School: TAGBINA NATIONAL HIGH SCHOOL Grade Level: Grade 12

Teacher: Kimberly Clare L. Bandola Learning Area: 21st Cent Lit

Date: Quarter:

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 The learner will be able to demonstrate understanding and

STANDARDS: 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
C. LEARNING Writing a close analysis and critical interpretation of literary texts
COMPETENCIES/ and doing an adaptation of these require from the learner the
Objectives ability to:
1. identify the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary
D. LC Code EN12Lit-Ia-21

E. CONTENT: 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 pre-

colonial to contemporary;

F. LEARNING
RESOURCES:
A. References http://www.depedrovcatanduanes.com/files/05-21st-Century-Lit-
AS-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 Chalk and board, DLP, Multimedia presentation, manila paper
Resources
G. PROCEDURES: Teacher’s Activity Student’s Activity

A. Reviewing previous
lesson or presenting
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!
In the name of the
Father, of the Son,
Greetings and of the Holy
Spirit. Amen.
(Teacher will call the attendance by ………
looking into the class list)
Good Morning,
Attendance Ma’am Bandola!
Checking
HOUSE RULES (Students who are
(Presented every first day of the week) present will say
“Present, Ma’am”)

Reading of the1. 1. Listen to the teacher / adult.

House Rules2. 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

(This is a new lesson/ first lesson

1.

Reviewing of the
previous (Teacher
2. can actually ask
students for their expectations for the
lesson
lesson and/or subject)

Reading of the At the end of this day class, we will all be (Students will listen)
Objective 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
regional culture.

B. Establishing a
Purpose for the 1. Flash to screen the powerpoint
Lesson presentation. Show slide 1
(Picture of Philippine Oral Lore).
Motivation 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 Student 1:
not published, still they reach us in Student 2:
21st century because our ancestors Student 3:
used to teach the young ones using Student 4:
those works. Student 5:
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 Student 1:
ideas) Student 2:
6. Explain to them that early Student 3:
literature in our country like Noli Student 4:
Me Tangere and Florante at Laura Student 5:
are both novels written during the
Spanish Era.
C. Presenting
examples/ instances
of the new lesson
FlipTop Battle (15minutes)
Activity
1. Divide the class into two groups. (Students will
2. Tell them that what they are going follow the
to do is a FlipTop Battle. instructions and
3. The FlipTop is the same with the participate in the
FlipTop Battle of Abra and all activity.)
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 Possible Answers to
as speakers of the group can cheer the activity:
for the others. . Surigao has a lot of
10. Commend the students after the tourist destinations
Analysis activity. and a lot of
a foreigners visit
these places.
1. Explain to the students that the pre- . People love these
colonial and colonial era literature tourist destinations
became an inspiration to other because a lot of
people in the present to innovate by
b making few tweaks and generating
new genre like rap and FlipTop.
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 BRAINSTORMING (10mins planning and
#1 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.
Inform the students that
appreciating our own
local tourist destinations
is very important because
we are being
nationalistic. ((but now in
this time of pandemic
tourists are being limited.
Vacations are not easily
achieved because of too
many requirements and
restrictions when entering
a spot. It also to lessen
the spread of the virus. )

7. 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 1. Short quiz.
(Leads to formative 2. Let the students get ½ crosswise
assessment 3) paper and from the given poem,
let
them explain one particular stanza.
G. Finding practical 1. Every single day we communicate
applications of orally. We encounter different
concepts and skills situations and we sometimes fail
in daily living 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.
H. Making “A person who does not have
generalizations knowledge of the past is like a tree
about the lesson without roots.”

Today’s lesson made us realize that the

literature of the past is the inspiration
of 21st century literature.

1. Evaluate Learning 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

2. Additional for
application or
renovation
3. Assignment/ 1. Research into an aspect of four
Agreement different region’s culture and
present it to the class via a five-
minute audio visual
presentation
that may be recorded or on print.
4. REMARKS: There is a continuation topic

5. REFLECTION:

Prepared by:
KIMBERLY CLARE BANDOLA-PAMALISON
Teacher

Checked or RACHEL METHUSELLAH CUMAHIG

Observed: Name of Supervisor/ Principal

Date