SCHOOL GRADE LEVEL 11/ ABM, BP/CSS, EIM, HUMSS, HK

Dauin National High School

TEACHER LEARNING AREA 21st Century Literature from the Phil. And the World
DAILY BREGETTE TUBALLA
LESSON
July 8 -11, 2019
LOG
ABM – 8:30 – 9:30
TEACHING DATES AND TIME BP – 9:45 – 10: 45 QUARTER Quarter 1/ Week 6
CSS/EIM – 10:45 – 11:45
HUMSS – 1:00 – 2:00
HK – 2:00 – 3:00

SESSION 1 (Monday) SESSION 2 (Tuesday) SESSION 3 (Wednesday) SESSION 4 (Thursday)

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.

A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Standards
1. Inter literary meaning from literal language based on usage
2. Describe how literary meaning is created in the essay by way of characterization and structure
3. Respond critically to the essay and articulate this response through a presentation of a short biography of local woman writer from your area or region.
C. Learning Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
Competencies interpretation of literary texts and interpretation of literary texts and doing an interpretation of literary texts and interpretation of literary texts and
/Objectives doing an adaptation of these require adaptation of these require from the learner doing an adaptation of these require doing an adaptation of these require
from the learner the ability to: the ability to: from the learner the ability to: from the learner the ability to:

Infer literary meaning from literal Infer literary meaning from literal language Explain the literary biographical, Explain the literary biographical,
language based on usage based on usage linguistic, and sociocultural contexts linguistic, and sociocultural contexts
(EN12Lit-a-ld-26) (EN12Lit-a-ld-26) and discuss how they enhance the and discuss how they enhance the
text’s meaning and enrich the text’s meaning and enrich the
Analyse the figures of speech and Analyse the figures of speech and other reader’s understanding reader’s understanding
other literary techniques and devices literary techniques and devices in the text (EN12Lit-a-l3-28) (EN12Lit-a-l3-28)
in the text (EN12Lit-a-ld-27) (EN12Lit-a-le-27)
21stCentury literature from the region where the school is based in relation to the literature of other regions in various genres and forms in consideration of:
II. CONTENT Study and appreciation literary texts Study and appreciation literary texts from Study and appreciation literary texts Study and appreciation literary texts
from different regions written in different regions written in different genres from different regions written in from different regions written in
different genres covering: covering: different genres covering: different genres covering:
 1. Regions in Luzon, Visayas,
Mindanao
2. Major genres (poetry, fiction,
drama, creative nonfiction, as
well as hyper poetry, blogs,
mobile phone, testtula, chick lit,
speculative fiction, flash fiction.
Etc.)
1. Regions in Luzon, Visayas, Mindanao
2. Major genres (poetry, fiction, drama,
creative nonfiction, as well as hyper
poetry, blogs, mobile phone, testtula,
chick lit, speculative fiction, flash
fiction. Etc.);
1. Regions in Luzon, Visayas,
Mindanao
2. Major genres (poetry, fiction,
drama, creative nonfiction, as
well as hyper poetry, blogs,
mobile phone, testtula, chick lit,
speculative fiction, flash fiction.
Etc.)
1. Regions in Luzon, Visayas,
Mindanao
2. Major genres (poetry, fiction,
drama, creative nonfiction, as
well as hyper poetry, blogs,
mobile phone, testtula, chick lit,
speculative fiction, flash fiction.
Etc.)

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING concrete and manipulative materials as well as paper- based materials. Hands- on learning promote concept development.
RESOURCES

A. References TG, LM TG, LM TG, LM TG, LM

 Teacher’s
Page 38 - 44 Page 38 - 44 Page 45 – 48 Page 45 – 48
Guides/Pages

 Learner’s Materials Page 50 - 59 Page 60 - 67 Page 60 - 67

Page 50 - 59
Pages

 Textbook Pages Page 50 - 59 Page 50 - 59 Page 60 – 67 Page 60 – 67

 Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning slideshare.com slideshare.com slideshare.com
Projector, laptop, chalkboard
Resources Projector, laptop, chalkboard Projector, laptop, chalkboard Projector, laptop, chalkboard
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
IV. PROCEDURES by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.

A. Reviewing previous Respond to the following questions: Picture analysis:

lesson or  What stories about Rizal have you
presenting the new heard or read that interested you, but Review of the previous lesson
lesson were not usually covered in traditional
Review of the previous lesson
history?
B. Establishing a How was Rizal presented in formal history Discussion of Magadalena Jalandone’s What pop ups in your mind when
purpose for the (i.e. your classes, textbooks, among others) background you see this picture?
lesson and in the stories that interested you Ask each group to prepare for
their short presentation

C. Presenting Unlocking Difficulties: PowerPoint Presentation What do you remember about this
examples/instances event and how did you feel knowing
of the new lesson Biography – is an account of a Discussion about how to write a biography that there was a storm coming? Start of the presentation
person’s history written by another
person.
Autobiography – which is written by
the subject himself/herself
Characterization – is the rafting of
personality through various means.
Fabula – is the chronological order of
the events.
Syuzhet – is the organization and
orchestration of narrative
D. Discussing new Bionotes: . ASK 1: Reading of the Poem:
concepts and #1. Supply the following biographical or
practicing new Discussion of the heroes who only not historical details about Magdalena Jalandoni Continuation of the presentation
skills #1 fighting in a battles but they are as mentioned by the writer as he characterized
his subject. Quote parts of the essay to “ THE HAIYAN DEAD”
well a writer. How they utilized the
complete this basic “biodata” of the Hiligaynon
power of pen to communicate their
writer.
ideas about freedom and national Address   __________________________
identity. Discussion of the poem through
Year of Birth    ______________________ powerpoint presentation
Parents    _________________________
Schooling ________________________
First experience of Publishing ________
Her body of literary works ____________
Year of death _____________________
E. Discussing new Reading of the essay: By pair: How did the essay go beyond these
concepts and “ THE LOVE OF MAGADALENA biographical details? Plot the development of
practicing new JALANDONE” the character of Jalandoni between the period Video presentation about the Continuation of the presentation
skills #2 of her birth and death. typhoon Haiyan or Ondoy
Birth ________________________
Growing Up ______________
Discussion of the essay through
powerpoint presentation As a lady ____________________
At 75 _______________________
At 80 _______________________
F. Developing mastery Group the students into 6: Ask:
(Leads to formative  Each group will be given a metacard
assessment) and a copy of the essay. 1. How do you feel seeing the
  The group will just be given 30 minutes Working on their task devastation in the video? Continuation of the presentation
to read and discuss the essay. 2. Can we really prepare
 Creative presentation is encouraged to enough for these natural
be performed by the group. calamities? Why or why not?
 Rubrics for presentation will be the basis 3.
for grading 4 3 2 1
4 Content Relevant
3 Some ideas are not relevant
2 Not so relevant
1 No relevance at all

Collaboration
The teammates always worked from others’
ideas
G. Finding Start of working their activity. Ask: Hook the students by asking them to
practical/applicatio W What do you think inspired Jalandoni to make a mind map on the word
ns of concepts and “storm” What did you feel after reciting
become a writer? Point out specific details in
skills in daily living the poem together?
the essay that support your answer.
BORED

NO TV FLOOD

STORM

BROWNOUT HEAVY RAIN

H. Making Start of the presentation of each Ask: Group the students into 10: What do you think about the lives
generalizations and group. of the victims now?
abstractions about How did her environment affect her writing? They are going to read – aloud the
the lesson poem

I. Evaluating Learning Continuation of the presentation Essay Quiz: 10 pts. Each item
1. What do you think is the importance of
Jose Rizal in the life and work of
Jalandoni? How was this aspect explored
in the text?
2. What is the message of the text? Explain
10 items test:
1. It refers to the creative use
of language mostly in each
statement.
2. It is comparison that utilizes
connective words such as
like and as.
Understand and appreciate the
image that the poem has printed
through the play words. Describe
the areas affected by the typhoon
before, during, after, and now.
Before Yolanda During Yolanda
After Yolanda Now
J. Additional activities Read – aloud will be performed in
for application or next meeting.
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% of the
formative assessment

B. No. of learners who

require additional
activities to
remediation

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 material did I
use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

BREGETTE TUBALLA JOELOU M. AGUIRRE

Teacher 1 PRINCIPAL I
Division of Negros Oriental, DNHS