School: AMANDO FABIO NATIONAL HIGH SCHOOL
Grade Level: Grade 12
Teacher: Ms. Krystel Grace L. Calderon
Learning Area: 21 st Cent Lit
Date:
Quarter: I
May 25, 2017
Sections: OBJECTIVES: a. Identify the geographic, linguistic and ethnic dimensions of Philippine literary history from pre-colonial to modern. b. Analyze literary works through cultural context (Surigaonon poem written by a Surigaonon) c. Respond critically to the poem and articulate this response through a presentation that showcases regional culture. A. CONTENT The learner will be able to understand and appreciate the elements STANDARDS: and contexts of 21st century Philippine literature from the regions. B. PERFORMANCE STANDARDS:
C. LEARNING COMPETENCIES/ Objectives
D. LC Code E. CONTENT:
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 Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to: 1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary EN12Lit-Ia-21 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: 1. various dimensions of Philippine literary history from precolonial to contemporary;
F. LEARNING RESOURCES: A. References
http://www.depedrovcatanduanes.com/files/05-21st-Century-LitAS-v1.0.pdf
1. Teacher’s guide pages 2. Learner’s material pages 3. Textbook Pages 4. Additional Materials for Learning Resource (LR portal) B. Other Learning Resources G. PROCEDURES: A. Reviewing previous lesson or presenting
Chalk and board, DLP, Multimedia presentation, manila paper Teacher’s Activity
Student’s Activity
new lesson Preliminaries
Before you take your seats, please pick up the pieces of paper and arrange your chairs. Okay, that’s enough. You may now take your seats. Everybody stand up. Let us pray. Please lead the prayer (call a student)
Prayer
Good Morning class! Greetings (Teacher will call the attendance by looking into the class list) Attendance Checking
HOUSE RULES (Presented every first day of the week)
In the name of the Father, of the Son, and of the Holy Spirit. Amen. ……… Good Morning, Ma’am Calderon! (Students who are present will say “Present, Ma’am”)
Reading of the1. House Rules 2.
1. Listen to the teacher / adult. 2. Listen to others. 3. 3. Put your hand up if you want to speak / answer. 4. 4. We keep our hands / feet to ourselves. 5. 5. Respect each other. Class, I want everybody to bear in mind our house rules every day in class. Last meeting, we have discussed about
Reviewing of the previous lesson Reading of the Objective
(This is a new lesson/ first 1. lesson) 2. can actually ask (Teacher students for their expectations for the lesson and/or subject)
At the end of this day class, we will all be able to: a. Identify the geographic, linguistic and ethnic dimensions of Philippine literary history from pre-colonial to modern. b. Analyze literary works through cultural context (Surigaonon poem written by a Surigaonon) c. Respond critically to the poem and articulate this response through a presentation that showcases
(Students will listen)
regional culture. B. Establishing a Purpose for the Lesson Motivation
1. Flash to screen the powerpoint presentation. Show slide 1 (Picture of Philippine Oral Lore). 2. Ask them what they know about it. Call 5 students to share their ideas) 3. Share to them that even though these kind of literary works were not published, still they reach us in 21st century because our ancestors used to teach the young ones using those works. 4. Show slide 2 (picture of Florante at Laura and Noli me Tangere). 5. Ask them what they know about it. Call 5 students to share their ideas) 6. Explain to them that early literature in our country like Noli Me Tangere and Florante at Laura are both novels written during the Spanish Era.
Student 1: Student 2: Student 3: Student 4: Student 5:
Student 1: Student 2: Student 3: Student 4: Student 5:
C. Presenting examples/ instances of the new lesson FlipTop Battle (15minutes) Activity
Analysis
1. Divide the class into two groups. 2. Tell them that what they are going to do is a FlipTop Battle. 3. The FlipTop is the same with the FlipTop Battle of Abra and all others. 4. The activity shall start with a tossing of coin to determine who will be the first group to speak. 5. The students shall take turns in giving a ‘Hugot’ (Deep thoughts). 6. The topic of the battle will be about “Do you love Surigao?” 7. Each of the two groups will choose 5 speakers and each speaker shall be given one (1) minute to have his/her ‘hugot’. 8. After the first speaker of the first group, it shall be answered by the first speaker of the second group. 9. Other students who are identified as speakers of the group can cheer for the others. 10. Commend the students after the activity.
(Students will follow the instructions and participate in the activity.)
Possible Answers to the activity: a. Surigao has a lot of tourist destinations 1. Explain to the students that the preand a lot of colonial and colonial era literature foreigners visit became an inspiration to other these places. people in the present to innovate by b. People love these making few tweaks and generating tourist destinations new genre like rap and FlipTop. because a lot of
people loves nature and our tourism is more on beaches, lagoons, etc. c. Yes, a lot of students have been to these places because most of these tourists spots are affordable and you will surely enjoy nature. D. Discussing new concepts and practicing new skills #1
BRAINSTORMING (10mins planning and 10mins presentation) 1. Group the class into four (4). 2. Flash on the screen from a powerpoint presentation a collage of different pictures of tourists attractions in Surigao del Norte. 3. Tell them that they have to brainstorm within the group and discuss the pictures based on the guide questions. 4. They have to choose one representative as a rapporteur. 5. The guide questions are as follows: b. What do you think about the tourism in Surigao? c. Why do you think people love these tourist destinations? d. Have you been to these tourist destinations? What did you feel when you were there? 6. Commend the students accordingly. 7. Inform the students that appreciating our own local tourist destinations is very important because we are being nationalistic. 8. Share to the class that the purpose of the activity is to for them to appreciate imagery. Activity 1. Group again the students with their prior group members. 2. Let the students read the poem ‘Kinauyokan nan Surigao’ written by Atty. Charlo Dela Costa Paredes. 3. Here is the poem: Kinauyokan nan Surigaonon By Atty. Charlo Dela Costa Paredes An kabujong amo ran nan mga bayod sa Siargao, Pero an kahilom amo ra nan Danaw
sa Mainit An kahambog amo ra nan buyawan nan Placer, An pagkamapahi-ubsanon mas malayom pa sa kantil nan Philippine Deep Isahay masipogon pa sa Isla nan Basul, An kaisog wayay talawan sa hikot. An kalabha amo ra nan buaja sa Numancia, An pagkamahigugmaon amo ra nan katam-is nan sayongsong. Malipa an mga siki paglibod para makapangita lamang nan karajawan An pagmakatinud-anon matin-aw pa sa tubig nan Parang-parang May mga pipila na hingayo sa gahom, An kadaghanan an karajaw amo ra nan suyog na wayay pag-undang.
4. Explain to the students the meaning of the poem and share experiences. E. Discussing new concepts and practicing new skills #2 F. Developing Mastery (Leads to formative assessment 3) G. Finding practical applications of concepts and skills in daily living
H. Making generalizations about the lesson
1. Short quiz. 2. Let the students get ½ crosswise paper and from the given poem, let them explain one particular stanza. 1. Every single day we communicate orally. We encounter different situations and we sometimes fail to notice that we encounter literary in many forms. 2. When we talk with our classmates and friends, we usually make Hugot, as it is very popular nowadays. Not knowing that these are already literary forms in the 21st century. 3. As teenagers also, you always FlipTop (either in YouTube or in Luneta Park every Sunday when they hold their battle there), that is also a literary form. “A person who does not have knowledge of the past is like a tree without roots.” Today’s lesson made us realize that the literature of the past is the inspiration
of 21st century literature. 1. Evaluate Learning
2. Additional for application or renovation 3. Assignment/ Agreement
4. REMARKS:
1. Prepare a grid of Rubrics on the board. 2. Let them work by 4groups again then ask each group to: b) Identify the various images in the poem c) Brainstorm on how the poem can be interpreted literally and figuratively d) Write a short critique of the poem focusing on how the images in the poem present the experiences of Surigaonons
1.
Research into an aspect of four different region’s culture and present it to the class via a fiveminute audio visual presentation that may be recorded or on print. There is a continuation topic
5. REFLECTION:
Prepared by:
Checked or Observed:
KRYSTEL GRACE L. CALDERON Teacher
Name of Supervisor/ Principal _______________ Date
