GRADES 11 School MUNTING ILOG NATIONAL HIGH SCHOOL Grade Level Grade 11

DAILY
LESSON Teacher Ms. Marnelli T. Reyes Learning Area EAPP
PLAN Teaching Dates October 01, 2019 Semester 1st

I. Objectives
A. Content Standard The learners understand the principles and uses of surveys, experiments and scientific observations.
B. Performance Standard The learners produce a well-written report for various disciplines.
C. Learning The learners will be able to determine the objectives and structures of various kinds of reports.
Competencies CS_EN11/12A-EAPP-Iie-j6
D. Specific Objectives At the end of the session, the students will be able to:
1. Recall significant events in Philippine history particularly during the Spanish colonialism leading to the revolution;
2. Analyze the literary and socio-cultural contexts of The Revolution According to Raymundo Mata [Excerpt] by Gina Apostol;
3. Apply textual analysis using guide questions;
4. Utilize knowledge and skills in media and information literacy in responding to significant passages found in / messages gained from the
text; and
5. Recognize the importance of reading even in the midst of growing technology.
II. Content Study & appreciation of literary texts from the different regions written in different genres covering: (1) the regions in Luzon, Visayas , &
Mindanao and (2) major genres like poetry, fiction, drama, creative non-fiction as well as hyperpoetry, blogs, texttula, chick lit, speculative
fiction, flash fiction, etc.
III. Learning Resources: PRISM – An Introduction to Literature by Tomeldan et. al.
21st Century Literature from the Philippines & the World
By Marikit Tara A. Uychoco
IV. Pedagogical Integrative Approach
Approach & Strategy Scaffold Knowledge Integration
used (Activity,Abstraction, Apllication, Restatement)
V. Procedure: Daily Routine (5 min)
Checking of Attendances
Greetings
Putting the class in order
Simple recall of previous lesson
A. Motivation: The Noli (Integration within the curriculum)
Sharing of meanings for quotes lifted from and /or related to Rizal’s novel:
1. “I die without seeing dawn's light shining on my country... You, who will see it, welcome it for me...don't forget those who fell during the
nighttime.”
2. “Our young people think about nothing more than love affairs and pleasure. They spend more time attempting to seduce and dishonor
 young women than in thinking about their country's welfare. Our women, in order to take care of the house and family of God, forget their
own. Our men limit their activities to vice and their heroics to shameful acts. Children wake up in a fog of routine, adolescents live out their
best years without ideals, and their elders are sterile, and only serve to corrupt our young people by their example.”
3. I am not writing for this generation but for other ages...the generation that deciphers these characters understands and says, “not all were
asleep in the night of our ancestors.”
Reporting a t
Video Presentation reporting about Climate Change
B. Lesson Proper: Present
1. The teacher presents a background knowledge on the text, The Revolution According to Raymundo Mata [Excerpt] by Gina Apostol.
Reference found on page 3 of 21st Century Literature from the Philippines & the World by Marikit Tara A. Uychoco.
2. The class reads the given text which was prepared through po.werpoint presentation, though printed copies are distributed.
Apply
Application of Textual Analysis. Students have talk time in small groups. Each group is given one question to discuss & elaborate. Answers
will be shared to the whole class.
1. Why did the Noli Me Tangere have such a big impression on the narrator? Could you relate to the narrator’s experience of
reading?
2. What does the line,”Art is a reproach to those who receive it” mean. Should art be a reproach? Should we relate art to society?
Explain your views.
3. When you read about how so many people were affected by the novel Noli Me Tangere, what was your reaction? Do you think a
book can ever elicit such a strong response in the Philippines?
4. When the narrator says that the act of reading was a historic act, what did he mean? Do you think this true even today?
5. During those times, do you think you would have been moved to fight against the government after reading the novel?
6. They say that the act of reading gives people more empathy and makes them more critical and reflective. Do you think this is
true? Explain your answer.
7. Given this excerpt, what do you think is the importance of literature to society? Is this applicable today?
Review
Representatives from each group will be called to share their answers. Processing of responses in class will follow.

Activity
Abstraction
Application
Restatement
C. Deepening: Mathematics and Science (Integration across the curriculum)
The lesson is related to how the vast reading public today is affected by media. If Rizal’s novel moved a number of Filipinos to fight for the
country, social media is creating a new culture today. By way of response to the lesson learned, students are encouraged to react to the
statement: “Reading is power. Read up. Speak up. And Change the world.” The activity is likened to a posting on social media (Facebook)
and they are all expected to react / comment.
After the “posting” of responses, students watch a short video presentation on media literacy. Sharing of insights ensues.
D. Synthesis: Practical Research (Integration within the curriculum)
Students answer the question: Is reading still an important activity today? Why or why not?
E. Evaluation: 1. What does the author’s use of imagery at the beginning of the text imply?
A. that the reader found the novel promising
 B. that the novel had a great impact on the reader
C. that the author has impressive creative writing style
D. that Rizal is an icon in Philippine literature and history
2. What did the author mean when he said that Rizal has laid out a trail for novice writers like him?
A. Rizal’s Noli paved the way for the revolution among the Filipinos.
B. Bonifacio idolized Rizal and was inspired to lead the people’s fight for freedom.
C. Rizal wrote an influential novel that shaped the minds and crafts of other artists.
D. Many people learned the art of expressing oneself after a long history of bondage.
3. What art is referred to in the text?
A. Architecture
B. Literature
C. Painting
D. Sculpture
4. Based on the discussions in class, how can reading change or revolutionize the world?
A. Through reading, people can be critical of social issues and act accordingly in response.
B. The act of reading can transform people’s perspectives in life and give them new realizations.
C. Reading opens up the minds of people and allows them to improve.
D. ALL OF THE ABOVE
5. As consumers of media, how should people engage in communicating messages electronically?
A. with honesty
B. with openness
C. with responsibility
D. with frequency
V. Remarks:  Literacy skills are honed
 Numeracy skills are targeted in the discussion of figures presented through the
 Engaging learners in various tasks in succession allow management of learners inside the classroom, their physical learning
environment.
 Group tasks: answering different questions allow for diversity of learners. Shy or passive students will be given a chance to voice out or
express themselves. Groupings which were done heterogeneously, considered the learners’ genders, needs, strengths, interests, &
experiences.
 The use of Constructivism and PAR (Present-Apply-Review) Model allowed the developmental sequencing of the lesson.
 Finally, since the lesson focused on textual analysis, it will contribute to the achievement of both the Content and Performance standards
for the quarter.
VI. Reflection:

Prepared by: Checked by: Noted by:

Marnelli T. Reyes Ermelina Asuncion Aurora P. Chavez

Teacher II Head Teacher III – English and Filipino Principal IV