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University of Bohol Vision A vibrant university high school nurturing lives for a great future.

Mission To develop happy achievers equipped with life-relevant skills anchored on the trinity of
UNIVERSITY HIGH SCHOOL virtues; Scholarship, Character and Service.
Tagbilaran City Core Values Extra-miler, Innovative, Self-oriented, Self-reliant, Loyal, God-loving

DAILY LESSON PLAN

TEACHER LEA JANE S. MELENCION TEACHING DATES July 15-19, 2019


SUBJECT/LEARNING
21st CENTURY LITERATURE QUARTER
1st
AREA
GRADE LEVEL 12 DATE SUBMITTED

ROLE FILIPINO LITERARY WORK CRITIC

COMPETENCY Equipped with foundational and functional knowledge, ready to interpret literary texts critically

VALUES Creative, Appreciative, and Innovative

CONTENT STANDARD The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through:
PERFORMANCE
(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
STANDARD
from research; and (2) an adaptation of a text into other creative forms using multimedia.
Students will keep considering the following questions: Students will understand that;
ESSENTIAL 1) What is literature? ENDURING 1) Literature is a body of written works. It originated from
QUESTION/S: 2) Why do Filipino student learn and appreciate the UNDERSTANDING: oral traditions and are considered as imaginative works.
beauty of Philippine literature? It deals with prose and poetry and the content depends
on the author.
2) It is essential to understand, appreciate and take pride
of the country’s own literature.
MONDAY TUESDAY WEDNESDAY FRIDAY
DEPED COMPETENCIES  infer literary meaning from literal language based on usage
 analyze the figures of speech and other literary techniques and devices in the text
 explain the relationship of context with the text’s meaning
a) Identify the given poem a) Identify the given poem a) Identify the given poem a) Identify the given poem
1 titled “Reliving” by titled “Reliving” by Ulysses from selected regions from selected regions
I. OBJECTIVES
Ulysses Aparece Aparece according to its according to form, according to form,
according to its form, form, presentation, and presentation, and presentation, and

UBSHS Daily Lesson Plan


presentation, and elements and types of elements and form of the elements and form of the
elements and types of poem poem poem
poem b) Appreciate the given b) Appreciate the given b) Appreciate the given
b) Appreciate the given poem through giving poem through giving poem through giving
poem through giving critical analysis and critical analysis and critical analysis and
critical analysis and identifying its form, identifying its form, identifying its form,
identifying its form, presentation, and presentation, and presentation, and
presentation, and elements and types elements and types elements and types
elements and types c) Write a critical analysis of c) Write a critical analysis of c) Write a critical analysis of
c) Write a critical analysis the given poem using the the given poem using the the given poem using the
of the given poem following guide questions following guide questions following guide questions
using the following
guide questions
Study and appreciate literary Study and appreciate literary Study and appreciate literary Study and appreciate literary
texts from the different regions texts from the different regions texts from the different regions texts from the different regions
written in different genres written in different genres written in different genres written in different genres
covering: covering: covering: covering:
1. Regions in Luzon, Visayas, 1. Regions in Luzon, Visayas, 1. Regions in Luzon, Visayas, 1. Regions in Luzon, Visayas,
Mindanao Mindanao Mindanao Mindanao
II. CONTENT 2. Major genres (poetry, 2. Major genres (poetry, fiction, 2. Major genres (poetry, fiction, 2. Major genres (poetry, fiction,
fiction, drama, creative drama, creative nonfiction, as drama, creative nonfiction, as drama, creative nonfiction, as
nonfiction, as well as well as hyperpoetry, blogs, well as hyperpoetry, blogs, well as hyperpoetry, blogs,
hyperpoetry, blogs, mobile mobile phone Texttula, chick lit, mobile phone Texttula, chick lit, mobile phone Texttula, chick lit,
phone Texttula, chick lit, speculative fiction, flash fiction, speculative fiction, flash fiction, speculative fiction, flash fiction,
speculative fiction, flash etc.) etc.) etc.)
fiction, etc.)
III. RESOURCE The 21st Century Literature The 21st Century Literature Book The 21st Century Literature Book The 21st Century Literature Book
MATERIALS Book
IV. PROCEDURE
The teacher will let the students The teacher will let the students The teacher will let the students The teacher will let the students
A. INTRODUCTION/
read the given poem read the given poem “HUNGER” read the given poem titled read the given poem titled
MOTIVATION
“HUNGER” by Merlie M. Alunan by Merlie M. Alunan “Reliving” by Ulysses Aparece “Reliving” by Ulysses Aparece
Teacher discusses the following Teacher continues to discuss the
terms with a PowerPoint following terms with a
B. INSTRUCTION/
2 Presentation being utilized and PowerPoint Presentation being
DELIVERY
ask questions afterwards: utilized and ask questions
1. Major genres afterwards:

UBSHS Daily Lesson Plan


(a) Creative nonfiction; (b) 1. Major genres
Mobile phone text tula; (c) (a) Creative nonfiction; (b)
Chick lit; (d) Speculative fiction; Mobile phone text tula; (c) Chick
(e) Flash fiction; (f) Blog and; (f) lit; (d) Speculative fiction; (e)
Graphic novels Flash fiction; (f) Blog and; (f)
 According to form Graphic novels
 According to  According to form
presentation  According to
 Elements and types of presentation
poetry  Elements and types of
2. Samples of literary text from poetry
Luzon Visayas, and Mindanao 2. Samples of literary text from
Luzon Visayas, and Mindanao
Teacher will use the motivation Teacher will use the motivation Teacher will use the motivation as Teacher will use the motivation as
as a basis in analyzing the as a basis in analyzing the major a basis in analyzing the major a basis in analyzing the major
major genres of literature genres of literature according to genres of literature according to genres of literature according to
according to form, form, presentation, and form, presentation, and elements form, presentation, and elements
presentation, and elements elements and types of poetry and types of poetry discussion and types of poetry discussion
and types of poetry and write a and write a critical analysis using and write a critical analysis using and write a critical analysis using
critical analysis using the the following guide questions. the following guide questions. the following guide questions.
following guide questions.  How many stanzas and  How many stanzas and  How many stanzas and
 How many stanzas and verses, and syllables were verses, and syllables were verses, and syllables were
verses, and syllables used in the poem? used in the poem? used in the poem?
were used in the poem?  What rhyming pattern  What rhyming pattern were  What rhyming pattern were
 What rhyming pattern were used? used? used?
V. PRACTICE were used?  What figurative language  What figurative language  What figurative language
 What figurative were present (cite were present (cite were present (cite
language were present verse/line to justify your verse/line to justify your verse/line to justify your
(cite verse/line to justify answer)? answer)? answer)?
your answer)?  What symbols were used  What symbols were used  What symbols were used
 What symbols were and the persona’s implied and the persona’s implied and the persona’s implied
used and the persona’s meaning to it? meaning to it? meaning to it?
implied meaning to it?  What does verse 1 and 2  What does verse 1 and 2
 mean? mean?
 What do you think is the  What do you think is the
3 implied meaning behind implied meaning behind
the phrase, “a breaking of the phrase, “a breaking of
agreement”? agreement”?
UBSHS Daily Lesson Plan
 What does slumber  What does slumber
symbolizes? symbolizes?
 What does “for the first  What does “for the first
time” in verse 9 mean? time” in verse 9 mean?
 How does verse 10, 11, 12  How does verse 10, 11, 12
and 13 related to each and 13 related to each
other? other?
The teacher asks the following The teacher asks the following
questions questions
 As a Filipino student,  As a Filipino student, why
why is it important to is it important to value
VI. ENRICHMENT
value and learn the and learn the literary
literary texts produced texts produced by
by different authors in different authors in our
our country? country?
Teacher will prepare an Teacher will prepare an Teacher will use the student’s Teacher will use the student’s
VII. EVALUATION interactive short quiz through interactive short quiz through critical analysis as a form of an critical analysis as a form of an
PowerPoint Presentation. PowerPoint Presentation. assessment. assessment.

Prepared by: Approved by:

LEA JANE S. MELENCION SOFILA L. GANTALAO,LPT,MA-ENG


Subject Teacher SHS, School Principal

UBSHS Daily Lesson Plan