The document outlines a 5-day lesson plan for a Grade 12 STEM class on 21st Century Literature from the Philippines and the World. Day 1 focuses on literature during the Spanish colonization and has students analyze the text "Mariang Makiling". Day 2 also covers Spanish colonization-era literature through a performance activity. Day 3 addresses literature during the American and Japanese occupations and an activity identifying their impacts. Day 4 introduces literary criticism. Day 5 has students analyze and critique a short paper by a National Artist on writers for national unity. The overarching objectives are for students to understand elements of regional Philippine literature and demonstrate appreciation through analysis and interpretation.
The document outlines a 5-day lesson plan for a Grade 12 STEM class on 21st Century Literature from the Philippines and the World. Day 1 focuses on literature during the Spanish colonization and has students analyze the text "Mariang Makiling". Day 2 also covers Spanish colonization-era literature through a performance activity. Day 3 addresses literature during the American and Japanese occupations and an activity identifying their impacts. Day 4 introduces literary criticism. Day 5 has students analyze and critique a short paper by a National Artist on writers for national unity. The overarching objectives are for students to understand elements of regional Philippine literature and demonstrate appreciation through analysis and interpretation.
The document outlines a 5-day lesson plan for a Grade 12 STEM class on 21st Century Literature from the Philippines and the World. Day 1 focuses on literature during the Spanish colonization and has students analyze the text "Mariang Makiling". Day 2 also covers Spanish colonization-era literature through a performance activity. Day 3 addresses literature during the American and Japanese occupations and an activity identifying their impacts. Day 4 introduces literary criticism. Day 5 has students analyze and critique a short paper by a National Artist on writers for national unity. The overarching objectives are for students to understand elements of regional Philippine literature and demonstrate appreciation through analysis and interpretation.
School San Pablo City Science Integrated High School Grade Level Grade 12 STEM Sections
DAILY LESSON LOG Teacher Charisel Jeanne H. Casala
st Learning Area 21 Century Literature from the Philippines and the World Teaching Dates and Time June 24-28, 2019 Quarter First Quarter
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21 st Century Philippine Literature from the regions. The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions through: 1) a written close B. Performance Standard analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research. EN12Lit-Id-25/ EN12Lit-Id-25/ EN12Lit-Id-25/ EN12Lit-Id-25/ C. Learning Competency EN12Lit-Ie-28 EN12Lit-Ie-28 EN12Lit-Ie-28 EN12Lit-Ie-28 Philippine Literature During the Philippine Literature During the Philippine Literature During the II. CONTENT American and Japanese Introduction to Literary Criticism Spanish Colonization Spanish Colonization Colonization III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 21st Century Literature from the Philippines 21st Century Literature from the Philippines 21st Century Literature from the Philippines 21st Century Literature from the Philippines 3. Textbook pages and the World pp. 9-21 and the World pp. 9-21 and the World pp. 9-21 and the World pp112-113 4. Additional Materials from Learning Resource portal B. Other Learning Resource www.quipperschool.com IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson WORDSCAPES: Form a word using HUMAN TABLEAU. The students will TWO TRUTHS AND ONE LIE. Taking How do we provide criticisms to the B. Establishing the purpose for the the pool of letters provided in the circle. be asked to perform words that out the lies about the American and things that we usually see every lesson correspond to Spanish influence in our Japanese Literature day? Where do we base such literature through a tableau. criticisms? What are the most evident effects of What do you think are the main effect Ask the students: What are the Provide reasons and samples why C. Presenting examples/ instances both American and Japanese of Spanish colonization in the evident contributions present in each we write a critical paper/criticisms in of the new lesson colonizations in the Philippine Philippines? group’s performances? literature. traditions? Students will participate in the Battle D. Discussing new concepts and Discuss the theories and insights in Read Mariang Makiling of the Philippine Wizards on the Discuss American Literature practicing new skills #1 writing a critical paper. Spanish Conquest 2019. In the said battle, students will be Cite the preparation that people E. Discussing new concepts and able to answer and learn from each Answer Comprehension Questions Discuss Japanese Literature need to do or accomplish in writing practicing new skills #2 question and explanations shared by a critical paper. the teacher. Read the text Dead Stars by Paz Conquer the four rounds in the battle Analyzeand criticize a short paper F. Developing mastery (leads to Draw out from the text the traditions, Marquexz Benitez and identify the of Philippine wizards and enhance written by a National Artist, Edith L. formative assessment) values, beliefs and daily life underlying impact of the American their wit on the Spanish influences in Tiempo entitled Writers for National experiences evident from the text. colonization to the Philippine Philippine Literature. Unity Literature. Philippine Literature during the Philippine Literature during the Being able to draw out and identify Literary criticism is essential for it Spanish occupation was mostly Spanish occupation was mostly some features of both American and not only informs the readers of what G. Finding practical application of influenced by Christianity as well as influenced by Christianity as well as Japanese colonization make our they may discover through a literary concepts and skills in daily the European ideals of liberty and the European ideals of liberty and students wise in appreciating their text, but also shapes the society for living freedom through trade. Filipino writers freedom through trade. Filipino great and huge effect to the it criticizes the context in which the either wrote in Spanish or in their own writers either wrote in Spanish or in development of the Philippine text was written. tongue or both. their own tongue or both. Literature. What literary works were published What do the works of literature under What are the contributions made by What are the many functions of during the Spanish occupation of the the Spanish conquest reflect about both Japanese and American literary criticism? What is the H. Making generalizations and Philippines? the life of the Filipinos in those occupations to the development of importance of applying your critical abstraction about the lesson What do those works reflect about the times? What can you say about the Philippine Literature? thinking skills as a Filipino? life of Filipinos during this period in literature of the country in particular? history? I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation A. No. of learners who require additional activities for remediation who scored below 80% B. Did the remedial lessons work? No. of learners who have caught up with the lesson? C. No. of learners who continue to require remediation D. Which of my teaching strategies worked well? Why did these work? E. What difficulties did I encounter which my principal or supervisor can help me solve? F. What innovation or localized materials did I use/discover which I wish to share with other teachers?
G. 2QAD
Prepared by: CHARISEL JEANNE H. CASALA Submitted to: NELIZA P. CUASAY