Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
PALAHANAN INTEGRATED NATIONAL HIGH SCHOOL
PALAHANAN 2ND, SAN JUAN, BATANGAS
School Palahanan Integrated National High School Grade Level Eleven (11)
DAILY 21st Century Literature from the
LESSON Teacher Contessa M. Alas-as, Teacher II Learning Area
Phils. And the World
LOG School Year/ 2024-2025
Teaching Dates August 26-30, 2024
Quarter 1st Quarter
Session 1 Session 2 Session 3 Session 4
SCHEDULE:
I. O B J E C T I V E S
A. Content The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
Standards
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature from the regions through:
Standards 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. 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
Competencie interpretation of literary texts and interpretation of literary texts and interpretation of literary texts and interpretation of literary texts and
s/Objectives doing an adaptation of these doing an adaptation of these require doing an adaptation of these require doing an adaptation of these
require from the learner the ability from the learner the ability to identify: from the learner the ability to identify: require from the learner the ability
to identify: a. the geographic, linguistic, and a. the geographic, linguistic, and to identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine ethnic dimensions of Philippine a. the geographic, linguistic, and
ethnic dimensions of Philippine literary history from pre-colonial to literary history from pre-colonial to ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary (EN12Lit-Id) the contemporary (EN12Lit-Id) literary history from pre-colonial to
the contemporary (EN12Lit-Id) Objectives: Objectives: the contemporary (EN12Lit-Id)
Objectives: . 1. Recognize the 3 types of poems Objectives:
1.Identify the literary forms that To assess student’s knowledge in during Japanese occupation. 1. Determine the eras in Philippine
emerged during American period. different topics about the learning 2. Create an example of haiku and literature during contemporary
2. Create a critical analysis of a area. tanaga and do comparative analysis period.
text.
3.Value the importance of 3. Appreciate the importance of 2. Create a social media status in
American colonization in the Japanese colonization to the each phase of the contemporary
development of Philippine development of Philippine literature.
Address: Palahanan 2nd, San Juan, Batangas
Telephone No: (043) 786-4188
Email: 301130@deped.gov.ph
FB Page: DepEd Tayo-Palahanan Integrated NHS Batangas
Session 1 Session 2 Session 3 Session 4
period.
3. Appreciate the influence of
Philippine contemporary literature
literature.
(in the form of music) in personal
values and perspective.
PHILIPPINE LITERATURE PHILIPPINE LITERATURE
PHILIPPINE LITERATUER
II. CONTENT UNDER JAPANESE DURING CONTEMPORARY
DURING AMERICAN REGIME
OCCUPATION PERIOD
III. LEARNING RESOURCES
A. References
1.Teacher’s Learning modules for Senior High Learning modules for Senior High Learning modules for Senior High Learning modules for Senior High
Guide pages School School School School
21st Century Literature from the 21st Century Literature from the 21st Century Literature from the 21st Century Literature from the
Philippines and the World Philippines and the World Philippines and the World Philippines and the World
2.Learner’s
Material pages
3.Additional https://www.youtube.com/watch? https://www.youtube.com/watch?
https://www.youtube.com/watch? v=61I2B0n8B- v=61I2B0n8B-
Materials from https://www.youtube.com/watch?
v=f_cpjiKQN7o&list=PLymjw6LZq7oz 4&list=PLymjw6LZq7ozhvJsOttTKLH 4&list=PLymjw6LZq7ozhvJsOttTKL
Learning v=f_cpjiKQN7o&list=PLymjw6LZq7
ozhvJsOttTKLHviGjfl2Il-&index=1 hvJsOttTKLHviGjfl2Il-&index=1 viGjfl2Il-&index=2 HviGjfl2Il-&index=2
Resource (LR)
portal
B. Other
Learning
Resources
IV. P R O C E D U R E S
A. Reviewing Daily routines Daily routines Daily routines Daily routines
previous Greetings Greetings Greetings Greetings
Lesson or Prayer Prayer Prayer Prayer
presenting the
new lesson
Session 1 Session 2 Session 3 Session 4
Checking of Attendance Checking of Attendance Checking of Attendance Checking of Attendance
Kamustahan Kamustahan Kamustahan Kamustahan
Class Rules Class Rules Class Rules Class Rules
B. Establishing a Students determine the forms of Students review of the previous Teacher presents a 5-item pretest Students will arrange the Eras in
purpose for literature during American period lesson. about the topic. Philippine literature during
the lesson through activity entitled Act it out. Contemporary Period.
Activity Students will study the poem given by Students will categorize each event
The teacher presents different The teacher presents different the teacher. (karaniwang anyo or into the correct historical period.
examples of literary text, students examples of literary text, students will Usual form of poem) Students will choose from the
will analyze the form of literature categorize whether the given text is following periods: The Rebirth of
being presented. under Spanish or American period, Teacher will ask the following Freedom (1946-1970), Period of
C. Presenting questions: Activism (1970-1972), Period of the
1. What have you observed with the
examples/ New Society (1972-1981), and
form and structure of the poem?
instances of * Students will focus on syllable
Period of the Third Republic (1981-
the new count, rhyme scheme and stanzas. 1985).
lesson 2. How will you describe the theme
and content of the poem?
* Students focus is on the central
theme, tone and mood.
3. How will you explain the style and
language used in the poem?
D. Discussing Students’ answers on previous Teacher presents the discussion of
Session 1 Session 2 Session 3 Session 4
activity will be discussed. the Philippine literature during
contemporary period.
Teacher gives additional
information about the forms of
literature during American period. Students analyze the form of The teacher presents the elements of
new concepts historical background of Philippines literature being presented. Haiku.
and practicing during American period. The
new skills #1 teacher presents a short story
during American period entitled
Footnote to Youth by Jose Garcia
Villa; students will do critical
analysis after watching the video.
E. Discussing Discussion of the contemporary
new concepts The teacher presents the elements of period.
Presentation of critical analysis about Tanaga.
and practicing
The teacher presents a short story the given literary text. (Footnote to
new skills #2
during American period entitled Youth by Jose Garcia Villa)
Footnote to Youth by Jose Garcia
Villa; students will do critical
analysis after watching the video.
F. Developing Students will create a table Students will answer the processing Activity: Poem Comparison To summarize and connect key
mastery showing the forms and examples of questions given by the teacher. ideas from the lesson students will
literary text during American period The teacher shows examples of haiku do a concept mapping.
(Leads to
and tanaga. They will compare the
Formative two types of poems in terms of form,
Assessment structure, theme and content.
3)
G. Finding From the activity on practicing skills Students will reflect on the message Writing poems can serve as a form of Students will do the activity what’s
practical #2 (watching a short story of the story by answering the emotional release and self-reflection. on your mind.
applications influenced by American period) question below: (Dealing with stress, personal
of concepts students will identify themes, challenges) Task: Create a social media status
values and cultural shifts that In what specific ways can the theme for each phase of the
and skills in originated during this time. and values of the story guide your Students will write their feelings in a Contemporary Period in Philippine
daily living Skill: Critical thinking and cultural actions, decisions, and mindset in karaniwang anyo poem or short haiku history. Your status should reflect
literacy. your daily life? to help them understand their the key themes, issues, or
Application: Understanding cultural emotions better. sentiments of each period: The
continuity and change in Rebirth of Freedom (1946-1970),
Session 1 Session 2 Session 3 Session 4
contemporary media Period of Activism (1970-1972),
Period of the New Society (1972-
1981), and Period of the Third
Republic (1981-1985).
H. Making In what ways did American The teacher will administer a What do these different forms of Activity: Reflective Journaling on
generalization colonization contribute to the formative assessment to evaluate the poetry tell us about how people "Ang Bayan Ko" by Freddie Aguilar
s and evolution of Philippine literature, students' understanding of the topic. viewed life and nature during this
abstractions particularly in terms of language, time? Objective:
themes, and literary forms, and Students will reflect on how
about the *Poetry during this period valued contemporary Philippine literature,
how did these changes shape the
lesson identity and direction of Filipino simplicity, structure, and connection in the form of music, influences
writers and their works? to nature and human experience. their personal values and
perspectives.
Note: While "Ang Bayan Ko" is a
song, it is an important piece of
contemporary Philippine literature
due to its powerful message and
historical context.
After listening to the song students
will be asked to reflect on the
following:
Personal Connection: How does
the message of "Ang Bayan Ko"
resonate with your own
experiences or feelings about your
country and its issues? Reflect on a
personal experience where you felt
a connection to the themes of the
song.
Impact on Values: In what ways
has the song influenced your
understanding of patriotism,
freedom, or social justice? Have
your views on these values been
challenged or reinforced by the
song?
Societal Reflection: How do you
see the themes of the song
Session 1 Session 2 Session 3 Session 4
reflected in current events or
societal issues today? Consider
how the song’s message relates to
contemporary social or political
situations in the Philippines or
globally.
Personal Growth: Based on your
reflection, what actions or changes
might you consider making in your
own life to align with the values
expressed in the song? How can
you contribute to addressing social
or political issues in your
community?
The teacher will give a five- item The teacher will administer a The teacher will give five- item The teacher will give a multiple-
I. Evaluating multiple choice questions to assess formative assessment to evaluate the multiple choice questions to assess choice question to assess students’
learning students’ learning. students' understanding of the topic. students’ learning. learning.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. R E F L E C T I O N
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
Session 1 Session 2 Session 3 Session 4
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 this
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Checked or Ma. Lorna A. Guño Ma. Lorna A. Guño Ma. Lorna A. Guño Ma. Lorna A. Guño
Observed: Master Teacher II Master Teacher II Master Teacher II Master Teacher II
Prepared by: Noted:
CONTESSA M. ALAS-AS ANACLETO M. GUNIO, EdD
Teacher II Principal IV
