School MALAUBANG INTEGRATED SCHOOL Grade 11 CALCIUM

Level
Grade 11
Teacher EMIELOU R. CAPIRIG Learning 21ST CENTURY LITERATURE
DAILY Area FROM THE PHILIPPINES
LESSON LOG
AND THE WORLD
Teaching Dates and JULY 21-25, 2025 Quarter 1ST SEMESTER 1ST QUARTER
Time (WEEK 6)

1st Session 2nd Session 3rd Session & 4th Session

I. OBJECTIVES

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 Standards
The learner will be able to demonstrate understanding and appreciation of 21st 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; and
2. An adaptation of a text into other creative forms using multimedia

C. Learning EN12Lit-Ie-31.3
Competencies/Objectives Write Do self- and/or peer-assessment of the creative adaptation of a literary
the LC code for each text, based on rationalized criteria, prior to presentation

II. CONTENT Basic Elements of a Short Story The Canonical Authors from the Regions
III. LEARNING
RESOURCES
 1st Session & 2nd Session 3rd Session & 4th Session

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources YouTube videos Power point presentations Power point presentations
Power point presentations YouTube videos YouTube videos
Exercise sheets Exercise sheets
IV. PROCEDURES
A. Reviewing previous lesson • Review the past about the Creative Review the past lesson on Historical Overview of Philippine
or presenting the new lesson Representation of a Literary Text Literature: Post-colonial Period

B. Establishing a purpose for the Read the short story of SINIGANG Name a province for each letter of the alphabet. Try to accomplish this task in
lesson Marie Aubrey J. Villaceran two minutes. Ready? 3...2...1...Go!
A - ________________________ N - ________________________
Guide questions:
DIRECTIONS: Study the following questions B - ________________________ O - ________________________
carefully and write your answers on a separate C - ________________________ P - ________________________
sheet of paper. D - ________________________ Q - ________________________
1. Where did the story happen? E - ________________________ R - ________________________
2. Who were the characters in the story? F - ________________________ S - ________________________
3. What do you think led to the emotional separation G - ________________________ T - ________________________
of Liza from her father? H - ________________________ U - ________________________
4. What was the most interesting part of the story?
5. What was the story about? I - ________________________ V - ________________________
6. Who narrated the story? J - ________________________ W - ________________________
K - ________________________ X - ________________________
At the end of the lesson the leaners must; L - ________________________ Y - ________________________
a. demonstrate understanding of a short story; M - ________________________ Z - ________________________
b. analyze a short story by identifying its basic
elements; At the end of the lesson the leaners must;
c. appreciate the use of multimedia in sharing the
lessons learned from a short
 d. story; and a. identify the canonical writers from different regions;
e. perform a self or peer-assessment in evaluating b. determine representative texts and authors from different regions through oral
one’s world. history research;
c. name exemplars of 21st century literature from one’s own region/province;
and
d. produce a creative representation of a literary text by applying multi-media
skills.

C. Presenting examples/instances BASIC ELEMENTS OF A SHORT STORY Activity: I AM PROUD OF MY CITY: Search for your own city's hymn and
of the new lesson Basic Elements of a Short Story with copy the lyrics on the space provided below.
examples/instances to help learners understand each
one in action:

1. Characters
Definition: The people, animals, or beings in the
story.
Example:
In the story "The Ant and the Grasshopper", the ant
and the grasshopper are the main characters. The ant
is hardworking, while the grasshopper is carefree.

2. Setting
Definition: The time and place where the story
happens.
Example:
In "Cinderella", the setting includes a faraway
kingdom, Cinderella’s home, and the royal palace
during the ball.

3. Plot
Definition: The sequence of events in the story
(beginning, middle, and end).
Example:
In "Jack and the Beanstalk":
 Beginning: Jack sells the cow for magic beans.
D. Discussing new concepts  Middle: He climbs the beanstalk and enters the Young as you are, how can you contribute to the betterment of our own city?
and practicing new skills giant's world.
#1  End: He escapes with treasure and cuts down LUZON
the beanstalk. Whenever we hear the island group of Luzon, it is not surprising that the
language mostly associated with it is Tagalog. In fact, most literary works from
4. Conflict Luzon are written in this language which coined the term "Tagalog Literature"
Definition: The main problem or struggle in the story.
Example: and flourished greatly during the Japanese occupation when the English
 In "Little Red Riding Hood", the conflict is between language was strictly banned. Specifically, bulk of Tagalog Literature comes
Red Riding Hood and the wolf, who tries to trick and from Southern Luzon, Central Luzon, and National Capital Region or Metro
eat her. Manila.
5. Theme VISAYAS
Definition: The central message or lesson of the story. "It is time to restore those pieces in the voices of our poets and storytellers in
Example: the local languages'', Sugbu (n.d). The call to write in mother tongue has been
In "The Tortoise and the Hare", the theme is “slow the battle cry of many writers from the other regions relative to acknowledging
and steady wins the race.” regional and local languages.
Many critiques consider literature from Visayas as the home of hybrid forms
6. Point of View especially in their romance novels where age-old pattern like corrido (metrical
Definition: The perspective from which the story is romances) is mixed with new trends and genre mostly depicting social realities.
told.
Example: MINDANAO
 First-person: “I walked into the forest…” People from Mindanao are divided into three groups: Christian settlers (mostly
 Third-person: “She walked into the forest…” migrants from Visayas and Luzon), Moro (mainly from ARMM groups), and
Lumads (consisting of 18 ethnolinguistic groups). Being the only island of the
Philippines where majority is non-Christian, ignorance among Christians,
discrimination, and distortion are mostly felt by Muslim people. Some of the
insensitive words associated among Muslims are being immoral because they
can marry as many wives as they can, warlike, killer, and totally different from
that of Christians. The conflict in Mindanao is mostly because of two factors:
political and religious. Unfortunately, this conflict extends up to their literature
as it seems to be widely invisible or inaccessible.

1st Session & 2nd Session 3rd Session & 4th Session

Character
a. The protagonist is considered as the main
E. Discussing new concepts and character or most important of all the characters. Some Writers across the Region
practicing new skills #2 It is the character who learns something or Region Author Famous Highlight
undergoes some changes throughout the course of Work
the story. Some stories depict the protagonist as Ilocos Region Leona Nalpay a Known as the "Mother of
the hero of the story, while in other stories the Florentino Namnama Philippine Women’s
protagonist is not considered a hero as he has Literature"; wrote in Ilocano
done nothing heroic. In any case, the story always Bicol Region Angela Revolt from Expressed women's inner
revolves around the protagonist. Manalang- Hymen struggles and cultural
b. The antagonist is the character that challenges Gloria oppression
the main character. It has no concern for the well-
being of the main character. The antagonist may
be a person, the nature, the society, or any
intangible matter that contends with or creates a
problem for the protagonist.

PLOT
a. Exposition –This is the beginning of the story.
This is where the author introduces the characters,
identifies where the story is happening, and
establishes the main conflict.
b. Rising Action–This event occurs as you begin
to move throughout the story. This is where
conflicts start to build.
c. Climax– It is the most exciting part of a short
story. This is the part in the story when important
decisions are made or important things are
discovered. Visayas Marcel Banwag sa A pioneer of Cebuano
d. Falling Action– This point occurs after the Navarra Banwa literature
climax as the problems in the story start to work
Mindanao Telesforo Batbat hi Wrote in Cebuano and
themselves out. The excitement becomes less and
Sungkit Jr. Udan Higaonon; depicts indigenous
less as the conflict is resolved.
life
Tagalog Lazaro Maganda Advocated Filipino
Region Francisco Pa ang nationalism and social justice
Daigdig
F. Developing mastery A. DIRECTIONS: Identify the six (6) elements
from the short story Sinigang.
1. Setting :
___________________________________________
____________
2. Characters :
___________________________________________
____________
3. Plot :
___________________________________________
____________
4. Conflict :
___________________________________________
____________
5. Theme :
___________________________________________
____________
6. Point of View :
____________________________________________
___________
G. Finding practical applications Activity 1: Act It Out
of concepts and skills in daily Directions: Choose a part in the story, Sinigang, A. FEATURE WRITING: Search online or visit the local library
living which you find the most to look for some lesser-known authors who seem to be promising for you.
Write a 500-word feature article on a Filipino contemporary (21st century)
interesting. Then, produce a three-minute video of it noteworthy author of your choice. Be sure to provide the following
using the characters’ lines and information:
depicting their feelings. You may involve a friend 1. background of the author;
or a family member in the video. 2. a short overview of his/ her literary works; and
3. a short sampling of the work's content with your commentary.
DIRECTIONS: Reflect on the short story, “Sinigang”, Highlight this author's contribution to contemporary literature. Use a separate
by Maria Aubrey J. Villaceran and answer the sheet for this activity.
questions below. Write your answers on a separate
H. Making sheet of paper. PARAGRAPH COMPLETION: Fill in the missing words to complete each
generalizations and 1. What significant lesson have you learned from statement below.
abstractions about the the story? How will you apply it in your own 1) ____________________ authors are highly esteemed and well-respected
lesson life? writers who have contributed greatly in the field of 2) ____________________.
2. Why do you think some married men commit Filipinos should read as much literature from other 3) ____________________
extramarital affair? as well to have a bigger picture of what we are as a nation. Literature from 4)
3. React on this: It is ordinary in our Filipino ____________________, as the center of government agencies, well-known
culture for husbands to commit adultery and universities, and big publishing houses is widely accepted due to its 5)
____________________. 6) ____________________ Visayan literature is rich
look for another woman who can satisfy their
with 7) ____________________ and love for 8) ____________________.
desires simply because they are men and not
Literature from 9) ____________________ is mostly oral in tradition and is
saints.
often misrepresented in terms of historical context and that this problem should
be addressed. With the existence of the 10) ____________________ and other
forms of technology, exploring the life and works of other authors becomes
easier.
Multiple Choice
I. Evaluating learning DIRECTIONS: Choose the letter of the correct Multiple Choices. Choose the letter of the best answer. Write your
answer. Write the chosen letter on a separate sheet of answer on a separate sheet of paper.
paper.
 1st Session & 2nd Session 3rd Session & 4th Session

J. Additional activities for

application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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
materials did I used/discover
which I
wish to share with other
teachers?

Prepared by: Checked and Noted by:

EMIELOU R. CAPIRIG MAYBELLE B. VILLAGONZALO
Teacher I Secondary School Head Teacher I