School BAMBANG NATIONAL Grade 11

HIGH SCHOOL Level

Teacher SHIREEN DUMANGENG Learning 21st Century
DAILY
LACUESTA Area Literature of the
LESSON
Philippines and the
LOG
World
GRADE 11
Teaching January 9, 2019 Quarter Third
Dates and 8:30 – 9:30 AM
Time ABM 11

Session 1
I. OBJECTIVES
A. Content Standards / The learner will be able to understand and appreciate literary texts
Teacher’s Activity in various genres across national literature and cultures.
B. Performance 1. critical paper that analyzes literary texts in relation to the
Standards / Learner’s context of the reader and the writer or a critical paper that
Activity interprets literary texts using any of the critical approaches; and
2. an adaptation of a text into other creative forms using
multimedia.
C. Learning  explain the literary, biographical, linguistic, and
Competencies/Object sociocultural contexts and discuss how they enhance the
ives text’s meaning and enrich the reader’s understanding
(EN12Lit-Ie-28)
 situate the text in the context of the region and the nation
(EN12Lit-Ie-29)
 explain the relationship of context with the text’s meaning
(EN12Lit-Ie-30)
II. CONTENT Liham ni Pinay Mula sa Brunei a poem by Ruth Elynia S.
Mabanglo
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Curriculum Guide

Pages
2. Learner’s Materials
Pages
3. Text Book Pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Materials: slide decks, markers, manila paper, meta cards, activity
Resources sheets
LED TV, laptop, speaker
Online Sources:
youtube.com
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous Preliminaries: Greetings, Greet the teacher.
lesson or presenting Checking of attendance Class monitor will check the
the new lesson attendance.
WHO’S THAT GIRL?
Start by showing the class Volunteers will guess who the
cropped pictures of famous woman is using the clues that will
Filipina women. Call on some be flashed on the screen.
volunteers to guess the woman
in the picture based on the
clues given.

After identifying the women, Students will be able to answer

ask the class some questions
regarding the women in the
pictures.
Point out how these Filipinas
have faced many challenges
the following questions after the
activity.
1. Do you think it was easy
for them to get to where
they are now?
 before getting where they are
today.
B. Establishing purpose INTRODUCTION OF THE
for the lesson AUTHOR AND UNLOCKING
OF VOCABULARY
Tell the class that for the
session, they will be listening
and watching a video
adaptation of a poem related to
the struggles of a woman
fighting for a place in the
society.
The poem is entitled “Liham in
Pinay Mula sa Brunei” by Ruth
Elynia S. Mabanglo.
Introduce the author to the
students through a power
point presentation.
And unlock vocabulary
through picture clues. A word
from the poem will be shown
and they will match the
corresponding picture that will
give them an idea of what the
word means.
C. Presenting WATCHING POETRY
examples/instances
of the new lesson Before playing the video,
remind them to observe silence
while watching.
Also give them some guide
questions for them to know
what to watch out for while
watching the video.
Let the students watch the
video of the poem.
After watching the video, have
the students answer the guide
questions given through
recitation.
D. Discussing new FLYING QUESTIONS
concepts and
practicing new skills To further understand the
#1 poem, tell the students that
they will be flying to different
parts of the world to answer
comprehension questions
regarding the poem.
Give the following directions for
them to follow:
1. A world map will be
shown on the screen
with a plane stationed in
the Philippines.
2. One student will be
chosen by the teacher to
2. What other roles do these
women play?
3. What do these women have
in common?
Read and understand the life of
the author.
Match the word from the poem
with the correct picture and give
the meaning or synonym of the
word.
They will take note of the guide
questions.
1. Who is the speaker in the
poem?
2. What is her occupation?
3. What was her life like at
the beginning of the poem?
Did it change in the end?
Watch and digest the audiovisual
presentation and gather answers
from it.
They should be able to answer the
questions after watching the
video.
They are to answer the following
questions while participating in
the Flying Questions activity:
1. What brings the persona to
her decision to work in
Brunei?
2. In your opinion, was it
necessary for the woman to
work abroad and leave her
family behind even if she has
a stable job here in the
Philippines?
3. What are the beliefs and
traditions found in the story
that you believe are still
present up to this day?
 fly to a country to 4. How does the Filipino
answer the first displacement impact the
question. family based on the persona’s
3. After which, the student experience?
will pass the toy plane 5. What if you are in the
to another student who woman’s shoe, would you
will in turn choose a also leave your family and
destination to answer work abroad? Why or why
another question. not?
4. This will go on until all 6. If ever this situation happens
the questions in the in your family- having a
map are answered. father like Pinay’s husband-
5. Follow-up questions what will you do?
may be asked by the 7. One of the issues tackled by
teacher. the author is gender
inequality. How is this
evident in these two
pictures?

What can you infer from this

image? Do you agree with it?

8. What is the most important

message you are able to draw
from the poem?
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery DALAGANG FILIPINA YEAH They will discuss as a group and
come up with characteristics of a
Show the class a picture of a traditional and modern Filipina
traditional Filipina and a and explain their answers to the
modern Filipina. Give each class.
group 6 meta cards each. In 3
of the meta cards, they will
write 3 characteristics of a
traditional Filipina and in the
remaining 3, they will write
characteristics of a modern
Filipina. Give them 5 minutes
to do this.

After that, let them paste their

outputs beside the pictures.

One or two members of the

group will explain their
answers.
 Go over their answers and look
into the similarities and
differences and point out how
the Filipina woman changed
over time.
G. Finding practical Highlight the important roles Be enlightened on the important
applications of that women play in the society roles that women play in the
concepts and skills in with focus on women society and have deeper respect
daily living empowerment and gender for them.
equality.
H. Making Ask two students to do a recap The chosen students will give a
generalizations and and give their realizations after summary of what they learned
abstractions about all the discussions that and also provide insights that
the lesson occurred. they were able to gather from the
lesson.
I. Evaluating learning Instruct them to write a
heartfelt letter/spoken
poetry/song dedicated to a
woman who has made a great
impact in their lives. They can
use a stationery or a bond
paper for their letter.
J. Additional activities Tell them to bring a picture of
for applications or the woman they dedicate their
remediation work to.
V. REMARKS In case of time constraint, they can write their letter/poem/song at
home and bring it tomorrow for the presentation of outputs.
VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by:

SHIREEN D. LACUESTA
 Teacher II

Checked by:

FELIZA A. BALADAD
Head Teacher III

Verified by:

CELIA D. ADDUN
Assistant Principal II

Noted:

IGNACIO D. DUMANGENG JR., PhD

Secondary School Principal