School Pantalan Senior High School Grade Level G11 (HE-Tenorio & STEM J.

Caisip )
st
Lesson Teacher Dulce Amor M. Ermita Learning Area 21 Century Literature from the Philippines and the World
Teaching Date August 24-27, 2020 Quarter Quarter 1
Exemplar Teaching Time 1:00-2:00, 2:00-3:00 No. of Days 4

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners will be able to The learners will be able to The learners will be able to The learners will be able
understand and appreciate understand and appreciate understand and appreciate to understand and
the elements and contexts of the elements and contexts of the elements and contexts of appreciate the elements
21st Century Philippine 21st Century Philippine 21st Century Philippine and contexts of 21st
Literature from the regions Literature from the regions Literature from the regions Century Philippine
Literature from the
regions
B. Performance Standards The learner will be able to The learner will be able to The learner will be able to The learner will be able to
demonstrate understanding demonstrate understanding demonstrate understanding demonstrate
and appreciation of 2st and appreciation of 2st and appreciation of 2st understanding and
Century Philippine Literature Century Philippine Literature Century Philippine Literature appreciation of 2st
from the regions through: from the regions through: from the regions through: Century Philippine
1. a written close analysis 1. a written close analysis and 1. a written close analysis and Literature from the
and critical interpretation of critical interpretation of a critical interpretation of a regions through:
a literary text in terms of literary text in terms of form literary text in terms of form 1. a written close analysis
form and theme with a and theme with a description and theme with a description and critical interpretation
description of its context of its context derived from of its context derived from of a literary text in terms
derived from research. research. research. of form and theme with a
description of its context
derived from research.

C. Most Essential Learning Writing a close analysis and Writing a close analysis and Writing a close analysis and Writing a close analysis
Competencies (MELC) critical interpretation of critical interpretation of critical interpretation of and critical interpretation
(If available, write the indicated MELC)
literary texts and doing an literary texts and doing an literary texts and doing an of literary texts and doing
adaptation of these require adaptation of these require adaptation of these require an adaptation of these
from the learner the ability from the learner the ability to from the learner the ability to require from the learner
to identify: identify: identify: the ability to identify:
a. the geographic, linguistics a. the geographic, linguistics a. the geographic, linguistics a. the geographic,
and ethnic dimensions of and ethnic dimensions of and ethnic dimensions of linguistics and ethnic
Philippine literary history Philippine literary history from Philippine literary history dimensions of Philippine
 from pre-colonial to the pre-colonial to the from pre-colonial to the literary history from pre-
contemporary. contemporary. contemporary. colonial to the
contemporary.
II. CONTENT Different Periods Of Different Periods Of Different Periods Of Different Periods Of
Philippine Literature Philippine Literature Philippine Literature Philippine Literature
III. LEARNING RESOURCES  Powerpoint  Powerpoint  Powerpoint  Powerpoint
 Youtube  Youtube  Youtube  Youtube
A. References
e. Teacher’s Guide Pages
f. Learners Material Pages
g. Textbook Pages
h. Additional Materials from https://www.scribd.com/pre https://www.scribd.com/pres https://www.scribd.com/pre https://www.scribd.com/
Learning Resources sentation/369218985/Autho entation/369218985/Authors- sentation/369218985/Author presentation/369218985/
rs-From-The-Different- From-The-Different-Regions- s-From-The-Different- Authors-From-The-
Regions-in-the-Philippines in-the-Philippines Regions-in-the-Philippines Different-Regions-in-the-
Philippines
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURES
E. Introduction Arrange the jumbled letters. Arrange the jumbled letters. Arrange the jumbled letters. Arrange the jumbled
letters.
1. ERP-OOCLLAIN IEOPRD- 1. ERP-OOCLLAIN IEOPRD-pre- 1. ERP-OOCLLAIN IEOPRD-
pre-colonial period colonial period pre-colonial period 1. ERP-OOCLLAIN
2. AINSPH OOIAIONTZNLC- 2. AINSPH OOIAIONTZNLC- 2. AINSPH OOIAIONTZNLC- IEOPRD-pre-colonial
Spanish Colonization Spanish Colonization Spanish Colonization period
3. AIOAIICTSLNTN EODIPR- 3. AIOAIICTSLNTN EODIPR- 3. AIOAIICTSLNTN EODIPR- 2. AINSPH
Nationalistic period Nationalistic period Nationalistic period OOIAIONTZNLC- Spanish
4. EAAIMRC OOIALLC- 4. EAAIMRC OOIALLC- 4. EAAIMRC OOIALLC- Colonization
American colonial American colonial American colonial 3. AIOAIICTSLNTN
5. AAEENSPJ 5. AAEENSPJ UOAIONNTPCC- 5. AAEENSPJ UOAIONNTPCC- EODIPR- Nationalistic
UOAIONNTPCC- Japanese Japanese Occupation Japanese Occupation period
Occupation 6. OEOAYRRPMTNC POIRDE- 6. OEOAYRRPMTNC POIRDE- 4. EAAIMRC OOIALLC-
6. OEOAYRRPMTNC POIRDE- Contemporary Period Contemporary Period American colonial
Contemporary Period 5. AAEENSPJ
UOAIONNTPCC- Japanese
Occupation
6. OEOAYRRPMTNC
 POIRDE- Contemporary
Period
F. Development  The learners will answer  The learners will answer  The learners will answer  The learners will
the 10-item activity to the 10-item activity to test the 10-item activity to answer the 10-item
test their prior their prior knowledge test their prior knowledge activity to test their
knowledge about the about the different periods about the different prior knowledge about
different periods of of Philippine Literature. periods of Philippine the different periods
Philippine Literature.  Subject teacher will Literature. of Philippine
 Subject teacher will present a video about the  Subject teacher will Literature.
present a video about the development of Philippine present a video about the  Subject teacher will
development of Literature. development of present a video about
Philippine Literature. (https://www.youtube.com/ Philippine Literature. the development of
(https://www.youtube.com/ watch?v=5MhR0jQnaME) (https://www.youtube.com/ Philippine Literature.
watch?v=5MhR0jQnaME) watch?v=5MhR0jQnaME) (https://www.youtube.co
DIFFERENT PERIODS OF m/watch?
DIFFERENT PERIODS OF PHILIPPINE LITERATURE DIFFERENT PERIODS OF v=5MhR0jQnaME)
PHILIPPINE LITERATURE  Pre- colonial period (--BC PHILIPPINE LITERATURE
1. Pre- colonial period (-- to 1564)  Pre- colonial period (--BC DIFFERENT PERIODS OF
BC to 1564)  Spanish colonization to 1564) PHILIPPINE LITERATURE
2. Spanish colonization period (1565-1863)  Spanish colonization  Pre- colonial period (--
period (1565-1863)  Nationalistic/propaganda period (1565-1863) BC to 1564)
3. Nationalistic/propagan and revolutionary period  Nationalistic/propaganda  Spanish colonization
da and revolutionary (1864-1896) and revolutionary period period (1565-1863)
period (1864-1896)  American colonial (1910- (1864-1896)  Nationalistic/propaga
4. American colonial 1930)  American colonial (1910- nda and revolutionary
(1910-1930)  Japanese occupation 1930) period (1864-1896)
5. Japanese occupation (1942-1944)  Japanese occupation  American colonial
(1942-1944)  Contemporary/Modern (1942-1944) (1910-1930)
6. Contemporary/Modern Period (1960-present)  Contemporary/Modern  Japanese occupation
Period (1960-present) Period (1960-present) (1942-1944)
 Contemporary/Moder
n Period (1960-
present)

G. Engagement Learners will choose at least Learners will choose at least Learners will choose at least Learners will choose at
one of the literary forms one of the literary forms one of the literary forms least one of the literary
during pre-colonial period during pre-colonial period during pre-colonial period forms during pre-colonial
specifically oral literature. specifically oral literature. specifically oral literature. period specifically oral
 They will create their own They will create their own They will create their own literature. They will create
literary piece. literary piece. literary piece. their own literary piece.

ORAL LITERATURE ORAL LITERATURE ORAL LITERATURE ORAL LITERATURE

1. Riddles 1. Riddles 1. Riddles 1. Riddles
2. Proverbs 2. Proverbs 2. Proverbs 2. Proverbs
3. Tanaga 3. Tanaga 3. Tanaga 3. Tanaga
4. Folk songs (Hele, 4. Folk songs (Hele, ambahan, 4. Folk songs (Hele, ambahan, 4. Folk songs (Hele,
ambahan, kalusan, tagay) kalusan, tagay) kalusan, tagay) ambahan, kalusan, tagay)

*attached to this exemplar *attached to this exemplar the *attached to this exemplar *attached to this
the RUBRICS that will be use RUBRICS that will be use to the RUBRICS that will be use exemplar the RUBRICS
to the class. the class. to the class. that will be use to the
class.

H. Assimilation Learners will create a poem Learners will create a poem Learners will create a poem Learners will create a
that will discuss the that will discuss the that will discuss the poem that will discuss the
geographic, linguistic, and geographic, linguistic, and geographic, linguistic, and geographic, linguistic, and
ethnic dimensions of ethnic dimensions of ethnic dimensions of ethnic dimensions of
Philippine literary history Philippine literary history from Philippine literary history Philippine literary history
from pre-colonial to the pre-colonial to the from pre-colonial to the from pre-colonial to the
contemporary. contemporary. contemporary. contemporary.
V. REFLECTION The learners, in their The learners, in their The learners, in their The learners, in their
I understand that _____________.
I realize that _________________.
notebook, journal or notebook, journal or portfolio notebook, journal or notebook, journal or
portfolio will write their will write their personal portfolio will write their portfolio will write their
personal insights about the insights about the lesson using personal insights about the personal insights about
lesson using the prompts the prompts below: lesson using the prompts the lesson using the
below: I understand that below: prompts below:
I understand that _____________. I understand that I understand that
_____________. I realize that _____________. _____________.
I realize that _________________. I realize that I realize that
_________________. _________________. _________________
.

ACTIVITY:
TRUE OR FALSE: Write T if the statement is TRUE, if FALSE underline the phrase/s that makes the statement incorrect and write the correct answer on the space provided
before the given number.

TRUE 1. Epics, legends, songs, riddles and proverbs are the existing literature of the Philippine ethic group.
FOLK SONGS 2. Myths expresses hopes and aspirations as well as their loves.
LEGENDS 3. Fables usually used animal characters on their stories.
SPANISH COLONIZATION PERIOD 4. Roman alphabet started during pre-colonial period.
TRUE 5. Doctrina Christiana is the first book that was printed in the Philippines and considered as the first prayer book written in Spanish with Tagalog translation.
DIARIONG TAGALOG 6. La Solidaridad was the first native daily newspaper estabalished by Del Pilar on July 1, 1882 and his attacks were directed against the friars whom
he considered to be mainly responsible for the oppression of the Filipinos.
TRUE 7. Dr. Jose Rizal, Marcelo H. Del Pilar and Graciano Lopez-Jaena are known as Revolutionary Leaders.
AMERICAN COLONIAL PERIOD 8. Japanese period greatest contribution in Philippine Literature are the desire for freedom, love of country ad fight against colonialism
and imperialism.
FRANCISCO BALAGTAS 9. Jose Garcia Villa was known as Prince of Tagalog poets because of his masterpiece Florante at Laura.
TRUE 10. During contemporary period, Filipino poetry themes dealt with patience, regard of native culture, customs and the beauties of nature and surroundings.

RUBRICS FOR ORAL PRESENTATION

CRITERIA 1 2 4 5 TOTAL SCORE

Uh oh-no there yet! Getting there! Well-doneyou’ve Wow! Amazing!
got it!
No apparent logical order Content is loosely Sequence of information Literary piece is clear
CLARITY of presentation, unclear connected, transitions is well organized for the through use of specific
focus lack clarity. most part, but more and appropriate
clarity with transitions is examples; transitions are
needed. clear and create a
succinct and even flow.
Lacks depth, limited Only few topics are t Only some topics are t In-depth and thorough
CONTENT treatment of assigned thoroughly discussed and thoroughly discussed and discussion of assigned
topics. Demonstrates given an in-depth given an in-depth topics. Shows strong
limited evidence. treatment. Shows treatment. Shows evidence.
moderate evidence. moderate evidence.
Delivery is repetitive with Material presented with Some apparent originality Exceptional originality of
CREATIVITY little or no variety in little interpretation or displayed through use of presented material and
presentation techniques. originality. original interpretation of interpretation.
presented materials.
 Nervous, self-conscious Demonstrate recovery Demonstrate quick Relaxed, self-confident.
SPEAKING and monotone voice. from minor mistakes. recovery from minor Show natural body
SKILLS Voice projection is mistakes. Voice movements that develop
unsatisfactorily varied in projection is satisfactorily enthusiasm and affect
volume and infection. varied in volume and audience positively. Voice
infection. projection fluctuates in
volume and infection and
sustains interest.
TOTAL
_______________________________________
SIGNATURE OF FACILITATOR

RUBRICS FOR WRITTEN WORK

CRITERIA 1 2 4 5 TOTAL SCORE
BEGINNER CAPABLE ACCOMPLISHED EXPERT
Piece had no style and Piece had little style. Piece was written in an Piece was written in an
Quality of gives no new information Gives some new interesting style. extraordinary style.
writing and very poorly information but poorly
organized. organized.
The poem does not use The poem uses 2 unique The poem uses 3 unique The poem uses 4 or more
creativity unique metaphors and metaphor and similes to metaphor and similes to unique metaphor and
similes. describe situations, describe situations, similes to describe
objects and people objects and people situations, objects and
people
The poem does not go The poem goes together The poem somewhat The poem goes perfectly
Cohesiveness together. The poems lines but needs more goes together but needs together. There is unity
and stanzas sway from cohesiveness. The poems more cohesiveness. The between lines and
the topic. lines and stanzas poems lines and stanzas stanzas, which connect
sometime sway from the sometime sway from the with the topic.
topic. topic.
The poem does not have The poem uses rhythm The poem sometimes The poem uses rhythm
Rhythm any noticeable rhythm. but may waver in a way uses rhythm but may throughout, which
that distracts the reader waver in a way that benefits the poetic tone.
and negatively affects the distracts the reader and
tone. negatively affects the
tone.
TOTAL
_______________________________________
SIGNATURE OF FACILITATOR