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School MALAUBANG INTEGRATED SCHOOL Grade Level HUMSS 11
Learning 21ST CENTURY LITERATURE FROM THE
Teacher EMIELOU R. CAPIRIG
Daily Lesson Area PHILIPPINES AND THE WORLD
Log
Teaching Dates and JUNE 16-20, 2025
Quarter FIRST SEMESTER- 2025-2026
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Key Standards
8:30-9:30 3:00-4:00 3:00-4:00 3:00-4:00 3:00-4:00
A. Content Standard The learner 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 21st Century Philippine literature from the regions through:
B. Performance 1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context
Standard derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to identify:
Competencies/Objectiv a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary
e Write the LC Code EN12Lit-Ia-21
for
each
Geographic, Linguistic, and Ethnic Dimensions of Philippine Identifying Representative Texts from the
II. CONTENT Literary History from Pre-Colonial to the Contemporary Regions
III. LEARNING
RESOURCES
A. References 21st Century Literature from the Philippines and the World Quarter 1 – Module
1
1.Teaching Guide pages
2.Learners Material Page 2-15 Page 16-27
pages
3.Textbook pages
4.Additional Materials
from (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Group Activity: Ask the students about their assignment, ask what their thoughts about Philippines
lesson or presenting the Divide the class into four groups, each group has 1/8 illustration Literary History while writing the essay.
new lesson board as flash cards. Flash jumbled words in the presentation (one
word at a time). The students will write their answer in the
illustration board, the first group who raised their answers
correctly will earn a point. The group that earns a lot of points is
the winner and have a prize.
1. Y H O I R S T
2. U E E L A R T I T R
3. T O E Y P R
4. K O F L SSGON
5. E P R – I H S N A S P
6. G E L D N E S
7. L O F K – A T E L S
8. E J S O R L I Z A
9. F Y A R T O B D O
10. D L A O T R U I S S
B. Establishing a Ask the students: Ask the students how do you feel about poetry? Do you find it interesting?
purpose of the lesson • “Why do we need to study literature?”
• “How Philippine literature affects our lives?”
• “How can you explain literature in your own words?”
C. Presenting examples/ Literary Timeline Read the poem “Gabu” by Carlos A. Angeles. Ask the students to listen very
instances for the new Directions: Try to complete the literary TIMELINE. Choose your carefully, and take note of words that catches their attention, and ask what
lesson answers from the given choices. are their thoughts about it.
156 156 187 189 194 194 197 198 198 2001 Ask the following questions:
5 6- 2- 8- 1- 6- 0- 1- 6- -
187 189 194 194 197 198 198 199 prese
1. What image does the poem, Gabu, try to create?
1 8 1 5 0 0 5 9 nt 2. Which word or group of words from the poem help you form this
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. image? Draw this on a separate sheet of paper.
a. Japanese Period
b. Rebirth of Freedom
c. Post EDSA
d. American Period
e. Pre-Spanish Period
f. 21st Century
g. Spanish
h. Period of Enlightenment
i. Period of Activism & New Society
j. Period of Literature in English
D. Discussing new Discuss the Literary Timeline Discuss Identifying Representative Texts from the Regions
concepts and new skills • Ask the students to give some examples of Spanish • A Taste of Philippine Poetry
#1 influences to us and in our country. • A Taste of Tagalog Essay
• Ask the students how many syllables and lines are there in • A Taste of Creative Nonfiction
haiku.
• Ask the students to read what is Folk Tales and give an
example. Same with The Epic Age, and Folk Songs.
E. Discussing new Ask them to read the sample Filipino Folktale in the Pre-Spanish Period Think-Pair-Share
concepts and new skills “The Sun and the Moon” and ask the following questions: Graphic Organizer
#2 1. What is the concern of the moon regarding his stars? Directions: Delve deeper into the poem Gabu by Carlos A. Angeles using
2. Why does the moon anger the sun? the graphic organizer. You may re-read the poem to get the details that
3. What particular phenomenon is described in the Filipino would complete the organizer. Write it in your journal.
Folktale?
F. Developing One of the songs in the Post-EDSA I era is the song Ang Bayan Read the text Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto and
mastery (Leads to Ko. Analyze and interpret the emotions of Filipinos and situations answer the following questons:
Formative of the country found in each paragraph of the song. 1. In what language was the text, Mga Agos sa Disyerto written?
Assessment) 2. What did the text aim to accomplish?
G. Finding practical What is the importance of studying our history?
applications of concepts
and skills in daily living
H. Making What is your learning in the lesson? Call a student to sum-up what have they learned in the lesson.
Generalization and
abstractions about the
lessons
I. Evaluating learning Short Quiz Read the Iliad Story. Write a close analysis and critical interpretation about
it. Put in a piece of paper, minimum of 100 words.
RUBRIC:
Criteria Needs Average Good Excellent Sco
Improvement re
Introductory Lacks an Identifies the Clearly and Identifies the
Statement introductory title, author, smoothly title, author,
statement that and text type identifies the and text type
identifies the to be title, author, in a clear,
title, author, analyzed. and text type smooth,
and text type to to be and interestin
be analyzed. analyzed. g way.
Focus/Thesis Lacks a The The The
focus/thesis focus/thesis focus/thesis focus/thesis
statement that statement statement statement
makes a clear makes a makes a makes a clear
point about the point about clear point and insightful
text. the text. about point about
the text. the text.
The analysis One or two Several Multiple well-
lacks examples relevant chosen facts
Supporting supporting from the text facts and and details
evidence evidence support the details from from the text
from the text analysis. the text strongly
support support the
the analysis. analysis.
Lacks One Two or more Relevant,
supporting quotation quotations domain-
quotations from the text from the text specific
Direct from the text, is correctly are correctly quotations are
quotations/ci or fails to use punctuated punctuated correctly
tations correct and uses and use punctuated
punctuation proper proper and use
and citation citation proper
citation style. style. style. citation style.
Lacks A few Some Varied
transition transition transition transition
Transition/li words and words and words and words
nking words phrases, or phrases phrases and phrases
and phrases transitions connect connect introduce and
used incorrectl ideas. ideas. connect ideas.
y.
Lacks a Summarizes Summarizes Summarizes
conclusion that most of the the writer’s the writer’s
summarizes the writer’s idea key ideas. key ideas in a
Conclusion writer’s ideas. s. thoughtful
and satisfying
way.
Serious errors Some errors Few errors Correct
in grammar, in grammar, in grammar, grammar,
spelling, spelling, spelling, spelling,
punctuation, punctuation, punctuation, punctuation,
Conventions and and and and
capitalization capitalizatio capitalizatio capitalization.
interfere with n. n.
reader
understanding.
J. Additional Assignment: Ask the students to make an advance reading about 21st Century Literature Genres.
activities for As a grade 11 Filipino learner, in what way you can show a sense
application for
remediation of adaptability to the diverse Philippines Literary History? State
your answer in a 3 -5 paragraph essay.
REMARKS
REFLECTION
A. No. of learners who
earned 80 % of the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve.
G. What innovation or
localized materials did I
used to discover which I
wish to share with other
teachers?
Prepared by: Checked by:
EMIELOU R. CAPIRIG
MAYBELLE B. VILLAGONZALO
SHS- Teacher Secondary School Head Teacher 1
