School Pantalan Senior High School Grade Level G11 (HE-Tenorio & STEM J.

Caisip )
st
Lesson Teacher Dulce Amor M. Ermita Learning Area 21 Century Literature from the Philippines and the World
Teaching Date August 24-27, 2020 Quarter Quarter 1
Exemplar Teaching Time 1:00-2:00, 2:00-3:00 No. of Days 4

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners will be able to
understand and appreciate
the elements and contexts of
21st Century Philippine
Literature from the regions
B. Performance Standards The learner will be able to
demonstrate understanding
and appreciation of 2st
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.
The learners 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 2st
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.
The learners 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 2st
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.
The learners 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 2st
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.

C. Most Essential Learning
Competencies (MELC)
(If available, write the indicated MELC)
Writing a close analysis and
critical interpretation of
literary texts and doing an
adaptation of these require
from the learner the ability
to identify:
a. the geographic, linguistics
and ethnic dimensions of
Philippine literary history
Writing a close analysis and
critical interpretation of
literary texts and doing an
adaptation of these require
from the learner the ability to
identify:
a. the geographic, linguistics
and ethnic dimensions of
Philippine literary history from
Writing a close analysis and
critical interpretation of
literary texts and doing an
adaptation of these require
from the learner the ability to
identify:
a. the geographic, linguistics
and ethnic dimensions of
Philippine literary history
Writing a close analysis
and critical interpretation
of literary texts and doing
an adaptation of these
require from the learner
the ability to identify:
a. the geographic,
linguistics and ethnic
dimensions of Philippine

II. CONTENT
III. LEARNING RESOURCES
A. References
e. Teacher’s Guide Pages
f. Learners Material Pages
g. Textbook Pages
h. Additional Materials from
Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURES
E. Introduction
from pre-colonial to the
contemporary.
Different Periods Of
Philippine Literature
 Powerpoint
 Youtube
https://www.scribd.com/pre
sentation/369218985/Autho
rs-From-The-Different-
Regions-in-the-Philippines
Arrange the jumbled letters.
1. ERP-OOCLLAIN IEOPRD-
pre-colonial period
2. AINSPH OOIAIONTZNLC-
Spanish Colonization
3. AIOAIICTSLNTN EODIPR-
Nationalistic period
4. EAAIMRC OOIALLC-
American colonial
5. AAEENSPJ
UOAIONNTPCC- Japanese
Occupation
6. OEOAYRRPMTNC POIRDE-
Contemporary Period
pre-colonial to the
contemporary.
Different Periods Of
Philippine Literature
 Powerpoint
 Youtube
https://www.scribd.com/pres
entation/369218985/Authors-
From-The-Different-Regions-
in-the-Philippines
Arrange the jumbled letters.
1. ERP-OOCLLAIN IEOPRD-pre-
colonial period
2. AINSPH OOIAIONTZNLC-
Spanish Colonization
3. AIOAIICTSLNTN EODIPR-
Nationalistic period
4. EAAIMRC OOIALLC-
American colonial
5. AAEENSPJ UOAIONNTPCC-
Japanese Occupation
6. OEOAYRRPMTNC POIRDE-
Contemporary Period
from pre-colonial to the
contemporary.
Different Periods Of
Philippine Literature
 Powerpoint
 Youtube
https://www.scribd.com/pre
sentation/369218985/Author
s-From-The-Different-
Regions-in-the-Philippines
Arrange the jumbled letters.
1. ERP-OOCLLAIN IEOPRD-
pre-colonial period
2. AINSPH OOIAIONTZNLC-
Spanish Colonization
3. AIOAIICTSLNTN EODIPR-
Nationalistic period
4. EAAIMRC OOIALLC-
American colonial
5. AAEENSPJ UOAIONNTPCC-
Japanese Occupation
6. OEOAYRRPMTNC POIRDE-
Contemporary Period
literary history from pre-
colonial to the
contemporary.
Different Periods Of
Philippine Literature
 Powerpoint
 Youtube
https://www.scribd.com/
presentation/369218985/
Authors-From-The-
Different-Regions-in-the-
Philippines
Arrange the jumbled
letters.
1. ERP-OOCLLAIN
IEOPRD-pre-colonial
period
2. AINSPH
OOIAIONTZNLC- Spanish
Colonization
3. AIOAIICTSLNTN
EODIPR- Nationalistic
period
4. EAAIMRC OOIALLC-
American colonial
5. AAEENSPJ
UOAIONNTPCC- Japanese
Occupation
6. OEOAYRRPMTNC
 POIRDE- Contemporary
Period
F. Development  The learners will answer  The learners will answer  The learners will answer  The learners will
the 10-item activity to the 10-item activity to test the 10-item activity to answer the 10-item
test their prior their prior knowledge test their prior knowledge activity to test their
knowledge about the about the different periods about the different prior knowledge about
different periods of of Philippine Literature. periods of Philippine the different periods
Philippine Literature.  Subject teacher will Literature. of Philippine
 Subject teacher will present a video about the  Subject teacher will Literature.
present a video about the development of Philippine present a video about the  Subject teacher will
development of Literature. development of present a video about
Philippine Literature. (https://www.youtube.com/ Philippine Literature. the development of
(https://www.youtube.com/ watch?v=5MhR0jQnaME) (https://www.youtube.com/ Philippine Literature.
watch?v=5MhR0jQnaME) watch?v=5MhR0jQnaME) (https://www.youtube.co
DIFFERENT PERIODS OF m/watch?
DIFFERENT PERIODS OF PHILIPPINE LITERATURE DIFFERENT PERIODS OF v=5MhR0jQnaME)
PHILIPPINE LITERATURE  Pre- colonial period (--BC PHILIPPINE LITERATURE
1. Pre- colonial period (-- to 1564)  Pre- colonial period (--BC DIFFERENT PERIODS OF
BC to 1564)  Spanish colonization to 1564) PHILIPPINE LITERATURE
2. Spanish colonization period (1565-1863)  Spanish colonization  Pre- colonial period (--
period (1565-1863)  Nationalistic/propaganda period (1565-1863) BC to 1564)
3. Nationalistic/propagan and revolutionary period  Nationalistic/propaganda  Spanish colonization
da and revolutionary (1864-1896) and revolutionary period period (1565-1863)
period (1864-1896)  American colonial (1910- (1864-1896)  Nationalistic/propaga
4. American colonial 1930)  American colonial (1910- nda and revolutionary
(1910-1930)  Japanese occupation 1930) period (1864-1896)
5. Japanese occupation (1942-1944)  Japanese occupation  American colonial
(1942-1944)  Contemporary/Modern (1942-1944) (1910-1930)
6. Contemporary/Modern Period (1960-present)  Contemporary/Modern  Japanese occupation
Period (1960-present) Period (1960-present) (1942-1944)
 Contemporary/Moder
n Period (1960-
present)

G. Engagement Learners will choose at least Learners will choose at least Learners will choose at least Learners will choose at
one of the literary forms one of the literary forms one of the literary forms least one of the literary
during pre-colonial period during pre-colonial period during pre-colonial period forms during pre-colonial
specifically oral literature. specifically oral literature. specifically oral literature. period specifically oral

H. Assimilation
V. REFLECTION
I understand that _____________.
I realize that _________________.
They will create their own
literary piece.
ORAL LITERATURE
1. Riddles
2. Proverbs
3. Tanaga
4. Folk songs (Hele,
ambahan, kalusan, tagay)
*attached to this exemplar
the RUBRICS that will be use
to the class.
Learners will create a poem
that will discuss the
geographic, linguistic, and
ethnic dimensions of
Philippine literary history
from pre-colonial to the
contemporary.
The learners, in their
notebook, journal or
portfolio will write their
personal insights about the
lesson using the prompts
below:
I understand that
_____________.
I realize that
_________________.
They will create their own
literary piece.
ORAL LITERATURE
1. Riddles
2. Proverbs
3. Tanaga
4. Folk songs (Hele, ambahan,
kalusan, tagay)
*attached to this exemplar the
RUBRICS that will be use to
the class.
Learners will create a poem
that will discuss the
geographic, linguistic, and
ethnic dimensions of
Philippine literary history from
pre-colonial to the
contemporary.
The learners, in their
notebook, journal or portfolio
will write their personal
insights about the lesson using
the prompts below:
I understand that
_____________.
I realize that
_________________.
ACTIVITY:
They will create their own
literary piece.
ORAL LITERATURE
1. Riddles
2. Proverbs
3. Tanaga
4. Folk songs (Hele, ambahan,
kalusan, tagay)
*attached to this exemplar
the RUBRICS that will be use
to the class.
Learners will create a poem
that will discuss the
geographic, linguistic, and
ethnic dimensions of
Philippine literary history
from pre-colonial to the
contemporary.
The learners, in their
notebook, journal or
portfolio will write their
personal insights about the
lesson using the prompts
below:
I understand that
_____________.
I realize that
_________________.
literature. They will create
their own literary piece.
ORAL LITERATURE
1. Riddles
2. Proverbs
3. Tanaga
4. Folk songs (Hele,
ambahan, kalusan, tagay)
*attached to this
exemplar the RUBRICS
that will be use to the
class.
Learners will create a
poem that will discuss the
geographic, linguistic, and
ethnic dimensions of
Philippine literary history
from pre-colonial to the
contemporary.
The learners, in their
notebook, journal or
portfolio will write their
personal insights about
the lesson using the
prompts below:
I understand that
_____________.
I realize that
_________________
.
TRUE OR FALSE: Write T if the statement is TRUE, if FALSE underline the phrase/s that makes the statement incorrect and write the correct answer on the space provided
before the given number.

TRUE 1. Epics, legends, songs, riddles and proverbs are the existing literature of the Philippine ethic group.
FOLK SONGS 2. Myths expresses hopes and aspirations as well as their loves.
LEGENDS 3. Fables usually used animal characters on their stories.
SPANISH COLONIZATION PERIOD 4. Roman alphabet started during pre-colonial period.
TRUE 5. Doctrina Christiana is the first book that was printed in the Philippines and considered as the first prayer book written in Spanish with Tagalog translation.
DIARIONG TAGALOG 6. La Solidaridad was the first native daily newspaper estabalished by Del Pilar on July 1, 1882 and his attacks were directed against the friars whom
he considered to be mainly responsible for the oppression of the Filipinos.
TRUE 7. Dr. Jose Rizal, Marcelo H. Del Pilar and Graciano Lopez-Jaena are known as Revolutionary Leaders.
AMERICAN COLONIAL PERIOD 8. Japanese period greatest contribution in Philippine Literature are the desire for freedom, love of country ad fight against colonialism
and imperialism.
FRANCISCO BALAGTAS 9. Jose Garcia Villa was known as Prince of Tagalog poets because of his masterpiece Florante at Laura.
TRUE 10. During contemporary period, Filipino poetry themes dealt with patience, regard of native culture, customs and the beauties of nature and surroundings.

RUBRICS FOR ORAL PRESENTATION

CRITERIA 1 2 4 5 TOTAL SCORE

Uh oh-no there yet!
No apparent logical order
CLARITY of presentation, unclear
focus
Lacks depth, limited
CONTENT treatment of assigned
topics. Demonstrates
limited evidence.
Delivery is repetitive with
CREATIVITY little or no variety in
presentation techniques.
Getting there! Well-doneyou’ve
got it!
Content is loosely Sequence of information
connected, transitions is well organized for the
lack clarity. most part, but more
clarity with transitions is
needed.
Only few topics are t Only some topics are t
thoroughly discussed and thoroughly discussed and
given an in-depth given an in-depth
treatment. Shows treatment. Shows
moderate evidence. moderate evidence.
Material presented with Some apparent originality
little interpretation or displayed through use of
originality. original interpretation of
presented materials.
Wow! Amazing!
Literary piece is clear
through use of specific
and appropriate
examples; transitions are
clear and create a
succinct and even flow.
In-depth and thorough
discussion of assigned
topics. Shows strong
evidence.
Exceptional originality of
presented material and
interpretation.
 Nervous, self-conscious Demonstrate recovery
SPEAKING and monotone voice. from minor mistakes.
SKILLS Voice projection is
unsatisfactorily varied in
volume and infection.
_______________________________________
SIGNATURE OF FACILITATOR
Demonstrate quick Relaxed, self-confident.
recovery from minor Show natural body
mistakes. Voice movements that develop
projection is satisfactorily enthusiasm and affect
varied in volume and audience positively. Voice
infection. projection fluctuates in
volume and infection and
sustains interest.
TOTAL

RUBRICS FOR WRITTEN WORK

CRITERIA 1 2 4 5 TOTAL SCORE
BEGINNER CAPABLE ACCOMPLISHED EXPERT
Piece had no style and Piece had little style. Piece was written in an Piece was written in an
Quality of gives no new information Gives some new interesting style. extraordinary style.
writing and very poorly information but poorly
organized. organized.
The poem does not use The poem uses 2 unique The poem uses 3 unique The poem uses 4 or more
creativity unique metaphors and metaphor and similes to metaphor and similes to unique metaphor and
similes. describe situations, describe situations, similes to describe
objects and people objects and people situations, objects and
people
The poem does not go The poem goes together The poem somewhat The poem goes perfectly
Cohesiveness together. The poems lines but needs more goes together but needs together. There is unity
and stanzas sway from cohesiveness. The poems more cohesiveness. The between lines and
the topic. lines and stanzas poems lines and stanzas stanzas, which connect
sometime sway from the sometime sway from the with the topic.
topic. topic.
The poem does not have The poem uses rhythm The poem sometimes The poem uses rhythm
Rhythm any noticeable rhythm. but may waver in a way uses rhythm but may throughout, which
that distracts the reader waver in a way that benefits the poetic tone.
and negatively affects the distracts the reader and
tone. negatively affects the
tone.
TOTAL
_______________________________________
SIGNATURE OF FACILITATOR