DAILY LESSON PLAN

Teacher: VENREY SENM S. ECANG

Date: SEPTEMBER 10, 2018
Grade: Grade 12
Semester: 1st Semester
Subject: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Content: Basic textual and contextual reading approach in the study and appreciation of
literature
Content Standards: The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st century
literature of the world through:
2. 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
3. an adaptation of a text into other creative forms using multimedia.
Learning Competency: 3. situate the texts in the context of the region, nation, and the world
Code: EN12Lit-IIc-29
Lesson Title: The Question of Race
Lesson Overview: (See “View” on page 136-137)
This lesson explores the theme of homecoming and identity within the Filipino-american context.
a. Describe Filipino-american writing. Enumerate the three critical phases of
Filipino-american writers.
b. Read the essay “Under My Invisible Umbrella” by Laurel Fantauzzo.
c. Explain the concept of liminality.
d. This lesson tackles Filipino-American writing, liminality, homecoming, tone, and
metaphor by analysing the essay of Laurel Fantauzzo entitled “Under My
Invisible Umbrella.”
I. Objective:
K- Show a deeper understanding of the personal and social issues Filipino-Americans face.
S- Respond critically to the poem and consequently articulate this response through an
introduction to the Philippines as guide for balikbayans.
A- Appreciate the cultural and aesthetic diversity of literature of the world.
II. Subject Matter:
Topic: The Question of Race
Materials: printed copies of the lesson/topic and writing and oral
activities, board, chalk
Reference: 21st-century literature from the Philippines and the world Teacher’s Manual and textbook
Value focus: Appreciation of the concepts about race.
III. Developmental Activities:
a. Pre-activity:
Prayer
Greetings
Checking of attendance
Submission of assignments/outputs/projects (if there is/are)
Motivation:
A. Recop of the past discussion
B. Diagnose students’ knowledge by administering a diagnostic test.
Diagnostic Test:
Write true if the statement is true; write false if otherwise.
1. Filipino-American literature is usually too distant from its Philippine literature written in English counterparts.
2. Filipino-American literature does not include literary selections that were written during martial law.
3. The concern on identity makes Filipino-American literature an example of liminality.
4. Liminality refers to the metaphysical state of being neither here or there.
5. The tone reflects the readers’ emotions after reading a particular text.
b. Lesson Proper:
Activity:
Task A:
Write an Itinerary for a Balikbayan.
a. What are the things that were considered in your itinerary?
b. If you were the Balikbayan, would you appreciate your itinerary?
Task B:
If you were Balikbayan, what do you think would be the problems that you would still see in the Philippines? Elaborate
each issue by giving a specific scenario.
Issue/Concern Scenario

a. Why do you think these issues persist in the Philippines?

b. Who is/are responsible for these issues?
Task C:
Predict what the story is all about based from the title and the first paragraph.
Task D.
The essay of Fantauzzo narrates a gripping experience of a lady’s homecoming and her yearning for understanding her
identity at present. Situate yourself in the shoes of Fantauzzo. What would you feel if you will come back to your
hometown.
Beginning
a. Describe the writer at the beginning of her essay.
b. Why did the man hold the umbrella for her? How does it start to signal the main idea of the text?
c. How is the writer different from the others? What does it feel to be one of the two: brown and white?
d. Do you feel the same uneasy feeling whenever you encounter the same experience? How do you handle it?
Intermediate
e. Instead of feeling privileged, why does the writer feel sorry about her whiteness?
f. What is your reaction to Filipinas who use skin whiteners just to have the complexion that they desire? How does
it contradict with the thoughts of the people who are already white?
g. What do you feel when people show favoritism or patronage for people who have a different color?
h. According to the writer, what is the formula that she has that makes her privileged compared to others? Do you
want to have the same privileges? Why or why not?
i. Although the writer thought that she was privileged, she felt that she was still alienated in her motherland? Why do
you think so?
Advanced
j. How did Fantauzzo get her privileged status? What is the role of her parents?
k. Does Fantauzzo explain the reasons of Filipino workers for doing some unacceptable deeds to make them
reasonable? Does it make them right? Why do you think so? Who should be blamed in their plights?
l. Why is it hard to commit mistakes for Filipino servers?
m. Compare the attitude of the writer on patriotism to her brothers?
n. Does Fantauzzo display a desire to fit in? How did she show her interest?
o. Describe the two parties in the essay?
p. What do you think the title of the essay mean?
Task E:
See “Configure: A Writer Searching for Roots, The Filipino People’s White Love” on page 142-143
a. Describe the relationship of the work and the author.
b. Identify the perks that the Americans gave to Filipinos.
c. Trace the difference between the perks and the notion that the author noticed in her homecoming experience.
d. How does the author’s personal experience reflect society as a whole?

Analysis:
i. What did you discover in the activity?
ii. What do you feel about the information?
Abstraction:
1. What is the relevance of this information to the 21st century youth?

Application:
Task F:
The author demonstrates liminality in the essay. Trace the identity of the character. What makes her a white woman and
what makes her a Filipina?
White Woman Filipina

Questions:
a. What do you feel when you are confused with your place in the society?
b. What are your coping mechanisms when such things happen?
c. Is it always easy to tell who you are and who you are not? Explain
Task G:
Explore the concept of favoritism in the society. Specifically this form of favoritism may be considered ethnocentric where
a group of people thinks a certain race is higher than the rest. Aside from color, name other groups of people who
experience privilege in our society. Explain how these people experience such privileges.
Privileged People Explanation

IV. Assessment:
Task H:
Essays contain views of the writer.
Fact Opinion

Task I:
Metaphor is beautifully used in the essay. Umbrella is the metaphor that has been used in the essay. Identify the parts of
the essay where the author made mention of umbrella. Beside each incident, explain the significance of each occurrence.
Use of Umbrella as Metaphor Implication
 V. Assignment:

Task J:
Share an experience when they encountered favoritism in a certain situation.
When I experienced favoritism

Prepared By:

Venrey Senm S. Ecang, LPT, MAEd

21st-Century Literature from the Philippines and the World Teacher
 DAILY LESSON PLAN

Teacher: VENREY SENM S. ECANG

Date: SEPTEMBER 10, 2018
Grade: Grade 12
Semester: 1st Semester
Subject: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Content: Basic textual and contextual reading approach in the study and appreciation of
literature
Content Standards: The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st century
literature of the world through:
2. 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
3. an adaptation of a text into other creative forms using multimedia.
Learning Competency: 3. situate the texts in the context of the region, nation, and the world
Code: EN12Lit-IIc-29
Lesson Title: The Question of Race
Lesson Overview: (See “View” on page 136-137)
This lesson explores the theme of homecoming and identity within the Filipino-american context.
a. Describe Filipino-american writing. Enumerate the three critical phases of
Filipino-american writers.
b. Read the essay “Under My Invisible Umbrella” by Laurel Fantauzzo.
c. Explain the concept of liminality.
d. This lesson tackles Filipino-American writing, liminality, homecoming, tone, and
metaphor by analysing the essay of Laurel Fantauzzo entitled “Under My
Invisible Umbrella.”
I. Objective:
K- Show a deeper understanding of the personal and social issues Filipino-Americans face.
S- Respond critically to the poem and consequently articulate this response through an
introduction to the Philippines as guide for balikbayans.
A- Appreciate the cultural and aesthetic diversity of literature of the world.

VI. Assessment:
Task H:
Essays contain views of the writer.
Fact Opinion

Task I:
Metaphor is beautifully used in the essay. Umbrella is the metaphor that has been used in the essay. Identify the parts of
the essay where the author made mention of umbrella. Beside each incident, explain the significance of each occurrence.
Use of Umbrella as Metaphor Implication