Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1
1st
2
Competency 1A: Identify the geographic, linguistic,
and ethnic dimensions of Philippine literary history
from pre-colonial to the contemporary times,
EN12Lit-Ia-21 (2 hours)
Objective
Topic
1. define literature from GRAPHIC,
LINGUISTIC,
the point of view of AND
ETHNIC
various
writers;
2. DIMENSIONS
OF
understand
literature PHILIPPINE
LITERARY
from pre-colonial to HISTORY
contemporary periods;
and 3. make a graphical
timeline focusing on
how the literatures for
each literary period
proliferated.
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
Sept. 5, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
A. Activity
Identify what period do the following events fall into.
B. Analysis
Explain the connection of the activity to the actual topic.
C. Abstraction
Discuss the topic by using powerpoint presentation.
1. Pre-Colonial Period • The evolution of
Philippine literature depended on the influences
of colonization and the spirit of the age. • The
first Filipino alphabet called ALIBATA was
replaced by the Roman alphabet
2. The Spanish Colonial Period (1565-1897)
Sixteenth Century was the start of the
deprivation of the indigenous Philippine
Home-Based Activities
Answer the following:
Module 1:
1. Activities
literature. Spanish colonial government finally
came into the scene. They were able to
manipulate literature by monopolizing it under
the religious orders. Literature evolves mainly on
the themes of Spanish/ European culture and, of
course, the Roman Catholic religion.
3. The American Colonial Period (1898-1945) •
Philippine literature in Spanish was starting to
lose its track on the first decade. • The poems of
Fernando Ma. Guerrero (Crisalidas), Balmori’s Se
deshojo la Flor novel, and many others which
discussed revolution and sentiments for
patriotism and reform proved that Philippine
literature was used to claim freedom from the
colonizers
4. The Contemporary Period (1946 to present)
This period started during the rebirth of freedom
in 1946 to present. The Americans returned in
1945. Filipinos rejoiced and the guerrillas that
fled to the mountain joined the liberating
American Army. On July 4, 1946, the Philippines
regained its freedom and the Filipino flag waved
joyously alone. The chains were broken.
D. Application
Call select students to answer wrapping up questions.
Make a graphical timeline in your notebook
focusing on how the literatures for each literary
period (from pre-colonial to contemporary times)
proliferated. (Note: Limit 5 timelines only and you
can have your own graphical design)
E. Evaluation
Instructions: Match each statement in Column A
with what it describes in Column B.
Prepared by:
APRIL B. FORTO
Subject Teacher
Reviewed by:
RUBY C. SABACAJAN
School In-Charge
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
2
1st
2
Competency 1B: Identify representative texts and
authors from each region (e.g. engage in oral
history research with focus on key personalities
from the students’ region, province, and town,
EN12Lit-Ib-22 (2 hours).
Objective
Topic
1. enumerate Filipino TEXTS AND AUTHORS
authors across the FROM EACH REGION
regions;
and
2.
appreciate
their
contributions on the
development
of
Philippine literature
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
Sept. 6, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
A. Activity
Write T if the statement is true and F if it is false.
Write your answer in your notebook.
B. Analysis
Explain the connection of the activity to the actual topic.
Home-Based Activities
Answer the following:
Module 1:
2. Activities
C. Abstraction
Our country has a total of 182 living languages.
With
these
languages,
our
ancestors
communicated, built their communities, and
created unique cultural products. Separated by
seas, cultures, and languages, the Filipinos of
today must consciously choose to maintain a
united front in order for all of us to be truly equal
and free as a people in one nation. How can we
do this? Perhaps our study of literature can help
point us toward the direction of understanding
different cultures across the country, and
hopefully this would provide the opportunity for
a true sense of pride to grow among us as citizens
of this nation.
Texts and Authors from each Region This part
shows you the various texts and authors from
different regions in the country.
D. Application
Activity 1. In your notebook, enumerate at least
three contributions to literature of each of the
following writers: 1. Michael M. Coroza 2. Ivy
Alvarez 3. Suzette Severo Doctolero 4. Anthony
Tan 5. Manuel Arguilla Activity 2. Appreciating
Literary Pieces A. Noting Details. In your
notebook, write the letter of your answer
E. Evaluation
Instructions: What word in the box that
corresponds to each of the following statements
below? Write the letter of your choice in your
notebook.
Prepared by:
APRIL B. FORTO
Subject Teacher
Reviewed by:
RUBY C. SABACAJAN
School In-Charge
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
3
1st
2
Competency 2: Compare and contrast the various
21st century literary genres and the ones from the
earlier genres/periods citing their elements,
structures and traditions, EN12Lit-Id-25
Objective
Topic
1. define what literary 21ST CENTURY LITERARY
genre is; 2. identify the GENRES
ELEMENTS,
different literary genres STRUCTURES
AND
of the 21st century and TRADITIONS
the earlier periods in
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
Sept. 7, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
Home-Based Activities
Answer the following:
Module 1:
3. Activities
Philippine history; and
3. use a Venn diagram in
comparing
and
contrasting the 21st
century
Philippine
literary genres and
those in the earlier
time.
Prepared by:
APRIL B. FORTO
Subject Teacher
Reviewed by:
A. Activity
Identify what period do the following events fall into.
B. Analysis
Explain the connection of the activity to the actual topic.
C. Abstraction
What is the definition of literary genre? Literary
genre is a category of literary composition.
Genres may be determined by literary technique,
tone, content, or even (as in the case of fiction)
length. The distinctions between genres and
categories are flexible and loosely defined, often
with subgroups. The most general genres in
literature are epic, tragedy, comedy, and creative
nonfiction. They can all be in the form of prose or
poetry. Additionally, a genre such as satire,
allegory or pastoral might appear in any of the
above, not only as a subgenre but as a mixture of
genres.
D. Application
INSTRUCTIONS: Using a Venn diagram, compare
and contrast the various literary genres of the
earlier periods and those in the 21st century
Philippine literature. Focus on their themes,
elements and styles. Do this in your notebook.
E. Evaluation
NSTRUCTIONS: In your notebook, write the
literary genre described in each statement below.
Choose your answers from the words found in
the box.
RUBY C. SABACAJAN
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
4
1st
2
Competency 3: Explain the literary, biographical,
linguistic, and socio-cultural contexts; and discuss
how they enhance the text’s meaning and enrich
the reader’s understanding, EN12Lit-Ie-28
Objective
Topic
1. analyze selected LITERARY,
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
Sept. 8 , 2022
Classroom-Based Activities
A. Prayer
Home-Based Activities
Answer the following:
literary works by writers
from
Visayas
and
Mindanao; 2. identify
the context of a given
literary text; 3. relate
the context of a literary
text to its meaning; and
4. situate or place the
literary text in the
context of the region
and nation where the
writer is from
Prepared by:
APRIL B. FORTO
Subject Teacher
Reviewed by:
RUBY C. SABACAJAN
BIOGRAPHICAL,
LINGUISTIC,
SOCIOCULTURAL
CONTEXTS
B.
AND C.
D.
E.
Reminder of the classroom health and safety protocols
Module 1:
Checking of attendance
4. Activities
Quick “kumustuhan”
Recap
A. Activity
Show some samples of literary texts then let them
identify.
B. Analysis
Explain the connection of the activity to the actual topic.
C. Abstraction
D. A literary text is a piece of written material, such
as a book or poem that has the purpose of telling
a story or entertaining, as in a fictional novel.
E. Application
F. INSTRUCTIONS: As your output for this lesson,
compose a-two stanza poem about nature using
the sound devices cacophony and euphony. Write
your answer in your journal notebook.
G. Evaluation
INSTRUCTIONS: Answer the following questions.
Write your answers in your notebook.
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
Grade Level:
3
Learning Area:
Writing a close analysis and critical interpretation of Date:
literary texts and doing an adaptation of these
require from the learner the ability to identify
representative texts and authors from each region (
e.g. engage in oral history research with focus on
12
21st Century
Second Week:
Sept. 12-14, 2022
Day
1-4
key personalities from
province/ town.)
Objective
1.
Determine
representative texts and
authors from each
region ( e.g. engage in
oral history research
with focus on key
personalities from the
students’
region
province/to
wn.)
2. analyze a literary
text
through
citing
the
elements, and
traditions;
3. appreciate the
contributions of
the
Canonical
Filipino writers
to
the
development of
National
literature.
the students’ region/
Topic
LITERARY,
BIOGRAPHICAL,
LINGUISTIC,
SOCIOCULTURAL
CONTEXTS
A.
B.
AND C.
D.
E.
Classroom-Based Activities
Home-Based Activities
Prayer
Answer the` following:
Reminder of the classroom health and safety protocols
Module 3:
Checking of attendance
5. Activities
Quick “kumustuhan”
Recap
H. Activity
Let’s try to find out if you can still remember the
elements of poetry. Read and analyze the given
stanza and answer the questions that follow.
I. Analysis
Explain the connection of the activity to the actual topic.
J. Abstraction
About the author Edith L. Tiempo (April 22, 1919
– August 21, 2011), poet, fiction writer, teacher
and literary critic was a Filipino writer in the
English language. Tiempo was born in
Bayombong, Nueva Vizcaya. Her poems are
intricate verbal transfigurations of significant
experiences as revealed, in two of her much
anthologized pieces, "Halaman" and "Bonsai." As
fictionist, Tiempo is as morally profound. Her
language has been marked as "descriptive but
unburdened by scrupulous detailing." She is an
influential tradition in Philippine Literature in
English. Together with her late husband, writer
and critic Edilberto K. Tiempo, they founded (in
1962) and directed the Silliman National Writers
Workshop in Dumaguete City, which has
produced some of the Philippines' best writers.
She was conferred the National Artist Award for
Literature in 1999.
K. Application
I.
To understand further, more questions
are given below to test your knowledge in
the poem “Bonsai”. Are you ready? Let’s
begin.
II.
Directions: Review the lesson on
Canonical authors and Works of Philippine
National Artists in Literature. Then write
your reflection in your notebook by
finishing up the unfinished statements
below.
L. Evaluation
Finally , let us evaluate your learning. Here’s is
your task . A. Instructions: Match the words in
column A with column B. Write the letter of the
correct answer in your notebook. A. B
Prepared by:
APRIL B. FORTO
Subject Teacher
Reviewed by:
RUBY C. SABACAJAN
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1-4
1st
3
Writing a close analysis and critical interpretation of
literary texts and doing an adaptation of these
require from the learner the ability to identify
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.)
Objective
Topic
1.
Determine Canonical authors and
representative texts and Works of Philippine
authors from each National
Artists
in
region ( e.g. engage in Literature
oral history research
with focus on key
personalities from the
students’
region
province/to
wn.)
4. analyze a literary
text
through
citing
the
elements, and
traditions;
5. appreciate the
contributions of
the
Canonical
Filipino writers
to
the
development of
National
Grade Level:
Learning Area:
Date:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
12
21st Century
Second Week:
Sept. 12-14, 2022
Classroom-Based Activities
Home-Based Activities
Prayer
Answer the following:
Reminder of the classroom health and safety protocols
Module 1:
Checking of attendance
6. Activities
Quick “kumustuhan”
Recap
Activity
Show some samples of literary texts then let them
identify.
Analysis
Explain the connection of the activity to the actual topic.
Abstraction
A literary text is a piece of written material, such as a
book or poem that has the purpose of telling a story
or entertaining, as in a fictional novel.
Application
INSTRUCTIONS: As your output for this lesson,
compose a-two stanza poem about nature using
the sound devices cacophony and euphony. Write
your answer in your journal notebook.
Evaluation
INSTRUCTIONS: Answer the following questions.
Write your answers in your notebook.
literature.
Prepared by:
APRIL B. FORTO
Subject Teacher
Reviewed by:
RUBY C. SABACAJAN
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1-4
1st
4
EN 12Lit-1d-25. Compare and contrast the various
21st century literary genres and the ones from the
earlier genres / periods citing their elements,
structures and traditions
Objective
Topic
Knowledge: Discuss the Elements of Philippine
literary genres, literary Literary Genres
elements and structure.
Skills: compare and
contrast
pre-colonial
literary forms from
contemporary literary
forms in terms of genre,
elements, structure and
tradition.
Attitude:
perform the different
tasks with confidence.
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
Sept. 19-22, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
Activity
Task 1 Direction: Supply the following with the
appropriate word found in the box to complete the
statements
Task 2. VENN DIAGRAM Instructions: Give the
similarities and differences between poetry and short
story using the Venn Diagram.
Task 3 Directions: Analyze the words found in the
word pool and sort them according to their category
as indicated in the table provided below the word
pool.
Home-Based Activities
Answer the following:
Module 1:
7. Activities
G. .Analysis
Five Main GENRES OF LITERATURE that students
must be familiar with. 1. Poetry - is a literary type
that is merely always written in stanzas and lines
creating a unique look on the page. 2. Drama- is any
text meant to be performed rather than read. 3.
Prose - is any kind of written text that is not poetry.
4. Non-fiction – a vast category that is a type of prose
that includes many different sub-genres. It can be
creative such as personal essays or factual, such as
scientific paper. 5. Media – the newest type of
literature that has been defined as a distinct genre.
This categorization was created to encompass the
many new and important kinds of texts in our society
today such as movies and films, websites,
commercials, billboards, and radio programs. Source:
brighthubeducation.com
H. AbstractioN
ELEMENTS OF LITERATURE I. Elements of Plot is the
sequence of events in a story which often have a
causal relationship with each other. Plot Devices are
techniques that the writer uses to creatively present
the events in the story Flashback is a plot device
where the story moves away from the current events
happening in the story to a time in the past.
Foreshadowing is a plot device where the story
presents an image or a scene which gives the reader
clues as to events which will happen in the future.
Exposition refers to character (s ) introduced, setting,
goals, motivation , stakes established .
I. Application
Task 4 Direction: Accomplish the table below by
providing what are asked.
J. Evaluation
Task 6 Direction: In general, how do you compare
literature during the pre-colonial time and the
contemporary period. Write your answer in an
essay form. You will be grade using the rubrics
below..
Prepared by:
APRIL B. FORTO
Subject Teacher
Reviewed by:
RUBY C. SABACAJAN
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1-4
1st
5
infer literary meaning from literal language based
on usage
EN 12Lit-1d-25. Discuss how different contexts
enhance the text’s meaning and enrich the reader’s
understanding.
Objective
Topic
Knowledge:
infer Texts and Contexts
literary meaning from
literal language based
on usage,
explain the relationship
of context with the
text’s meaning; Skills:
respond critically to the
short
story
and
articulate this response
through
impressions
about street life and
public transport; and
Attitude:
practice
contextual appreciation
by making a slogan for
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
Sept. 26-29, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
Activity
Task 1 Direction: Read the following statements.
Identify the word that is being described in each
statement.
Task 2 Direction: In your notebook, write briefly your
initial discussion about the following:
Task 3 Directions: Analyze the words found in the
word pool and sort them according to their category
as indicated in the table provided below the word
pool.
Home-Based Activities
Answer the following:
Module 1:
8. Activities
the drivers and for the
passengers on how to
observe
responsible
driving.
Task 3 Recall your most unforgettable public
transport experience and draw insights by answering
the following questions:
G. .Analysis
Task 4: Reading of the story Directions: Read the
selection, “One Day on the Road” by Temiktokles M.
Adlawan. Find out important local products that are
unique to your locale.
Direction: Respond critically to the following
questions to process the selection. 1. What are the
basic street life scenes Miguel reveals as he goes
about his day? Summarize the scenes in three to five
sentences. 2. What do these scenes imply about the
setting of the story? 3. How well does Miguel know
his “vocation” of driving a tricycle? Point out three
important details from the text showing the depth of
his knowledge on this road trade. 4. In the last
sentence, Miguel says that he “also lost the Ray –
Ban which had barred my eyes from seeing.” How
does this reference to seeing change, read alongside
the character’s transformation? 5. How is the story
being told? Support your answer by citing lines in the
text.
H. AbstractioN
Task 5 Directions: Write your reflection in your
notebook by completing the unfinished statements
below.
Task 6 The values/ principles of tricycle drivers, as
well as other public transportation drivers, are
always compromised on the roads. Make a slogan for
the drivers and for the passengers on how to observe
responsible driving. Use ¼ size white cartolina for
your slogan.
I. Application
Task 4 Direction: Accomplish the table below by
providing what are asked.
J. Evaluation
y this time, you will have had a good grasp of the
lesson on Texts and Contexts as you worked on
the different learning activities. Let us test your
ability in this topic.
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1-4
1st
6
Situate the text in the context of the region and the
nation EN12Lit-Ie-2
Objective
Topic
Situate the text in the Texts and Contexts
context of the region
and the nation EN12LitIe-2
Grade Level:
Learning Area:
Date:
A.
B.
C.
D.
E.
F.
Classroom-Based Activities
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
Activity
Find the meaning of the text in the choices.
G. .Analysis
Task 4: Reading of the story Directions: Read the
selection, “Father Faura withnessed the Execution of
Jose Rizal by Dando Renoto
12
21st Century
Second Week:
OCTOBER 3-6, 2022
Home-Based Activities
Answer the following:
Module 1:
9. Activities
Processing Questions will follow.
H. AbstractioN
What is context?.
I. Application
Task 4 Direction: Accomplish the table below by
providing what are asked.
J. Evaluation
y this time, you will have had a good grasp of the
lesson on Texts and Contexts as you worked on
the different learning activities. Let us test your
ability in this topic.
The topic was not able to finish due to individual oral
recitation.
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1-3
1st
7
explain the literary, biographical, linguistic, and
sociocultural contexts and discuss how they
enhance the text’s meaning and enrich the reader’s
understanding
Objective
Topic
*identify the different Literary Reading through
ways/details one may a Biographical Context
evaluate a literary text,
specifically
by
examining
its
biographical context.
*Explain how does
knowing
the
biographical
context
help you understand the
text
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
OCTOBER 10-12, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
Activity
(MONDAY) – ORAL RECITATION
(TUESDAY)
Inside-Outside Circles: Line up facing each other in
two concentric circles. Students from the inside circle
ask questions to the students from the outside circle.
Take turns in asking and answering questions.
Questions that will be read by the teacher are based
on the following: (1) personal beliefs, (2) religion, (3)
family culture and tradition, (4) and any other things
about their lives. Reflect on the following: As you
may have heard from what you have listened to from
others, what made you understand your
Home-Based Activities
Answer the following:
Module 1:
10. Activities
classmate/friend better? Do these personal beliefs
affect their way of thinking and way of interacting
shown in their daily activities?
G. .Analysis
There are reasons to read literature through the
biographical context (Gioia and Kennedy 2007): ●
Understanding the author’s life can help you
understand his or her work thoroughly. ● Reading
the author’s biography or autobiography helps you
see how much his experiences shape his or her work
directly and indirectly. Here are biographical
strategies that you may use: ● Research on what the
author believes in and also what he or she does not.
● Analyze how the author’s belief system is reflected
in his or her work. ● Look at the author’s other works
and analyze if there is a pattern with regard to the
theme that is indicative of his or her life and beliefs.
When you are reading literature through a
biographical context: ● In what year was the text
written and published? ● Is there anything significant
that happened in the author’s life during this time?
What were the circumstances that happened to the
author before the writing of the text? ● Were there
several drafts of the text? What can you say about
the changes that the author made? What aspects do
you think the author struggled with during the
revision? What is the effect of the revisions to the
published text? ● Are there characters and situations
in the text that could be representative of or are
similar to the ones in the author’s life? ● How will
knowing about the author amplify your appreciation
of the work?
H. AbstractioN
Here are some examples of literary works written by authors of
different backgrounds. In
their sample writings, their personal stories and beliefs reflect
the way they project the
characters in their narrative:
1. “Under My Invisible Umbrella” by Laurel Fantauzzo is a
literary essay that talks
about a Filipino-Italian who was born in the United States.
Because her features are
more Italian than Filipina, she had encountered problems with
people treating her
as “extra special” in the Philippines, but she finds it more
isolating than welcoming.
Fantauzzo’s way of writing reflects a lot about her personal
encounters within the
Philippines. To understand her essays better, the reader must
know her
background first so that they may know the reasons behind her
dilemmas.
2. Catch a Falling Star by Cristina Pantoja Hidalgo is a
collection of realistic short
stories that revolve around a child character named Trissy or
Patriciang Payatot. In
the narratives, you would find out that Trissy is not much
involved in outdoor
games; she was more inclined to writing, paper doll making, and
other simple
crafts.
If one tries to research about the author, she may be classified
as a female Filipino
writer who belongs to the intellectual elite; that’s why her
writings are influenced
by upper-middle class situations.
I. Application
Recall one of your favorite stories. Find out the life story
of its author and answer the following questions.
2. Describe the author of the story.
3. What are the some personal experiences of the author
that affect his viewpoint in life?
4. How are viewpoints reflected in one’s writing?
K. Evaluation
Check Your Understanding Answer the following
questions:
1. What are the strategies to understand
thoroughly the text?
1. What are the details that a reader should look
for in reading an author’s biography?
2. Why is it important to know the character and
the author’s life as well?
3. How can an author’s belief system be
reflected in an excerpt?
4. How can we gain more understanding by
learning about the year a work was written and
published?
5. If you were an author, how would you
describe your main character?
Prepared by:
APRIL B. FORTO
Subject Teacher
L. ASSIGNMENT
Recall one of your favorite stpry or book you read. Search
about his biography. How does his.her background affect
the style?
Reviewed by:
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
3-4
1st
7
Explain the literary, biographical, linguistic, and
sociocultural contexts and discuss how they
enhance the text’s meaning and enrich the reader’s
understanding
Objective
Topic
●
identify
the Literary Reading through
perspectives one may a Sociocultural Context
evaluate a literary text,
specifically
by
examining
its,
sociocultural context.
● *Explain how does
knowing
the
sociocultural
context
help you understand the
text
Grade Level:
Learning Area:
Date:
12
21st Century
Second Week:
OCTOBER 13-14, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap
Activity
Recall the timeline of Philippine history. Reflect on
some events that may have transpired during those
periods of time by creating a visual image that
represents each of them. Share the images drawn
and the ideas behind it with a partner. What are
some important events that took place in the
following years? What would a third-person observer
living in those times have written about his or her
situation?
1882
1898
1972
Home-Based Activities
Answer the following:
Module 1:
11. Activities
1986
2016
● 1882 – Rizal, a well-known hero of today, leaves for
Spain to pursue his studies.
● 1898 – Americans introduced formal education in
the Philippines.
● 1972 – Ferdinand Marcos declared Martial law in
the Philippines.
● 1986 – People Power Revolution took place among
the Filipino people
. ● 2016 – Rodrigo “Digong” Duterte was elected the
16th president of the Philippine Republic.
G. Analysis
Why would a particular event or an outside situation
affect a literary piece?
According to the critic Wilbur Scott, “Art is not
created in a vacuum; it is the work not simply of a
person, but of an author fixed in time and space,
answering a community of which he is an important,
articulate part.” In reading using the sociocultural
context, you will examine the factors that affect the
writing of the literary text and how the work was
received by the readers during the time it was
written.
The following are reasons to read literature through
sociocultural context (Gioia and Kennedy 2007): ●
Reading using the sociocultural context helps you
understand the social, economic, political, and
cultural forces affecting the work that you are
reading. ● Analyzing the sociocultural context of the
text makes you examine the role of the audience
(readers) in shaping literature. How can we analyze a
text through a sociocultural context? Here are guide
questions that you may answer when you are reading
literature through the sociocultural context: ● What
is the relationship between the characters or the
speakers in the text and their society? ● Does the
text explicitly address issues of gender, race, or class?
How does the text resolve these issues? ● Who has
the power? Who does not? What is the reason for
this setup? ● How does this story reflect the nation?
What does this say about the country and its
inhabitants? ● Who has the economic or social
power? Is there oppression or class struggle? How do
the characters overcome this? Does money or
finances play a large role in the narrative? ● What is
the prevailing social order? Does the story or poem
accept or challenge it?
H. AbstractioN
Take note of the following before reading a text
through the sociocultural context: You may use
several sociological, economic, and cultural
perspectives when reading using the sociocultural
context. Marxism is one of the famous perspectives
used for this reading. Feminism, queer theory,
historicism, postcolonialism, and New Historicism are
also perspectives or literary theories that you may
use.
I. Application
The class will be grouped into four and each group will be given
a literary piece to anaylze using the sociocultural approaches.
Group 1: Ang Kagila-gilalas na napakikipagsapalaran ni Juan
Dela Cruz (Marxism)
Group 2: The Filipino Women by Eden Trinidad (Feminism)
Grroup3:
Prepared by:
APRIL B. FORTO
Subject Teacher
J. Evaluation
Fill in the blanks with the correct answer. 1.
__________________ is the perspective we can
use to distinguish the roles of marginalized
women in the society. 2. __________________
distinguishes the social stratification between the
capitalists and the working class, the ruler and its
members, and the rich and poor. 3.
__________________ highlights the occurrences
that take place after a certain period of outside
influence
in
colonization.
4.
__________________ is the perspective used in
determining a “coming-of-age” story where a
character develops and unveils his desired
identity. 5. __________________ points out the
effects of a government or political change taking
place in a certain area.
III.
Explain
1. How
does
sociocultural
context
affect
your
understanding of literary texts?
H. Assignment
On a piece of paper, recall a movie that you watched in
your previous literature classes. Write a short analysis
about the movie ysing an appropriate literary
perspective.
Reviewed by:
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
2-3
1st
8
Explain the literary, biographical, linguistic, and
sociocultural contexts and discuss how they
enhance the text’s meaning and enrich the reader’s
understanding
Objective
Topic
●
identify
the Literary Reading through
perspectives one may a
Sociocultural
and
evaluate a literary text, Linguistic Context
specifically
by
examining
its,
sociocultural
and
liguistic context.
● *Explain how does
knowing the linguistic
context
help
you
understand the text
Grade Level:
Learning Area:
Date:
12
21st Century
OCTOBER 19-22, 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
G.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity
Students will have reporting regarding the last topic
about sociological context.
Group 1: Ang Kagila-gilalas na napakikipagsapalaran ni Juan
Dela Cruz (Marxism)
Group 2: The Filipino Women by Eden Trinidad (Feminism)
Grroup 3 &4: El Fili and Noli Me Tangere
Process Questions:
What is the relationship between the characters or
the speakers in the text and their society? ● Does the
text explicitly address issues of gender, race, or class?
How does the text resolve these issues? ● Who has
the power? Who does not? What is the reason for
this setup? ● How does this story reflect the nation?
What does this say about the country and its
Home-Based Activities
Answer the following:
Module 1:
12. Activities
inhabitants? ● Who has the economic or social
power? Is there oppression or class struggle? How do
the characters overcome this? Does money or
finances play a large role in the narrative? ● What is
the prevailing social order? Does the story or poem
accept or challenge it?
After the reporting and feedbacking given by the
teacher, she will then proceed to the new topic
which is about linguistic context.
Listen to the most popular song that you know
about. Share with your partner the meaning and
symbolisms found in it.
H. Analysis
(Play the song entitled Titanium)
Guide Questions will follow.
1. What words in the song
that strike you? What
impact has it done to you?
2. What lines in the song you
like most? Why?
3. What figure of speech are
being shown in the song?
4. What is the meaning of the
song?
5. What does the word
“Titanium,”Bullets
and
Guns” SYMBOLIZE FOR?
Essential Question:
Why is there a need to study linguistic context?
According to David Richter, “Practically everything
we do that is specifically human is expressed in
language.” This is why literary texts can be read
through the context of the language used to write
the text as well as the way language is used in the
text. This literary reading adheres to Roland Barthes’s
famous maxim, “The author is dead.” Reading
through a linguistic context focuses on the language
used in the literary work and how it is used to convey
meaning.
Here are some reasons to read literature through the
linguistic context:
● Reading the text on its own, regardless of the author’s
biography and sociocultural context, may help you
understand the literary text through analyzing the words,
sentences, patterns, imagery, etc. of the text.
● Analyzing the literary text’s grammar, syntax, or
phonemic pattern may help you find the meaning of the
text within its form and help you interpret it by simply
analyzing the content of the literary work. Use this
textbox.
The following are some strategies you may use to read a
text through the linguistic context:
● Analyze the diction or choice of words in the text.
● Examine the texts’ syntax or use of sentences, clauses,
phrases, line cuts, etc.
● Observe the use of figurative language.
● Analyze the mood and tone of the text.
● Observe the text’s overall structure.
● Analyze the content of the text. Here are guide
questions that may help you when you read literature
through the linguistic context:
● What were the striking words in the text? What words
were unfamiliar to you? Which words attracted your
attention? What words were dramatic?
● What nouns are the most prominent? Are these
concrete or abstract nouns? What about verbs? Does the
author use common words or lofty diction? Are the
words short or long? Is there any word that has two or
more meanings?
● Are the sentences in the usual order of subjectpredicate? What are the dependent clauses? What are
the independent clauses? If you restructure a sentence
or a phrase, would it make a difference? Is the voice
active or passive? Is there a rhythm in the sentence
structure in relation to the length of the sentences or
lines?
What literary devices are used? Are there images? Do
those images stand for anything aside from their literal
meaning?
● What is the tone? Is the speaker happy about the
subject? Is the tone negative or positive?
● What is the structure of the text? Is it a narrative? Is it
linear or nonlinear? What is the point of view of the
text? Is it a poem? What type of poem is it?
● Does the language help in delivering and
understanding its content? Is there a theme? What is it
saying about its subject matter? How do the literary
elements contribute to the effectiveness of the text?
● What is the text saying about the world in general?
I. AbstractioN
J. Application
Below is a poem that Jose Rizal has written:
Josephine,
Who to these shores came,
Searching for a home, a nest,
Like the wandering swallows,
If your fate guides you To Shanghai, China, or Japan,
Forget not that on these shores
A heart beats for you.
By group:
Analyze the poem through its literary context by
answering the following questions: 1. What are the
striking words used in the poem? 2. How many
meaningful statements are used in the poem? 3. How
were the lines cut? Did the line cuts help in conveying
the message of the poem? 4. Are there rhymes? Is there
a certain rhythm? How does the presence or absence of
rhyme and rhythm help convey the message of the text?
5. What imagery was used in the poem? 6. What is the
mood of the poem? 7. Did the use of language help in
conveying the poem’s message? How?
K. Evaluation
1. .Compare and contrast the expression of love shown during
the time of Rizal and the present time.How does distance and
setting affect the language conveyed in one’s literary work?
2. How does linguistic context affect your understanding of
literary texts?
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
8
produce a creative
representation of a literary
text by applying multimedia skills
11.1 choose an
Grade Level:
Learning Area:
Date:
12
21st Century
OCTOBER 20, 2022
Day
2-3
Appropriate multimedia
literary text
Objective
1.
demonstrate
an
understanding of the
anecdote; 2. interpret
the anecdote using
appropriate multimedia
format;
format in interpreting a
Topic
Major genres (poetry,
fiction, drama, creative
nonfiction, as well as
hyperpoetry,
blogs,
mobile phone Texttula,
chick lit, speculative
fiction, flash fiction, etc.)
Classroom-Based Activities
A. Prayer
B. Reminder of the classroom health and safety protocols
C. Checking of attendance
D. Quick “kumustuhan”
E. Recap11
F.
G. Activity
Video: Ang Pipit performed by Dela Salle Univ. students
1. What message does the lyricist, Levi Celerio,
convey in his song?
2. How did the students interpret the song?
3. What media platform did the students use in
interpreting the song?
H. Analysis
(Have you found studying literature more exciting with
multimedia supports
where you can actively and collaboratively build knowledge
structures using
technology? Evidently, most of the learners like you have
realized the huge impact
of the use of multimedia in studying literature. It provides
opportunities for
learners like you to construct and reconstruct your ideas in
audio and visual
formats. Through multimedia platforms, you can apply a
wide range of strategies to
understand, interpret and evaluate texts.
Marshall (2001) defined multimedia as computer-controlled
integration of
text, graphics, drawings, still and moving images (video),
animation, audio, and any
other media where every type of information can be
represented, stored,
transmitted and processed digitally.
Home-Based Activities
Here are some of the multimedia formats that you can use
to creatively
interpret various genres of literary texts.
I. AbstractioN
Here are some of the multimedia formats that you
can use to creatively interpret various genres of
literary texts.
1. Blog
2. Mind Mapping
3. Mobile Phone Text Tula
4. Slide Show’
5. Tag Cloud
6. Video
I. Application
Activity 1. Mind Mapping: Do the following instructions
below. 1. Create a cluster map as shown below using
Microsoft Word. 2. Write related concepts on
multimedia formats used to interpret literary texts in the
cluster map. 3. Write a brief explanation of the cluster
map 4. Send your output to your teacher via messenger
J. Evaluation
Activity: Mobile Text tula: Do the following. 1. Read the
transcriptions on page 27 or watch again the video clip,
“Ang Pipit”, by Levi Celerio. 2. Create a mobile phone
text tula reflecting your interpretation on the message of
the song. 3. Send your output to your teacher via text
messaging.
K. ASSIGNMENT
Directions: Reflect on what you have learned on the
use of multimedia formats in interpreting literary
texts. On your Facebook wall, post your thoughts on
how multimedia makes studying literature more
exciting and meaningful.
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1-2
1st
Grade Level:
12
9
Learning Area:
21st Century
Date:
OCTOBER 24, 2022
produce a creative
representation of a literary
text by applying multimedia skills
11.1 choose an
Appropriate multimedia format in interpreting a
literary text
Objective
Topic
Classroom-Based Activities
Home-Based Activities
A.
Prayer
1.
demonstrate
an Applying ICT skills
B. Reminder of the classroom health and safety protocols
understanding of the
C. Checking of attendance
anecdote; 2. interpret
D. Quick “kumustuhan”
the anecdote using
E. Recap11
appropriate multimedia
F.
format; 3. Apply ICT
G. Activity
skills in crafting an
Process Questions:
adaptation of literary
Have you applied computer programs and
text and 4. Show an
applications in doing school-related tasks like
appreciation on the use
studying literature? What computer programs and
of
multimedia
to
applications have you used? Does using these ICT
interpret a literary text.
tools make your learning more meaningful and
exciting?
Picture Analysis:
Directions: Study the picture. Give your comments and
to share their own experiences as well.
H. Analysis
What is it?
Have you read an anecdote? Have you ever retold a
personal experience related to someone? How do you
find recalling past experiences?
We are fond of sharing humorous experiences in life to
our family members and friends. We might not be aware
that we are alrezdy sharing stories like anecdotes all day,
everyday.
An anecdote is a short entertaining or interesting story
about a real incident or person (Nagpal 2016)
Anecdotes tell about a variety of stories and tales, since
they can be about any topic under the sun. It is short
story about a real person or event which usually intends
to make the listeners laugh or ponder over a topic. (Your
Dictionary 2020).
For example, if a group of learners tell about their
favorite pets, and one learner shares a story about how
his dog cuddles everytime he comes home from school,
then that learner has just imparted an anecdote. Let’s
look at how John Jack Wigley made use of anecdotes in
his memoir “ Home of the Ashfall”.
Let’s explore some of the purposes of anecdotes:
1. To bring cheer
2. To reminisce
3. To Caution
4. To persuade
I. AbstractioN
Flim Clip
1.Watch the short video on Youtube entitled “Salbabida Story”.
Vide Link: https://www.youtube.com/watch?v=xYNv32ZqwmQ
2. Pick out some lines (atleast three) where in the
speakers look back at some of their experiences like
the example below.
“Kasi dati, nabubully ako sa school. Ang pumasok lang
sa isip ko nun, gumanti. Siya (KB) yung tutulong sa ‘kin
na makipagresbakan, ad akala ko nun, ano e,
‘makikipagbugbugan” kami e, sapakan. Tinuruan ako ni
KB kung paano maging Salbabida rin sa iba.”
3. After writing down some of the lines about their
memories, compose your own ingerpretation of what
the video is about. Write a text tula as a tribute to the
people in the video and acknowledge theire share in the
society by helping other people.
L. Application
Answer the following questions based on the video clip
you have watched. Write your answers on a separate
paper.
1. In the first part of the
video, we are introduced to
Efren
Penaflorida,
To
whom does he compare his
friend and mentor, KB
Manalaysay?
2. What does he mean by this
comaparison?
3. What was Efren;s problem
when KB met him?
4. How was the latter able to
help him?
5. What is the message of the
video?
II. Reflect on what you have learned in using multimedia
in interpreting lierary texts. Put on you FB wall on how
applying ICT skills makes you better appreciate studying
anecdotes.
Prepared by:
APRIL B. FORTO
Subject Teacher
M. Evaluation
Read again the selection “Home of the Ashfall” written by
John Jack. On your FB wall, share your own experiences
during a calamaity or dsaster, including how you handled
the situation. End your story with a slogan about the
importance of disaster preparedness.
Reviewed by:
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
Day
1-2
1st
3
identify representative
texts and authors from
Asia, North America,
Europe, Latin America, and
Africa
Objective
Topic
Arabian Literature
1. distinguish texts
and authors from
European and Asian
Literatures; and
2. explain the texts in
terms
of
Literary
Devices
and
Elements.
Grade Level:
Learning Area:
Date:
12
21st Century
November 7-11 2022
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity
FILM CLIP ABOUT EUROPE ANDITS CULTURE
G. Analysis
PPT PRESENTATION
Europe is one of the seven traditional continents of
the Earth. Physically and
geologically, Europe is the westernmost peninsula of
Eurasia, west of Asia. Europe
is bounded to the north by the Arctic Ocean, to the
west by the Atlantic Ocean, to the
south by the Mediterranean Sea, to the southeast by
Home-Based Activities
the Caucasus Mountains and
the Black Sea and the waterways connecting the
Black Sea to the Mediterranean. To
the east, Europe is generally divided from Asia by
the water divide of the Ural
Mountains, the Ural River, and by the Caspian Sea.
European literature refers to the literature of
Europe. It includes literature in
many languages; among the most important of the
modern written works are those in
English, Spanish, French, Dutch, Polish, German,
Italian, Modern Greek, Czech and
Russian and works by the Scandinavians and Irish.
Important classical and medieval
traditions are those in Ancient Greek, Latin, Old
Norse, Medieval French and the
Italian Tuscan dialect of the renaissance.
European literature, also known as Western
literature, and can also be
defined as the literature written in the context of
Western culture in the languages of
Europe, as several geographically or historically
related languages. Diverse as they
are, European literatures, like Indo-European
languages, are parts of a common
heritage belonging to a race of proud nations which
boast the likes of Homer who
wrote Iliad and Odyssey, Virgil who wrote the
Aeneid, Dante who wrote Divine
Comedy, Chaucer who wrote Canterbury Tales.
These, and other literary
masterpieces form part of what we call as Western
Canon.
PPT ON EUROPEAN LITERATURE
I. AbstractioN
Reading: ALL THE WOLRD’S A STAGE
PPT ON WILLIAM SHAKESPEARE’S BIOGRAPHY
N. Application
Answer the graphic organizer below.
O. Evaluation
Prepared by:
1. Who is the author of the folk
tales “Arabian Nights?
2. What are the elements of short
story?
3. Explain each element briefly.
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
DAILY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
3
identify representative
texts and authors from
Asia, North America,
Grade Level:
Learning Area:
Date:
12
21st Century
November 14-16, 2022
Day
1-3
Europe, Latin America, and
Africa
Objective
Topic
Arabian Literature
1. distinguish texts
and authors from
European and Asian
Literatures; and
2. explain
the
texts in terms
of
Literary
Devices
and
Elements.
3. Compare and
Contrast
Arabian
and
European
Literature
A.
B.
C.
D.
E.
F.
Classroom-Based Activities
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity
Day 1
Process Questions:
Film Showing (Arabian Nights)
Movie Analyis:
Directions: Watch the video and answer the graphic
organizer.
Conflict
Characters
Title
Varied
Setting
G. Analysis (DAY 2)
Elements of Short Story
Setting
Theme
Home-Based Activities
The time and location in which a story takes place is
called the setting. For
some stories the setting is very important, while for
others it is not. There are
several aspects of a story's setting to consider when
examining how setting
contributes to a story.
a) place - geographical location. Where is the action
of the story taking
place?
b) time - When is the story taking place? (historical
period, time of day, year,
etc)
c) weather conditions - Is it rainy, sunny, stormy,
etc?
d) social conditions - What is the daily life of the
characters like? Does the
story contain local color (writing that focuses on the
speech, dress,
mannerisms, customs, etc. of a particular place)?
e) mood or atmosphere - What feeling is created at
the beginning of the
story? Is it bright and cheerful or dark and
frightening?
Plot
The plot is how the author arranges events to
develop his basic idea; It is the
sequence of events in a story or play. The plot is a
planned, logical series of events
having a beginning, middle, and end. The short story
usually has one plot so it can
be read in one sitting. There are five essential parts
of plot:
a) Introduction - The beginning of the story where
the characters and the
setting is revealed.
b) Rising Action - This is where the events in the
story become complicated
and the conflict in the story is revealed (events
between the introduction and
climax).
c) Climax - This is the highest point of interest and
the turning point of the
story. The reader wonders what will happen next;
will the conflict be resolved
or not?
d) Falling action - The events and complications
begin to resolve
themselves. The reader knows what has happened
next and if the conflict
was resolved or not (events between climax and
denouement).
e) Denouement - This is the final outcome or the
untangling of events in the
story.
Conflict
Conflict is essential to a plot. Without conflict there is
no plot. It is the
opposition of forces which ties one incident to
another and makes the plot
move. Conflict is not merely limited to open
arguments, rather it is any form of
opposition that faces the main character. Within a
short story there may be only one
central struggle, or there may be one dominant
struggle with many minor ones.
Character
Can be defined as any person, animal, or figure
represented in a literary work.
Theme
The theme in a piece of fiction is its controlling idea
or its central insight. It is
the author's underlying meaning or main idea that
he is trying to convey. The theme
may be the author's thoughts about a topic or view
of human nature. The title of the
short story usually points to what the writer is saying
and he may use various figures
of speech to emphasize his theme, such as: symbol,
allusion, simile, metaphor,
hyperbole, or irony.
I. AbstractioN (DAY 3) ORAL RECITATION
Reading: Alibaba and the forty thieves
Read the story of Alibaba and the Fourty Thieves
A. Application
Answer the graphic organizer below.
Conflict
Characters
Title
Varied
Setting
B. Evaluation
C. Assignment
Theme
1. What are the elements of short
story?
2. Explain each element briefly.
3. How will you differentiate
Eropian
and
Arabian
Literature?
Research the summary of the short story entitle: “YUNOS ON
THE BEACH”.
Reviewed by:
Prepared by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
DAILY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
4
identify representative
texts and authors from
Asia, North America,
Europe, Latin America, and
Africa
Grade Level:
Learning Area:
Date:
12
21st Century
November 21,, 2022
Day
1-3
Objective
Topic
*Answer
questions Oral Recitation
regarding the topics:
European Literature,
Arabian Literature, All
the world’s a stage,
Alibaba
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity (Day 1)
ORAL RECITATION
G. Analysis
ORAL RECITATION
I. AbstractioN (DAY 3)
ORAL RECITATION
D. Application
ORAL RECITATION
E. Evaluation
ORAL RECITATION
F. Assignment
Research on AFRICAN, LATIN AMERICAN AND
NORTH AMERICAN LITERATURE
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Home-Based Activities
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
DAILY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
Grade Level:
4
Learning Area:
1. Identify representative texts and authors from Date:
Asia, North America, Europe, Latin
12
21st Century
November 21-25, 2022
America, and Africa. ( EN12Lit-11a-22)
2. Explain the text in terms of literary elements,
genres, and traditions. ( EN12Lit11bc)
Day
2-4
Objective
1. distinguish the texts
and authors from
African, Latin
American and North
American Literature;
and
2. explain the texts in
terms of genres and
traditions in prose and
poetry.
Topic
AFRICAN
LITERATURE
Classroom-Based Activities
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity (Day 2)
The teacher will present a clip about Africa.
G. Analysis
Africa and Mandela
A.
B.
C.
D.
E.
F.
When people think of Africa, they sometimes think of
“darkness”, “black,” and “poverty.” History has
shown us how this continent became brutally
colonized by white European traders and
imperialists in Congo. Each portion of the continent
was divided and spoiled by western countries like
Home-Based Activities
France, the Netherlands, Great Britain,
Belgium, Germany, Portugal, Spain and Italy.
Slavery, racism, discrimination including violence
and colonial domination became the reality of most
Africans. In fact, most of their natural resources
where highly exploited and exported to colony
countries. But Africa is more than just a continent
with dark and bitter history, but it is the world's
second largest and second most-populous continent
next to Asia. Also, Africa contains an enormous
amount of wealth like mineral resources, including
some of the world’s largest reserves of fossil fuels,
metallic ores, and gems and precious metals. This
richness is matched by a great diversity of biological
resources that includes the intensely lush equatorial
rainforests of Central Africa and the worldfamous
populations of wildlife of the eastern and southern
portions of the continent. Although agriculture still
dominates the economies of many African countries,
the exploitation of these resources became the most
significant economic activity in Africa in the 20th
century. Because of these exploitations, several
Africans stood up to oppose injustices and express
their hardships and experiences to the world. African
literature stands proud with the likes of J.M. Coetzee
(South Africa), Wole Soyinka (Nigeria), Derek
Walcott (Saint Lucia), Naguib Mafouz (Egypt), and
Nadine Gordimer (South Africa) as winners of the
prestigious Nobel Prize for Literature. Other writers
who have made an impact on world literature
include Ngugi Wa Thiong’o (Kenya) and Chinua
Achebe (Nigeria). Among the many Africans, one
that most people know including many Filipinos is
Nelson Mandela. He is the head of South African
anti-apartheid revolutionary, a political leader, and
philanthropist who served as President of South
Africa from 1994 to 1999 and was the country's first
black head of state and the first elected in a fully
representative democratic election.
Filipino Values: Ang pagiging makabayan
H. AbstractioN (DAY 3)
Present Powerpoint about SOUTH AFRICAN LITERATURE
G. Application (Day 3)
The students will analyze a poem written by Jim AGustin to
Nelson Mandela
H. Evaluation
ORAL RECITATION
I. Assignment
Research on AFRICAN, LATIN AMERICAN AND
NORTH AMERICAN LITERATURE
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
DAILY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
Grade Level:
5
Learning Area:
1. Identify representative texts and authors from Date:
Asia, North America, Europe, Latin
12
21st Century
November 28-29, 2022
America, and Africa. ( EN12Lit-11a-22)
2. Explain the text in terms of literary elements,
genres, and traditions. ( EN12Lit11bc)
Day
2-4
Objective
1. distinguish the texts
and authors from
African, Latin
American and North
American Literature;
and
2. explain the texts in
terms of genres and
traditions in prose and
poetry.
Topic
AFRICAN
LITERATURE
Classroom-Based Activities
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity (Day 1)
LONG TEST ABOUT EUROPIAN AND ARABIAN
LITERATURE
G. Analysis
Reading: The Breath of Sparrows by Jim Agustin
A.
B.
C.
D.
E.
F.
H. Abstraction (DAY 2)
Comic Strip about the poem
Processing Questions:
1. What is the them of the poem?
2. What figures of speech was seen in the poem? Give proof.
3. What lesson can you gain from the poem?
Home-Based Activities
Present Comic Strip And Biography of Jim by the use of PPT
I. Application
Activity: Draw the image that the poem is trying to reveal in the
poem
J. Evaluation\
1. How will you distinguish Jim Agustin from other
writers?
2. Why is the death of Mandela as important as the
mentor of Jim?
3. What figures of speech are visible in the poem?
4. What is the tone of the poem?
5. What is the lesson you learned form the poem?
K. Assignment
Research on AFRICAN, LATIN AMERICAN AND
NORTH AMERICAN LITERATURE
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
DAILY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
Grade Level:
5
Learning Area:
1. Identify representative texts and authors from Date:
Asia, North America, Europe, Latin
12
21st Century
December 01, 2022
America, and Africa. ( EN12Lit-11a-22)
2. Explain the text in terms of literary elements,
genres, and traditions. ( EN12Lit11bc)
Day
4
Objective
Topic
*DISTINGUISH THE BREATH
TEXT AND AUTHOR SPARROW
IN THE POEM “THE
BREATH
OF
SPARROW”.
*EXPLAIN
THE
POEM IN TERMS OF
GENRES,
AND
TRADITIONS
IN
PROSE
AND
POETRY
Classroom-Based Activities
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity
Reading of Poem
G. Analysis
1. Can you guess what kind of news has been
received by the author? Is it good or bad?
2. What is the theme of the poem?
3. What figures of speech were visible in the poem?
Give proofs.
4. What lesson can you gain from the poem?
H. Abstraction
Comic Strip about the poem and its analysis
OF A.
B.
C.
D.
E.
F.
Home-Based Activities
Present Comic Strip And Biography of Jim by the use of PPT
I. Application
Present drawing (visual representation of the poem)
J. Evaluation:
1.
How will you distinguish Jim Agustin from other
writers?
2.
Why is the death of Mandela as important as
the mentor of Jim?
3.
What figures of speech are visible in the poem?
4.
What is the tone of the poem?
5.
What is the lesson you learned form the poem?
L. Assignment
Research on ,LATIN AMERICAN LITERATURE
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
DAILY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
Grade Level:
6
Learning Area:
1. Identify representative texts and authors from Date:
Asia, North America, Europe, Latin
12
21st Century
December 5-7,2022
America, and Africa. ( EN12Lit-11a-22)
2. Explain the text in terms of literary elements,
genres, and traditions. ( EN12Lit11bc)
Day
1-3
Objective
1. distinguish the
literary texts and
authors from African,
North American and
Latin American
Literature;
2. explain the texts in
terms of genres,
elements and
traditions in prose and
poetry.
Topic
NORTH
AMERICAN
LITERATURE
Classroom-Based Activities
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity (Day 1)
Video clip on North American Physical Features, Countries,
and Tourist spots
G. ANALYSIS (DAY 2)
American Perspective
A.
B.
C.
D.
E.
F.
North America is the third largest of the world’s
continents. The name America is derived from that
of the Italian merchant and navigator Amerigo
Vespucci, one of the earliest European explorers to
visit the New World. Although at first the term
Home-Based Activities
America was applied only to the southern half of the
continent, the designation soon was applied to the
entire landmass.
North American Literature
In Studying American literature, it is important to
understand that after having been politically and
culturally dominated by England, it became
necessary for Americans to develop a means of
expression which could reflect American
habits, thoughts and ambitious. American society
demanded a literature expressed in a new style.
American culture offered characteristics which
greatly differed from those of the old cultures of
Europe: democracy, the frontier, and a new concept
of humanity. By its very nature, American society
lacked a definite structure about which to write.
Search for identity has always been an outstanding
trait in the American literature. It is necessity to
remember that the American population has never
been homogeneous, since it is comprised of people
of European, African, and Asian ancestry. America
has always been a land in which one looked to the
future for fulfillment of his expectations. The
emphasis has been upon individualism, dynamism
and innovation, rather than upon moderation or
respect for an established social hierarchy.
American literature has always reflected the double
consciousness of its parent cultures and its own
youthful ambition. Up to the first part of the twentieth
century, there had been a trend to avoid topics such
as the mperfection of humanity or the nation. The
literature reflected the process of settlement, the
conquering of a continent, the growth of political,
social and spiritual ideals.
Although trends do exist, American literature is by
no means static. Its temperament changes from
decade to decade and it has been subjected to
violent shocks through war, economic changes and
criticism generated by changes in the intellectual
climate. The sentiments of optimism and pessimism
mix when America ideals find themselves
contradicted by reality.
H. ABSTRACTION
Major Themes in 21st Century North American
Literature
With increasing globalization, intersections of
cultures and more vocal discussions of women’s
rights and LGBT rights, identity has become a
common theme in 21st century literature. In a world
that is now able to exchange ideas more quickly
than ever before via the Internet and other
technological advancements, people have relatively
more freedom to draw from multiple cultures and
philosophies and question the concept of the self
and its relation to the body, brain and “soul.”
As contemporary readers are able to look back on
history and see how history has been depicted
differently for different audiences, history and
memory have become themes in 21st century
literature. Often contemporary literature explores the
notion of multiplicities of truth and acknowledges
that history is filtered through human perspective
and experience. Today, technology is more
integrated into people’s lives than ever before.
Dreams of what technology could potentially help
people become and anxieties regarding the demise
of humanity as a result of technology can be seen in
21st century literature.
I. Application
Activity: Group Activity
Title of Literary Pieces:

Adventures of Tom Sawyer-Mark Twain

Moby Dick- Herman Merville

Extraordinary Stories- Edgar Allan Poe
J. Evaluation
1. How do you distinguish North American texts and
authors from other pieces and authors?
2. Explain the elements of plot based on the stories
assigned.
M. Assignment
Research on LATIN AMERICAN LITERATURE
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
RUBY C. SABACAJAN
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY LEARNING PLAN
Quarter:
Week:
MELC/s:
1st
7
Differentiate/compare and contrast the
various 21st
Grade Level:
Learning Area:
Date:
12
21st Century
December 12-15,2022
century literary genres and the ones from
the earlier genres/periods citing
their elements, structures and traditions,
EN12Lit-IIc-25
Day
1-4
Objective
1. identify different
21st literary genres;
2. compare and
contrast various 21st
century literary
genres and their
elements,
structures and
traditions from across
the globe’ and
3. create your own
composition of the
Topic
21ST CENTURY
LITERARY
GENRES,
ELEMENTS,
STRUCTURES,
AND TRADITIONS
FROM
ACROSS THE
GLOBE
Classroom-Based Activities
A.
B.
C.
D.
E.
F.
Prayer
Reminder of the classroom health and safety protocols
Checking of attendance
Quick “kumustuhan”
Recap11
Activity (Day 1)
What to know:
Instructions. Arrange the following scrambled letters to
form the correct term for
each literary genres described in each item. Write your
answer on the blank provided
for.
G. ANALYSIS (DAY 2)
Home-Based Activities
different 21st literary
genres.
What is It
Learning the Concepts
In the emerging and progressing world we have today,
everything seems to be changing from an old style to a
modern one. With the advent of social trends, high-end
technology, fast-paced education also comes the
immersion of different literary genres. Let me ask you,
are you fond of reading Wattpads? Well, if you do, you
are one of those who enjoys modern literary works. Do
you post your daily
experiences online by any means and by any social
networking sites? Undoubtedly, you can become a
potential blog writer! Were you able to express your
imagination through a story with lots and lots of images?
If yes! you just do not know you were
doing graphic novels. Here, let us define and identify the
different 21st literary genres we enjoy today. First, let us
recall how literature in the Philippines began.
Philippine
Literature
during
Occupation in the Philippines
the
American
(1898-1940). Since the time that Filipinos learned how
to speak and write in English, Filipino literary works were
then produced that time. Some works were published in
UP College Folio and The Coconut of Manila High
School. During 1930’s and 1940’s Filipino writers in
English came to their own.
What happened after this era?
Just as how you upgraded your cell phones from keypad
to touch screen, literature has changed too. Welcome to
the 21st Century where you belong. In this period,
textula, graphic novels, hypertext and other
famous modern literature came in the spotlight.
Below are examples of these genres you might already
encounter or even read anywhere.
What is Textula?
Textula or Mobile Textula is a poetry genre popularized
by Frank Rivera. This poem is read on mobile phones
and is traced from its origin to traditional tagalog poetry
called Tanaga. A short poetry that is sent through SMS
on mobile phones with your friends, families, and loved
ones, and through netizens. It consists of 4 lines with 7
syllables each.
H. ABSTRACTION
How about you? Can you compose your own textula
now?
As a teenager, do you love reading comic books? Or
maybe you are more interested in reading books with
lots of drawings or images on it? If so, you already have
an idea what a graphic novel is. As the name implies,
graphic novels are simply defined as book-length
comics. They tell a single, continuous narrative from
first page to last. They are collections of short stories or
individual comic strips.
(http://www.ipl.org/div/graphicnovels/gnsHistBasics.html)
But do not confuse yourselves with graphic novels and
comic books because there is a difference between the
two. Graphic novels are much longer and tend to be
more complex. While a comic book will tell a story over
many issues, graphic novels more often have their
storylines wrapped up in only one or two book.
(https://knowledgenuts.com/2014/01/07/differencebetween-comic-books-and
graphic-novels/)
I. Application
Instructions:
1. Create a 20-word flash fiction.
2. Compose one textula of any topic and make sure to
send it to ten friends on
your phone book.
(Rubrics for giving points
J. Evaluation
A. Identification
B. In a diagram compare and contrast 21st century genres.
C. Create your own composition of the different
21st literary genres
N. Assignment
Research on CULTURAL AND AESTHETIC DIVERSITY OF
THE LITERATURES IN THE WORLD
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY/DAILY LEARNING PLAN
Quarter:
Week:
Date:
Day
3-4
1st
8
JANUARY 4-6, 2023
Objective
1. Understand literary
meanings in context and
the use of critical reading
strategies
Grade Level:
Learning Area:
Topic
12
21st Century
Classroom-Based Activities
Critical
Reading A. Prayer
Strategies in Literature
B. Reminder of the classroom health and safety protocols
C. Checking of attendance
D. Quick “kumustuhan”
E. Recap11
F. Activity
Thought Balloon
Create an interpretation of the passage below stated by F.
Sionil Jose. Write a response to the National Artist about
whether you agree with him or whether you want to simply
respond to his critical thoughts: “We are shallow because our
media are so horribly shallow. Every morning, I peruse the
papers and there is so little to read in them. It is the same
with radio — all that noise, that artifice.”
G. ANALYSIS
Sometimes, we read for entertainment, leisure and fun. It
takes a keen observer and valid researcher to become a
critical reader. Being a critical reader means that you do not
aim to simply memorize facts and information in the text that
you are reading. Being a critical reader means that you are
looking for ways of thinking about the subject matter of the
Home-Based Activities
text that you are reading.
To help you in your critical reading, listed below are the steps
or modes of analysis that are reflected in three types of
reading and discussion as presented by Daniel J. Kurland
(2000): ● What a text says is the restatement. At first, you
simply talk about the same topic as what is written in the
original text. ● What a text does is the description. Next, you
discuss and examine the aspects of the discussion or the
content of the text. ● What a text means is the
interpretation. As you read critically, you should analyze the
text and assert a meaning for the text as a whole. Here are
the three main goals of critical reading that require inference
from reading within the text (Kurland 2000): ● First is to
recognize the author’s purpose, which involves inferring a
basis for choices of content and language. ● Second is to
understand the tone and persuasive elements of the text,
which involves classifying the nature of language choices
used by the author. ● Third is to recognize bias, which
involves classifying the nature of patterns of choice and
language used in the text. The following critical reading
strategies will help you cope with different reading texts: ●
Previewing. Before you begin reading the text, preview it by
gathering important information about it. Previewing helps
prepare your mind for the barrage of information that is to
come when you do the actual reading. When you preview a
text, you skim it to get the big picture or an overview of the
entire text. Consider the following: ❏Who wrote the text?
What are the author’s other works?
❏Where and when was the text published? What were the
major events around the time the text was written or
published? ❏What can you infer about the text based on the
title? ❏ What seems to be the general progression or
organization of ideas based on the chapter titles or section
headings and subheadings? ❏ What is your purpose for
reading the text?
● Annotating. Annotating involves highlighting or making
notes of important ideas in the text. This can be done by
doing the following: ❏ With a pencil or a pen in hand,
underline important ideas such as the thesis, topic sentences,
and key concepts. Also, highlight unfamiliar words so you can
look them up later. ❏ Make notes such as questions and
comments or responses on the margins as you read. ❏
Develop a symbol system. You may draw symbols to mark
important words or sentences so that the text will not appear
cluttered. ● Contextualizing. When you contextualize, you
consider the historical, cultural, or biographical context of
the text. Identify the context(s) in which the text was written
and determine how this context differs from your own. Keep
in mind that your understanding of a particular concept is
influenced by these contexts, in the same way that they
influence an author’s. ● Outlining and Summarizing.
Outlining and summarizing the text help you identify the
main ideas in the text and express them again in your own
words. In outlining the text, you identify the basic structure
of the text (i.e., the main ideas and the supporting ideas) and
make connections between those ideas. Outlining helps you
understand how the author developed the text through the
ideas presented. After making an outline, you can now
summarize the text. Summarizing the text allows you to
present your understanding of the text by reviewing and
synthesizing important ideas, and then restating them in your
own words. ● Analyzing. Analyzing a text deals with
examining the information presented to support the author’s
argument(s). In analyzing a text, you look at the evidence,
sources, and author’s bias(es). Consider the following
questions: ❏ Is there enough evidence to support the
author’s argument? Does the evidence relate to and support
the thesis or the main point the author is trying to convey? ❏
Are the pieces of evidence relevant, credible, and up-todate? ❏Are the sources of information credible? ❏Why did
the author take that particular position? What is the author’s
background that may have led to or influenced his or her
position? ● Rereading. Rereading requires a repeated
examination of the text to enable you to improve your
comprehension of the text and to identify ideas that you may
not have noticed in initial reading. Critical readers read the
text more than once to fully grasp the meaning of the text
and what the author is conveying. ● Responding. After you
have developed a clear understanding of the text, you are
now ready to respond to the text. Responding to the text
means drawing meaning from what you have read and
presenting it in writing or talking about it to others. When
you respond to a text, you express your thoughts, feelings,
and questions about the text. You can write why you agree or
disagree with the text or the author’s arguments, or you can
interpret the text. You can also respond to a text by
discussing it with others. Sharing the information that you
gained from a text with others who have read the same text
is a good way to check your understanding.
H. Application
By group: CAROUSEL (The group will take turns in answering
questions related to the discussion.)
Questions:
Answer the following comprehension questions:
1. What are the strategies for critical reading in literature?
2. What is an “author’s argument”?
3. In reading an article, how does a reader make a crossreference?
4. In preparing for a debate or a thesis defense, what do
you need to take note of?
5. Why is it important to ask questions instead of simply
agreeing and believing?
6. What does it mean to critic someone’s work?
7. If you were asked to evaluate a text, how would you
check the reliability of the information if there multiple
arguments given?
I. Evaluation
Questions:
Answer the following comprehension questions:
1. What are the strategies for critical reading in literature?
2. What is an “author’s argument”?
3. In reading an article, how does a reader make a crossreference?
4. In preparing for a debate or a thesis defense, what do
you need to take note of?
5. Why is it important to ask questions instead of simply
agreeing and believing?
6. What does it mean to critic someone’s work?
7. If you were asked to evaluate a text, how would you
check the reliability of the information if there multiple
arguments given?
J. Assignment
Research on CHARACTER
ARCHETYPES
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
IRENE G. VILLAMOR
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY/DAILY LEARNING PLAN
Quarter:
Week:
Date:
Day
1-2
1st
8
JANUARY 9-10, 2023
Objective
Understand a movie through
the use of critical reading and
viewing strategies
Grade Level:
Learning Area:
Topic
Classroom-Based Activities
Critical Reading/Viewing A. Prayer
Strategies
in
Film B. Reminder of the classroom health and safety protocols
Showing
C. Checking of attendance
D. Quick “kumustuhan”
E. Recap11
F. Activity
Film Showing (Anak)
G. ANALYSIS
Goal: Your task is to watch one of any of these movies
related to Philippine history: (1)
Lualhati Bautista’s Dekada ’70, (2) Ricky and Raymond Lee’s
Anak, or (3) Michiko Yamamotos’s Magnifico. The goal is to
analyze the movie according to its biographical, sociocultural,
and linguistic context through critical reading and viewing.
H. Abstraction
Contextualizing
● What is the relationship between the characters or the
speakers in the movie and their society?
12
21st Century
Home-Based Activities
● Does themovie explicitly address issues of gender, race, or
class? How does the text resolve these issues?
● Who has the power? Who does not? What is the reason for
this setup?
● How does this story reflect the nation? What does this say
about the country and its
inhabitants?
● Who has the economic or social power? Is there
oppression or class struggle? How do
the characters overcome this? Does money or finances play a
large role in the narrative?
I. Application
INDIVIIDUAL ACTIVITY
Summarizing
•Summarize in your own words the story of “Anak”.
Analyzing
•Make a reflection paper on the movie “ Anak”.
1.What can you infer/conclude form the title of the movie?
2.Identify the themes being shown form the movie.
3.Describe the children of Vilma Santos in the movie.
4.Does the story affect you? In what ways?
5.What do you think are the advantages and disadvantages of
having OFW parents?
6.If you were the children, would you behave the same? Why
no, why yes?
7.What lessons can you gain from the topic?
J. Evaluation
Present reflection paper infront of the class.
K. Assignment
Research on CHARACTER
ARCHETYPES
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
IRENE G. VILLAMOR
School Head
Republic of the Philippines
Department of Education
Region X-Northern Mindanao
Division of Camiguin
BONBON NATIONAL HIGH SCHOOL
School ID: 303989
Bonbon, Catarman, Camiguin
WEEKLY/DAILY LEARNING PLAN
Quarter:
Week:
Date:
Day
1-2
1st
8
JANUARY 9-10, 2023
Objective
Understand a movie through
the use of critical reading and
viewing strategies
Grade Level:
Learning Area:
Topic
Classroom-Based Activities
Critical Reading/Viewing L. Prayer
Strategies
in
Film M. Reminder of the classroom health and safety protocols
Showing
N. Checking of attendance
O. Quick “kumustuhan”
P. Recap11
Q. Activity
Film Showing (Anak)
R. ANALYSIS
Goal: Your task is to watch one of any of these movies
related to Philippine history: (1)
Lualhati Bautista’s Dekada ’70, (2) Ricky and Raymond Lee’s
Anak, or (3) Michiko Yamamotos’s Magnifico. The goal is to
analyze the movie according to its biographical, sociocultural,
and linguistic context through critical reading and viewing.
S. Abstraction
Contextualizing
● What is the relationship between the characters or the
12
21st Century
Home-Based Activities
speakers in the movie and their society?
● Does themovie explicitly address issues of gender, race, or
class? How does the text resolve these issues?
● Who has the power? Who does not? What is the reason for
this setup?
● How does this story reflect the nation? What does this say
about the country and its
inhabitants?
● Who has the economic or social power? Is there
oppression or class struggle? How do
the characters overcome this? Does money or finances play a
large role in the narrative?
T. Application
INDIVIIDUAL ACTIVITY
Summarizing
•Summarize in your own words the story of “Anak”.
Analyzing
•Make a reflection paper on the movie “ Anak”.
1.What can you infer/conclude form the title of the movie?
2.Identify the themes being shown form the movie.
3.Describe the children of Vilma Santos in the movie.
4.Does the story affect you? In what ways?
5.What do you think are the advantages and disadvantages of
having OFW parents?
6.If you were the children, would you behave the same? Why
no, why yes?
7.What lessons can you gain from the topic?
U. Evaluation
Present reflection paper infront of the class.
V. Assignment
Research on CHARACTER
ARCHETYPES
Prepared by:
Reviewed by:
APRIL B. FORTO
Subject Teacher
IRENE G. VILLAMOR
School Head