DAILY LESSON PLAN

Teacher: VENREY SENM S. ECANG

Date: JULY 31, 2018
Grade: Grade 12
Semester: 1st Semester
Subject: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Content: 21st-Century 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:
4. names of authors and their works, and backgrounds of the literature from the
region where the highschool is located.
Content Standards: The learner will be able to understand and appreciate the elements and contexts of
21st-Century Philippine Literature from the regions.
Performance Standard: 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.
Learning Competency: Writing a close analysis and critical interpretation of literary texts and doing an adaptation
of these require from the learner the ability to:
4. Appreciate the contributions of the canonical Filipino writers to the development of
national literature
Code: EN12Lit-Ic-24
Lesson Title: Writing the Regions: Traditions and Trends
Lesson Overview:
This lesson recognizes the use of fiction and of fictional techniques in appreciating regional literature.
a. Describe fiction and how this genre explores context. Elaborate on ilocano literature. Introduce the text for this
lesson.
b. This lesson tackles fiction, plot, plot devices, narrative, flashback, and foreshadowing by raising these elements in
Ariel S. Tabag’s short story entitled “Voice Tape.”

I. Objective:
K- Relate how plot and plot devices help create the reading experience in works of fiction
S- Respond critically to the story and articulate this response through a skit
A- Appreciate the contributions of the canonical Filipino writers to the development of national
literature
II. Subject Matter:
Topic: Writing the Regions: Traditions and Trends
Materials: printed copies of the lesson/topic and writing and oral
activities, board, chalk
Reference: 21st-century literature from the Philippines and the world Teacher’s Manual and textbook
Value focus: Appreciation of the contributions of the canonical Filipino writers to the development of
national literature
III. Developmental Activities:
a. Pre-activity:
Prayer
Greetings
Checking of attendance
Submission of assignments/outputs/projects (if there is/are)
Motivation:
A. Recop of the past discussion
B. Diagnose students’ knowledge by administering a diagnostic test.
b. Lesson Proper:
Activity:
The narrator built up clues for the readers to be able to predict possible next sequence but eventually surprise
them because sometimes, clues distract the readers. In other times, the narrator creates tension in the story.
In that case, the reader may be intrigued why something has changed in the mood of the story. Identify the
prediction that they made in the story that eventually did not happen. Also, ask them to write the instances
when the author built up tension in the story.

My predictions that did not happen

Instances when the author built up tension

Questions:
a. What did you feel when your predictions did not occur?
b. What is the purpose of the author in putting distractions?
c. Were those techniques helpful to the over-all effect that the story creates?
Explain the major themes in the story. Write 3 statements that presents the three most prevailing themes in the story.
Explain how each theme are reflected in the story.
Theme From the text
1.
2.
3.

Enrichment:
The story is rich in Filipino customs and traditions. List down the exact lines from the story where the customs and
traditions were mentioned. Elaborate how each particular tradition works.
From the text In real life

Questions:
a. Which of the customs mentioned above do you practice?
b. Which of the customs do you find strange?
c. What roles do customs play in the way of life of Filipinos?
The story narrated in first person point of view. There are several instances that the writer expresses his insights on the
events that happened to him and his family. For example, he shared, “kung hindi ako nagkakamali, may tatlong sulat
kaming nagawa. Maiiksi. Kagaya din ng kanyang pagsasalita –maiiksi.” List 6 insights that the narrator shared in the story.
Insights
1.
2.
3.
4.
5.
6.
Questions:
a. What did you notice among the insights?
b. Which insight struck you the most? Why?
c. How did these insights help build the theme?
Family planning is another issue that was raised in the story. Ask the students to locate the part where the narrator
mentioned this in the story. Then, ask them to give their interpretation on the author’s attitude towards family planning.
Family Planning
In the story Interpretation

Questions:
a. Do you believe in family planning?
b. What are the pros and cons of family planning?
c. Is family planning good or bad? Justify your answer.
In one of the incidents in the story, the narrator confessed, “Palihim akong umiyak.” Explain the narrators’s actions, and
connect it to the experiences of most men in society.
Reason of the author for crying privately Reason why men rarely cry

Questions:
a. Why do you think men seldom cry?
b. Is crying for men good or bad? Why?
c. What do you think of men who cry? Explain your answer.
The story is full of Filipino customs and traditions. The narrator said, “Babasaging plato na ginagamit lamang tuwing may
bisitang mataas na uring tao.” Ask the students to explain the quote and let them show how it occurs in real life.
Meaning of the character’s quote In real life

Questions:
a. What did you discover in the activity?
b. What have you realized in this practice?
c. Do you think it’s a good custom? Why or why not?
Analysis:
1. What did you discover in the activity?
2. What do you feel about the information?
Abstraction:
1. What is the relevance of this information to the 21st century youth?
 Application:
The angle of suicide was implied in the story. Let the students speculate on the character motivation of Angkel Ato.
Share your opinion about suicide.
Character Motivation Reader’s Opinion

Questions:
a. What did you feel with what happened to Angkel Ato?
b. Did the incident that happened to Angkel Ato show the character’s helplessness? Explain your answer.
c. What do you think about the ending? Expound your answer.

IV. Assessment:
Answer the following
Assess: Constellate on page 40
Synthesize on page 41
Process on page 41
Speculate on page 41
Set out on page 41

V. Assignment:
Write a journal entry on how you relate with characters in the story.

Prepared By:
Venrey Senm S. Ecang, LPT

21st-Century Literature from the Philippines and the World

Teacher
 DAILY LESSON PLAN

Teacher: VENREY SENM S. ECANG

Date: JULY 31, 2018
Grade: Grade 12
Semester: 1st Semester
Subject: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Content: 21st-Century 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:
4. names of authors and their works, and backgrounds of the
literature from the region where the highschool is located.
Content Standards: The learner will be able to understand and appreciate the elements and contexts of
21st-Century Philippine Literature from the regions.
Performance Standard: 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.
Learning Competency: Writing a close analysis and critical interpretation of literary texts and doing an adaptation
of these require from the learner the ability to:
4. Appreciate the contributions of the canonical Filipino writers to the development of
national literature
Code: EN12Lit-Ic-24
Lesson Title: Writing the Regions: Traditions and Trends
Lesson Overview:
This lesson recognizes the use of fiction and of fictional techniques in appreciating regional literature.
a. Describe fiction and how this genre explores context. Elaborate on ilocano literature. Introduce the text for this
lesson.
b. This lesson tackles fiction, plot, plot devices, narrative, flashback, and foreshadowing by raising these
elements in Ariel S. Tabag’s short story entitled “Voice Tape.”

VI. Objective:
K- Relate how plot and plot devices help create the reading experience in works of fiction
S- Respond critically to the story and articulate this response through a skit
A- Appreciate the contributions of the canonical Filipino writers to the development of national
literature
IV. Assessment:
Answer the following
Assess: Constellate on page 40
Synthesize on page 41
Process on page 41
Speculate on page 41
Set out on page 41