Teacher: Julie Ann Estrada Subject: 21st Century Literature from the Philippines and the World

Grade Level/Section: Gr.12- STEM & HUMSS Quarter: 1st Quarter

Most Essential Learning Competency/ies: The learner demonstrates an understanding of the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the contemporary and representative texts and authors from each region (e.g. engage in oral
history research with focus on key personalities from the students’ region/province/town)
Essential Question/s: How does contemporary regional Filipino poetry apply the elements of poetry?
Materials: Learning Modules, Worksheets, Computer Laptop/Smartphone, Internet
Reference/s/Page/s: 21st Century Philippine and World Literatures, Vibal Publishing
ONLINE INSTRUCTIONAL DELIVERY PLAN
Date: September 7, 2020 (M) Date: September 8, 2020 (T)
11-ABM & HUMSS(3:00pm-4:00pm) OST 12-STEM(8:00am-9:00am) OST
12-STEM(9:00am-10:00am) SPL
Date: September 9, 2019 (W) 11-ABM & HUMSS (3:00pm-4:00pm) SPL
12-STEM (2:00pm-3:00pm) SPL
12-STEM (1:00am-2:00pm) OST Date: September 11, 2019 (F)
11-ABM & HUMSS (1:00pm-2:00pm) OST
11-ABM & HUMSS (2:00pm-3:00pm) SPL

Topic: Literature in Bicol Region Topic: Literature in Bicol Region

LEARNING TARGETS/
COGNITIVE: I can define literature from various COGNITIVE: I can define literature from various
OBJECTIVES writers. writers.

AFFECTIVE: I can appreciate the application of AFFECTIVE: I can appreciate the application of
imagery in the text provided, paying particular imagery in the text provided, paying particular
attention to the regional origins of the poem. attention to the regional origins of the poem.

PSYCHOMOTOR: I can respond critically to the poem PSYCHOMOTOR: I can respond critically to the poem and
and articulate this response through a presentation articulate this response through a presentation that
that showcases regional culture. showcases regional culture.

 The teacher will have a review of the  The teacher will have a review of the
EXPLORE previous lesson. previous lesson.
 The teacher will present pictures of  The teacher will present a literary text from
Bicolano writers and let students give Bicol Region and the students will share
examples of their contribution to their observations about the text.
 literature.
 The teacher will apply collaborative method in
discussing the concepts by randomly asking 
FIRM UP questions to the students.
 The concepts to be discussed are the following:
 Overview of Bicolano Literature
 Characteristics of Bicol Literature
 Bicolano Writers and their Contributions
 The students will answer the following:
DEEPEN  What are the social contexts shown in
literary works in Bicol?
 What are the contexts shown on their
work?
 The teacher will give a short quiz regarding
TRANSFER the concepts discussed.
Example:
1. It is the use of figurative language to
represent objects, events, actions, or
ideas in a way that is physically
appealing.
Real-life Integration
REAL-LIFE/ VALUES/  This lesson was about the study of literature.
In this lesson, the students will realize
BIBLE INTEGRATION literature allows us to step back in time and
learn about life from the past. We can gather
a better understanding of culture and have a
greater appreciation of them. We learn through
the way’s history is recorded, in the forms of
manuscripts and through speech itself.  manuscripts and through speech itself.
 Now, the teacher will ask the students
regarding the essential question: “How does
contemporary regional Filipino poetry apply
the elements of poetry?” Let them share their
ideas to the class.
Values Integration
 Through this lesson, the students will be
appreciate the literary texts they have in
their region and be able to write an
adaptation using the regional literary piece
as their inspiration.
The teacher will apply collaborative method in
discussing the concepts by randomly asking
questions to the students.
 The literary texts to be discussed are the
following:
 Mayon by Kristian Sendon Cordero
 Ibalon by Merito Espinas
 The students will listen to the folksong
“Sarung Banggi” by Potenciano Gregorio Sr. They
will write an analysis of the said folksong.
 The teacher will let the students write their
own poem adaptation with the same message from
the poem that they have read showcasing a
regional culture.
Real-life Integration
 This lesson was about the study of literature.
In this lesson, the students will realize
literature allows us to step back in time and
learn about life from the past. We can gather a
better understanding of culture and have a
greater appreciation of them. We learn through
the way’s history is recorded, in the forms of
 
 Now, the teacher will ask the students
regarding the essential question: “How does
contemporary regional Filipino poetry apply the
elements of poetry?” Let them share their ideas
to the class.
Values Integration
 Through this lesson, the students will be
appreciate the literary texts they have in
their region and be able to write an adaptation
using the regional literary piece as their
inspiration.
  Video conferencing for Online Class Discussion  Video conferencing for Online Class Discussion
LEARNING MODALITY/  Learning Modules for students who were not able to  Learning Modules for students who were not able to
attend the Online Class. attend the Online Class.
STRATEGY  During Self-Paced Learning, students may work  During Self-Paced Learning, students may work
individually with the task given/provided by the individually with the task given/provided by the
teacher and study on their own flexible time. teacher and study on their own flexible time.

REMARKS

Observer’s Remarks: _________________________________________________________________________________________________________________________

Prepared by: Approved:

MS. JULIE ANN ESTRADA SR. MARILYN B. GUSTILO, A.R.

Subject Teacher Principal and Directress
Date: September 5, 2020 Date: ________________________