.

Prepared By: Approved By:

GERALDINE S. SITOY LOURDES C. VILLADORES

SHS-Teacher II Principal I
 Daily Lesson Plan in 21st Century Literature from the Philippines and the World

School: San Juan National High School Grade Level: 11

Name: Geraldine S. Sitoy Learning Area: Academic
Subject: SHS- 21st Century Literature from the Philippines and the World Date: January 23 & 24, 2020
Quarter: 4th Quarter Time: 10:51 am – 11:51 am

A. Content Standard:
The learners will be able to understand and appreciate literary text in various genres across national literature of
the world.

B. Performance Standard:
The learners will be able to demonstrate understanding and appreciation of 21st century literature of the world
through:
1. Critical paper that analyzes literary text 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.
2. An adaptation of a text into other creative forms using multimedia

I. Objectives:
At the end of the lesson the learners should be able to:
1. Explain the texts in terms of literary elements, genres, and traditions
2. Situate the texts in the context of the region, nation, and the world
3. Appreciate the culture and aesthetic diversity of literature of the world
EN12Lit-IIb-32
EN12Lit-IIc-29
EN12Lit-IIc-33

II. Subject Matter:

Topic: Japanese Culture and Literature

References: Internet
Instructional Materials: Laptop, Projector, Chalk

III. Procedure:

Preliminary:
Prayer
Greetings
Checking
Attendance

A. Reviewing previous lesson or presenting the new lesson:

The teacher reviews the lesson last meeting about literary genres.

B. Motivation:

Learners will have their Film Viewing about “The Secret World Arriety”

C. Establishing a purpose for the lesson:

Give the students the guide questions. Analyze using formalistic approach analysis.
1. Who is the antagonist in the story?
2. What is the theme of the story?
3. How do the symbols and the colors in the animation contribute to your understanding of
Japanese Culture?
 4. Quote a line from the film and explain in two paragraphs.
5. Enumerate 5 cultural values gained from the film

D. Presentation of the lesson:

Film Viewing
Pause the film once, discuss and explain the important parts of the film.

E. Discussion:
The teacher will ask the question:
What effect does the musical scoring give to the viewers? Does it give more meaning? Why?

F. Generalization:
Learners will be contrasting the theories with the judgments that they had during the activity.

VI. Assessment Evaluation:

C. Diagnostic (assessment for learning)
Write a short essay entitled readers and society today. Try to answer the following questions in your
essay.
1. Is reading still an important activity today? Why or Why not?
2. Is the experience of reading literature more important than goggling information on the internet?
Why or Why not?

D. Formative (assessment as learning)

Justify the figures of the characters as their own sense of touch as how they understood Japanese
Literature and Culture.

V. Assignment:
Find the meaning of each word below.
 Description
 Narration
 Anecdotes
 Characteristics
 Dialogue
 Insight

Prepared By: Approved By:

GERALDINE S. SITOY LOURDES C. VILLADORES

SHS-Teacher II Principal I
 Daily Lesson Plan in 21st Century Literature from the Philippines and the World

School: San Juan National High School Grade Level: 11

Name: Geraldine S. Sitoy Learning Area: Academic
Subject: SHS- 21st Century Literature from the Philippines and the World Date: January 27 & 28, 2020
Quarter: 4th Quarter Time: 10:51 am – 11:51 am

A. Content Standard:
The learners will be able to understand and appreciate the elements and context of 21st century Philippine
literature from the regions.

B. Performance Standard:
The learners 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 research.
2. An adaptation of a text into other creative forms using multimedia
I. Objectives:
At the end of the lesson the learners are expected to:
1. Differentiate/compare and contrast the various 21st century literary genres and the one from the
earlier genres/periods citing their elements, structures and traditions
2. Value effective communication and its various elements through collaborative exploration
and presentation
3. Contextualize communication process using schema
II. Subject Matter:

Topic: Five Brothers, One Mother

References: Compass 21st century literature from the Philippines and the
World..pp.50-57
Instructional Materials: Copy of the essay, Visual aids
EN12Lit-ld-25

III. Procedure:

Preliminary:
Prayer
Greetings
Checking
Attendance

A. Reviewing previous lesson or presenting the new lesson:

The teacher reviews the lesson last meeting about Filipino culture and traditions.

B. Motivation:

Students will be group into four. Each group will make a jingle about the lesson discussed last
meeting. 5 minutes will be given for them to prepare the presentation. Maximum of 2 minutes will be
allotted for presentation.

C. Establishing a purpose for the lesson:

Give the students the guide questions. Answer the question base on the student’s own
experience
1. What defines HOME to you?
2. If you needed to leave where you were staying now, what would you do to make yourself at
home, wherever you were staying?
 D. Presentation of the lesson:
Story Telling entitled “Five Brothers, One Mother” with reading comprehension

E. Discussion:
The teacher shares insight about the essay. Discussed and explain. Then, the teacher asks the
student the following questions:
1. How important is your mother?
2. What is a happy family to you?

F. Generalization:
The teacher and the learners will have a group sharing about how important is the family, a
home to stay and the members to complete how happy the family is.

VI. Assessment Evaluation:

E. Diagnostic (assessment for learning)
Make a reflection on the following statements”
1. Basic element of the essay and how these helped evolve creative nonfiction.
2. How important is HOME in the society?
V. Assignment:
What are the figure of speech and other literary techniques?

Prepared By: Approved By:

GERALDINE S. SITOY LOURDES C. VILLADORES

SHS-Teacher II Principal I
 Daily Lesson Plan in 21st Century Literature from the Philippines and the World

School: San Juan National High School Grade Level: 11

Name: Geraldine S. Sitoy Learning Area: Academic
Subject: SHS- 21st Century Literature from the Philippines and the World Date: January 29 & 30 , 2020
Quarter: 4th Quarter Time: 10:51 am – 11:51 am

A. Content Standard:
The learners will be able to understand and appreciate literary texts in various genres across national literature and
cultures.

B. Performance Standard:
The learners will be able to demonstrate understanding and appreciation of 21st century literature of the world

I. Objectives:
At the end of the lesson the learners should be able to:
1. Compare and contrast the various 21st century literary genres and their elements, structures and
traditions from across the globe.
2. Distinguish the literary uses of language from the non literary and understand their use as well as the
formal features and conventions of literature.
3. Identify the figure of speech and other literary techniques and devices in the text.

II. Subject Matter:

Topic: Five Brothers, One Mother

References: Compass 21st century literature from the Philippines and the
World..pp.50-57
Instructional Materials: Copy of the essay, Visual aids
EN12Lit-ld-25

III. Procedure:

Preliminary:
Prayer
Greetings
Checking
Attendance

A. Reviewing previous lesson or presenting the new lesson:

The teacher reviews the lesson last meeting about Filipino culture and tradtions.

B. Motivation:

Students will be group into four. Each group will make a jingle about the lesson discussed last
meeting. 5 minutes will be given for them to prepare the presentation. Maximum of 2 minutes will be
allotted for presentation.

C. Establishing a purpose for the lesson:

Give the students the guide questions. Answer the question base on the student’s own
experience
3. What defines HOME to you?
4. If you needed to leave where you were staying now, what would you do to make yourself at
home, wherever you were staying?
D. Presentation of the lesson:
Story Telling entitled “Five Brothers, One Mother” with reading comprehension
 E. Discussion:
The teacher shares insight about the essay. Discussed and explain. Then, the teacher asks the
student the following questions:
3. How important is your mother?
4. What is a happy family to you?

F. Generalization:
The teacher and the learners will have a group sharing about how important is the family, a
home to stay and the members to complete how happy the family is.

VI. Assessment Evaluation:

F. Diagnostic (assessment for learning)
Make a reflection on the following statements”
4. Basic element of the essay and how these helped evolve creative nonfiction.
5. How important is HOME in the society?
V. Assignment:
What are the figure of speech and other literary techniques?

Prepared By: Approved By:

GERALDINE S. SITOY LOURDES C. VILLADORES

SHS-Teacher II Principal I