School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area ICT, HEA, IA, and GAA

Date and Time 18-Jun-19 Quarter FIRST QUARTER

1) Students will be able to understand and appreciate the importance of literature in

I. OBJECTIVES people's minds 2)
Students should be able to gain an addition in their translation ability

The learner will be able to understand and appreciate the elements and contexts of 21st
A. Content Standards century Philippine literature from the regions.

The learner will be able to demonstrate understanding and appreciation of 21st Century
Philippine literature from the regions through:
B. Performance Standards 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 from research; and 2. an adaptation of a
text into other creative forms using multimedia.

Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
C. Learning Competencies
1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from precolonial to the contemporary (EN12Lit-Ia-21)

II. CONTENT
Philippine Literature, and its Influences, Manifestations, and Importance,
Part 1 of 5
III. LEARNING RESOURCES

A. References Scott, William Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.
Quezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.
B. Other Learning Resources
Chalkboard, Laptop, Projector, and Images
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson. FIRST DAY

B. Establishing a purpose for the

lesson. Motivation: Getting Personal
Purpose: To explain the significance of literature to everyday lives of people
Activity: The teacher will share some of his or her
experiences and how those relate to the existence of literature and its significance.

1) What was I in the past? 2)

How did my life change in the future?
3) How did I pattern my life as a literary story to improve?

C. Presenting examples/instances
of the new lesson. Life is manifested in the form of literature. Without literature, life ceases to exist. It is an
embodiment of words based on human tragedies, desires, and feelings. It cultivates
wonders, inspires a generation, and feeds information. Even though it is dynamic, endless,
and multi-dimensional, literature contributes significant purposes to the world we live in.
Example: Creation Myth and Adam and Eve Story
D. Discussing new concepts and
practicing new skills. #1 Discussion questions: 1)
Why are people so prone and so drawn to stories? 2)
What gives meaning to people's existence? 3) How
does literature become a romantic and religious solution to a human's existensial
question?
These questions do not have precise answers. Students may draw their answers from their
own experiences.

E. Discussing new concepts and

practicing new skills. #2 4) What are the common pattern problems found in a human that can be seen in
stories?Break up, failure, war, parting ways, and consequences from sinful activities. 5)
How can humans prevent this pattern? By
recognizing existing problematic patterns in literature and learning from them.
F. Developing mastery (leads to Write a summary of your favorite movie, describing the narrative both in Filipino
Formative Assessment 3). and in English.
G. Finding practical applications of
concepts and skills in daily living. Literature in the present generation still exists as an expression of art, a source of
knowledge, and an instrument of entertainment. Books are being read seriously by
readers who crave for information and recreationally by those who are passionate in
exploring their imagination. Literature kindles new ideas. It gives voice to the people who
want to express their opinions about certain things in life – whether it be in politics,
health, religion, and the like.
H. Making generalizations and
abstractions about the lesson. If early literature that the Filipinos made would be much appreciated today, the current
generation of the Filipinos would have an idea of how their ancestors lived, what
characteristics of their society are and what values taught by parents to their children in
the past are still being valued today, or what literature and talent whom Filipinos have
passed until now to the next generation.
I. Evaluating learning. Essay: Write a summary of your favorite movie, describing the narrative both in
Filipino and in English. Rubrics
for Grading: Content and
Sensibility: 30% Grammar: 30% Critical Thinking: 40%

J, Additional activities for Assignment: Research on your early Philippine Civilization and how it shapes their literatur
application or remediation
V. REMARKS
Introducing the everyday significance of Literature to the students is the best first step to
their appreciation of the subject itself.
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learner who require
additional activities for remediation
 GRADE 12

ICT, HEA, IA, and GAA

FIRST QUARTER

will be able to understand and appreciate the importance of literature in

ds 2)
uld be able to gain an addition in their translation ability

will be able to understand and appreciate the elements and contexts of 21st
ppine literature from the regions.

will be able to demonstrate understanding and appreciation of 21st Century

erature from the regions through:

lose analysis and critical interpretation of a literary text in terms of form and
a description of its context derived from research; and 2. an adaptation of a
er creative forms using multimedia.

se analysis and critical interpretation of literary texts and doing an

f these require from the learner the ability to:

e geographic, linguistic, and ethnic dimensions of Philippine literary history

nial to the contemporary (EN12Lit-Ia-21)

e Literature, and its Influences, Manifestations, and Importance,

Part 1 of 5

m Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.

ezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.

Chalkboard, Laptop, Projector, and Images

Getting Personal
explain the significance of literature to everyday lives of people
Activity: The teacher will share some of his or her
and how those relate to the existence of literature and its significance.

I in the past? 2)
life change in the future?
pattern my life as a literary story to improve?

ested in the form of literature. Without literature, life ceases to exist. It is an

of words based on human tragedies, desires, and feelings. It cultivates
pires a generation, and feeds information. Even though it is dynamic, endless,
mensional, literature contributes significant purposes to the world we live in.
eation Myth and Adam and Eve Story

questions: 1)
ple so prone and so drawn to stories? 2)
meaning to people's existence? 3) How
ure become a romantic and religious solution to a human's existensial

ons do not have precise answers. Students may draw their answers from their
nces.

the common pattern problems found in a human that can be seen in

k up, failure, war, parting ways, and consequences from sinful activities. 5)
mans prevent this pattern? By
existing problematic patterns in literature and learning from them.

mary of your favorite movie, describing the narrative both in Filipino

sh.

the present generation still exists as an expression of art, a source of

and an instrument of entertainment. Books are being read seriously by
crave for information and recreationally by those who are passionate in
eir imagination. Literature kindles new ideas. It gives voice to the people who
ess their opinions about certain things in life – whether it be in politics,
on, and the like.
 ture that the Filipinos made would be much appreciated today, the current
f the Filipinos would have an idea of how their ancestors lived, what
cs of their society are and what values taught by parents to their children in
still being valued today, or what literature and talent whom Filipinos have
now to the next generation.
e a summary of your favorite movie, describing the narrative both in
in English. Rubrics
Content and
0% Grammar: 30% Critical Thinking: 40%

Research on your early Philippine Civilization and how it shapes their literatur

the everyday significance of Literature to the students is the best first step to
ation of the subject itself.
 School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area ICT, HEA, IA, and GAA

Date and Time 19-Jun-19 Quarter FIRST QUARTER

I. OBJECTIVES 1) Students will be able to recognize and appreciate the importance of major literary genres,
subgenres, and periods in different traditions across Philippine culture 2) Students
should be able to identify, analyze, interpret and describe the critical ideas, values, and
themes that appear in literary and cultural texts and understand the way these ideas, values,
and themes inform and impact culture and society, both now and in the past
The learner will be able to understand and appreciate the elements and contexts of 21st
A. Content Standards century Philippine literature from the regions.

The learner will be able to demonstrate understanding and appreciation of 21st Century
Philippine literature from the regions through:
B. Performance Standards 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 from research; and 2. an adaptation of a text
into other creative forms using multimedia.

Writing a close analysis and critical interpretation of literary texts and doing an adaptation of
these require from the learner the ability to:
C. Learning Competencies
1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from
precolonial to the contemporary (EN12Lit-Ia-21)

II. CONTENT
Philippine Literature, and its Influences, Manifestations, and Importance, Part
2 of 5
III. LEARNING RESOURCES

A. References Scott, William Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.
Quezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.
B. Other Learning Resources
Chalkboard, Laptop, Projector, and Images
IV. PROCEDURES
A. Reviewing previous lesson or Literature serving as a Romantic and Religious Solution to serve as an antidote to human's
presenting the new lesson. existential awareness.
B. Establishing a purpose for the
lesson.
Motivation: Game of Thrones Philippine Edition
Purpose: To explain the significance of precolonial government of the Philippines to its
literature Activity: Group
the students into four and ask them to write in a sheet of paper or manila paper on how they
envision a good Filipino community

C. Presenting examples/instances
of the new lesson. The Pareto Principle in language learning revolves around finding your efficient groove. The
students want to strike a balance between learning and using a language. If the students can
concentrate on the things that really help them learn and cut the stuff which doesn’t help
them at all then they are sure to see big improvements. The more efficient they learn learn,
the more satisfying it’ll be.
D. Discussing new concepts and
practicing new skills. #1
Verbs are very important for language development because they allow children to start
building early sentences. Every sentence needs a verb. And the choice of verb determines
many of the grammatical forms in a sentence. The choice of verb determines the grammatical
form in a sentence. Children who use more verbs have more advanced grammatical skills.
Most children use at least 40 verbs by the time they are 24 months old.
Guide Questions:
1) What are the common action words
used in the daily living of Filipinos during precolonial times?
2) How important is the daily living of the Filipinos to
their oral literature?
E. Discussing new concepts and
practicing new skills. #2
Much of the style advice given so far revolves around the importance of verbs. Think of the
sentence as a machine, and the verb as the engine that makes the machine work. Like
machines, sentences can function efficiently or inefficiently, and the use of a strong verb is
one way to make them work effectively. Here are some key principles regarding the effective
use of verbs in sentences:
1) Keep the subject and the verb close together; avoid separating them with words or phrases
that could create confusion
2) Place the verb near the beginning of the sentence (and close to the subject)
3) Maintain a high verb/word ratio in your sentence
4) Prefer active verb constructions over passive ones
5) Avoid “to be” verbs (am, is, are, was, were, being, been, be)
6) Try to turn nominalizations (abstract nouns) back into verbs.

F. Developing mastery (leads to Grouping the students into 4, the teacher needs to ask them to list 20 action words as
Formative Assessment 3). observed in the daily living of Filipinos in precolonial times.
G. Finding practical applications of Much of the content of literature are stories, and stories involve action. It is important that
concepts and skills in daily living. students have the tools first to formulate sentences before they can even appreciate one, lest
alone a bunch of them.
H. Making generalizations and
abstractions about the lesson. Verbs comprise the 20% of the lexicon in the English language, but they operate the whole
system of the language by 80%. Starting to learn verbs is the first step toward mastery.
I. Evaluating learning. Recitation Quiz: Use the verbs in sentences by explaining the daily living routine of the
Filipinos. Rubrics for
Grading: Content and
Sensibility: 30% Grammar: 30% Critical Thinking: 40%

J, Additional activities for Assignment: Research on your early Philippine Civilization and how it shapes their literature
application or remediation
V. REMARKS
Introducing the way of life of the early Filipinos to the students is the best first step to
introduce them to Philippine Literature.
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learner who require
additional activities for remediation
 GRADE 12

ICT, HEA, IA, and GAA

FIRST QUARTER

ll be able to recognize and appreciate the importance of major literary genres,

d periods in different traditions across Philippine culture 2) Students
to identify, analyze, interpret and describe the critical ideas, values, and
ppear in literary and cultural texts and understand the way these ideas, values,
form and impact culture and society, both now and in the past
ll be able to understand and appreciate the elements and contexts of 21st
pine literature from the regions.

ll be able to demonstrate understanding and appreciation of 21st Century

rature from the regions through:

ose analysis and critical interpretation of a literary text in terms of form and
description of its context derived from research; and 2. an adaptation of a text
tive forms using multimedia.

e analysis and critical interpretation of literary texts and doing an adaptation of

rom the learner the ability to:

geographic, linguistic, and ethnic dimensions of Philippine literary history from

the contemporary (EN12Lit-Ia-21)

Literature, and its Influences, Manifestations, and Importance, Part

2 of 5

m Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.

ezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.

Chalkboard, Laptop, Projector, and Images

ving as a Romantic and Religious Solution to serve as an antidote to human's

areness.

ame of Thrones Philippine Edition

xplain the significance of precolonial government of the Philippines to its
Activity: Group
nto four and ask them to write in a sheet of paper or manila paper on how they
d Filipino community

nciple in language learning revolves around finding your efficient groove. The
to strike a balance between learning and using a language. If the students can
n the things that really help them learn and cut the stuff which doesn’t help
n they are sure to see big improvements. The more efficient they learn learn,
fying it’ll be.

important for language development because they allow children to start

sentences. Every sentence needs a verb. And the choice of verb determines
ammatical forms in a sentence. The choice of verb determines the grammatical
ence. Children who use more verbs have more advanced grammatical skills.
use at least 40 verbs by the time they are 24 months old.
Guide Questions:
1) What are the common action words
ily living of Filipinos during precolonial times?
2) How important is the daily living of the Filipinos to
rature?
yle advice given so far revolves around the importance of verbs. Think of the
machine, and the verb as the engine that makes the machine work. Like
tences can function efficiently or inefficiently, and the use of a strong verb is
ke them work effectively. Here are some key principles regarding the effective
sentences:
bject and the verb close together; avoid separating them with words or phrases
ate confusion
rb near the beginning of the sentence (and close to the subject)
high verb/word ratio in your sentence
e verb constructions over passive ones
e” verbs (am, is, are, was, were, being, been, be)
nominalizations (abstract nouns) back into verbs.

students into 4, the teacher needs to ask them to list 20 action words as
he daily living of Filipinos in precolonial times.

ntent of literature are stories, and stories involve action. It is important that
the tools first to formulate sentences before they can even appreciate one, lest
of them.

e the 20% of the lexicon in the English language, but they operate the whole
anguage by 80%. Starting to learn verbs is the first step toward mastery.
iz: Use the verbs in sentences by explaining the daily living routine of the
Rubrics for
Content and
% Grammar: 30% Critical Thinking: 40%

esearch on your early Philippine Civilization and how it shapes their literature

e way of life of the early Filipinos to the students is the best first step to
m to Philippine Literature.
 School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area ICT, HEA, IA, and GAA

Date and Time 19-Jun-19 Quarter FIRST QUARTER

I. OBJECTIVES 1) Students will be able to recognize and appreciate the importance of major literary
genres, subgenres, and periods in different traditions across Philippine culture 2)
Students should be able to identify, analyze, interpret and describe the critical ideas, values,
and themes that appear in literary and cultural texts and understand the way these ideas,
values, and themes inform and impact culture and society, both now and in the past
The learner will be able to understand and appreciate the elements and contexts of 21st
A. Content Standards century Philippine literature from the regions.

The learner will be able to demonstrate understanding and appreciation of 21st Century
Philippine literature from the regions through:
B. Performance Standards 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 from research; and 2. an adaptation of a
text into other creative forms using multimedia.

Writing a close analysis and critical interpretation of literary texts and doing an adaptation
of these require from the learner the ability to:
C. Learning Competencies
1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from precolonial to the contemporary (EN12Lit-Ia-21)

II. CONTENT
Philippine Literature, and its Influences, Manifestations, and Importance,
Part 3 of 5
III. LEARNING RESOURCES

A. References Scott, William Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.
Quezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.
B. Other Learning Resources
Chalkboard, Laptop, Projector, and Images
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
Motivation: Game of Thrones Philippine Edition
Purpose: To explain the significance of precolonial government of the Philippines to its
literature Activity:
Group the students into four and ask them to write in a sheet of paper or manila paper on
how they will establish their own form of government with the following guide questions:

1) What will be the title of their leader? What will be his enumerated powers? 2)
What will be his limitations? 3) In
what forms will he influence his constituents?

C. Presenting examples/instances
of the new lesson. Amaya TV Series: Amaya, born in the reign of Rajah Mangubat and as the daughter Datu
Bugna, she is a "binukot" - a hidden princess and can't step on ground. Born with a twin
snake, a secret hidden by his father to keep her away from danger. Due to having a twin
snake, her destiny is to become the savior of her land against Rajah Mangubat.
D. Discussing new concepts and
practicing new skills. #1

Discussion questions: 1)
What is the earliest form of government in the Philippines? The barangay was the
Filipino's earliest form of government. It was an independent settlement consisting of
thirty to one hundred families usually situated along a river bank or at the mouth of a river
spilling out to the sea. Barangay means sailboat. 2) Who
led the barangay?Each barangay was ruled by a datu or village chief who was also known
as raha or rajah.
The primary duty of the datu was to rule and govern his subjects and to promote their well-
being. In times of peace, he was the chief executive, legislator, and judge. And, in times of
conflict, he was the supreme commander of the warriors.
According to Renato Constantino (1975), the datu was not an absolute ruler. The scope of
his authority was given limits by a traditional body of customs and procedures. His
usefulness to the community earned him respect so that services were willingly rendered
to him. He could be replaced if, for some reasons, he was found incapable of leading the
community and his position was weakened.
3) How did the datu or rajah gain his powers? The datu usually obtained his position by
inheritance. However, one could also become a datu through display of his prowess and
valor in battle, or by proving his leadership skills or other traits useful for the barangay's
survival.
In matters of succession in the vent of the datu's death, the first son usually succeeded him.
If the first son died without leaving an heir, the second son succeeded as datu. In the
absence of any male heir, the eldest daughter could become a chieftain. This clearly
indicates that women's rights and abilities were recognized during pre-Spanish times. If a
datu died without any heir, the people of the barangay choose a man to become the new
chieftain on the basis of his wisdom, wealth and physical strength.

THE EARLY PHILIPPINE GOVERNMENT

E. Discussing new concepts and

practicing new skills. #2
4) How is the oral literature reflecting the lives of precolonial Filipinos? The oral
literature of the precolonial Filipinos bore the marks of the community. The subject was
invariably the common experience of the people constituting the village-food-gathering,
creature and objects of nature, work in the home, field, forest or sea, caring for children,
etc. This is evident in the most common forms of oral literature like the riddle, the proverbs
and the song, which always seem to assume that the audience is familiar with the
situations, activities and objects mentioned in the course of expressing a thought or
emotion. 5)
What are the main living routines conducted by the Filipinos as reflected in their oral
literature? Rice planting, fishing, hunting, foraging, and preserving.

F. Developing mastery (leads to

Formative Assessment 3). Write a four-stanza rice planting song based on 5 conceived action words.

G. Finding practical applications of

concepts and skills in daily living. In the times of questioning the loyalty of of the President and the State to us, it is important
to remember our identity through our own literature.
H. Making generalizations and
abstractions about the lesson. If early literature that the Filipinos made would be much appreciated today, the current
generation of the Filipinos would have an idea of how their ancestors lived, what
characteristics of their society are and what values taught by parents to their children in
the past are still being valued today, or what literature and talent whom Filipinos have
passed until now to the next generation.
I. Evaluating learning. Essay: What do you think will happen if Filipinos do not have any strong way of living
before and how will it affect our own literature? Rubrics
for Grading: Content and
Sensibility: 30% Grammar: 30% Critical Thinking: 40%

J, Additional activities for Assignment: Research on your favorite Philippine God or Goddess to discuss in class.
application or remediation
V. REMARKS
Introducing the way of life of the early Filipinos to the students is the best first step to
introduce them to Philippine Literature.
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learner who require
additional activities for remediation
 GRADE 12

ICT, HEA, IA, and GAA

FIRST QUARTER

ill be able to recognize and appreciate the importance of major literary

nres, and periods in different traditions across Philippine culture 2)
uld be able to identify, analyze, interpret and describe the critical ideas, values,
hat appear in literary and cultural texts and understand the way these ideas,
emes inform and impact culture and society, both now and in the past
will be able to understand and appreciate the elements and contexts of 21st
ppine literature from the regions.

will be able to demonstrate understanding and appreciation of 21st Century

erature from the regions through:

ose analysis and critical interpretation of a literary text in terms of form and
description of its context derived from research; and 2. an adaptation of a
r creative forms using multimedia.

e analysis and critical interpretation of literary texts and doing an adaptation

re from the learner the ability to:

geographic, linguistic, and ethnic dimensions of Philippine literary history

nial to the contemporary (EN12Lit-Ia-21)

e Literature, and its Influences, Manifestations, and Importance,

Part 3 of 5

m Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.

ezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.

Chalkboard, Laptop, Projector, and Images

Game of Thrones Philippine Edition

explain the significance of precolonial government of the Philippines to its
Activity:
dents into four and ask them to write in a sheet of paper or manila paper on
establish their own form of government with the following guide questions:

be the title of their leader? What will be his enumerated powers? 2)

his limitations? 3) In
ill he influence his constituents?

ries: Amaya, born in the reign of Rajah Mangubat and as the daughter Datu
a "binukot" - a hidden princess and can't step on ground. Born with a twin
t hidden by his father to keep her away from danger. Due to having a twin
stiny is to become the savior of her land against Rajah Mangubat.
 uestions: 1)
arliest form of government in the Philippines? The barangay was the
iest form of government. It was an independent settlement consisting of
hundred families usually situated along a river bank or at the mouth of a river
the sea. Barangay means sailboat. 2) Who
ngay?Each barangay was ruled by a datu or village chief who was also known
ah.
duty of the datu was to rule and govern his subjects and to promote their well-
s of peace, he was the chief executive, legislator, and judge. And, in times of
as the supreme commander of the warriors.
Renato Constantino (1975), the datu was not an absolute ruler. The scope of
was given limits by a traditional body of customs and procedures. His
the community earned him respect so that services were willingly rendered
uld be replaced if, for some reasons, he was found incapable of leading the
nd his position was weakened.
he datu or rajah gain his powers? The datu usually obtained his position by
However, one could also become a datu through display of his prowess and
, or by proving his leadership skills or other traits useful for the barangay's

succession in the vent of the datu's death, the first son usually succeeded him.
n died without leaving an heir, the second son succeeded as datu. In the
y male heir, the eldest daughter could become a chieftain. This clearly
women's rights and abilities were recognized during pre-Spanish times. If a
hout any heir, the people of the barangay choose a man to become the new
he basis of his wisdom, wealth and physical strength.

THE EARLY PHILIPPINE GOVERNMENT

oral literature reflecting the lives of precolonial Filipinos? The oral

he precolonial Filipinos bore the marks of the community. The subject was
common experience of the people constituting the village-food-gathering,
objects of nature, work in the home, field, forest or sea, caring for children,
ident in the most common forms of oral literature like the riddle, the proverbs
which always seem to assume that the audience is familiar with the
ivities and objects mentioned in the course of expressing a thought or
5)
main living routines conducted by the Filipinos as reflected in their oral
ce planting, fishing, hunting, foraging, and preserving.

stanza rice planting song based on 5 conceived action words.

f questioning the loyalty of of the President and the State to us, it is important
our identity through our own literature.

ure that the Filipinos made would be much appreciated today, the current
the Filipinos would have an idea of how their ancestors lived, what
s of their society are and what values taught by parents to their children in
till being valued today, or what literature and talent whom Filipinos have
now to the next generation.
do you think will happen if Filipinos do not have any strong way of living
ow will it affect our own literature? Rubrics
Content and
0% Grammar: 30% Critical Thinking: 40%

Research on your favorite Philippine God or Goddess to discuss in class.

he way of life of the early Filipinos to the students is the best first step to
m to Philippine Literature.
 School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area ICT, HEA, IA, and GAA

Date and Time 20-Jun-19 Quarter FIRST QUARTER

1) Students will be able to understand and appreciate the importance of literature in

I. OBJECTIVES people's minds 2)
Students should be able to gain an addition in their translation ability

The learner will be able to understand and appreciate the elements and contexts of 21st
A. Content Standards century Philippine literature from the regions.

The learner will be able to demonstrate understanding and appreciation of 21st Century
Philippine literature from the regions through:
B. Performance Standards 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 from research; and 2. an adaptation of a
text into other creative forms using multimedia.

Writing a close analysis and critical interpretation of literary texts and doing an
adaptation of these require from the learner the ability to:
C. Learning Competencies
1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from precolonial to the contemporary (EN12Lit-Ia-21)

II. CONTENT
Philippine Literature, and its Influences, Manifestations, and Importance,
Part 4 of 5
III. LEARNING RESOURCES

A. References Scott, William Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.
Quezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.
B. Other Learning Resources
Chalkboard, Laptop, Projector, and Images
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson. Pre-Test: 1) What is the earliest form of government in the Philippines?
2) Who led the barangay
3) How did the datu or rajah gain his powers?
4) How is the oral literature reflecting the lives of precolonial Filipinos?
5) What are the main living routines conducted by the Filipinos as reflected in their
oral literature?

B. Establishing a purpose for the Motivation: I am a god or goddess of the Universe!

lesson. Purpose: To explain the significance of literary mythologies to precolonial
history of the Filipinos
Activity: The teacher will group the students in three clusters and will ask them to
invent a name of a god or goddess, his or her powers, and some background story about
them.
C. Presenting examples/instances
of the new lesson. Life is manifested in the form of literature. Without literature, life ceases to exist. It is an
embodiment of words based on human tragedies, desires, and feelings. It cultivates
wonders, inspires a generation, and feeds information. Even though it is dynamic, endless,
and multi-dimensional, literature contributes significant purposes to the world we live in.
Example: Creation Myth and Adam and Eve Story
D. Discussing new concepts and
practicing new skills. #1
Discussion questions: 1)
What are the common archetypes both obvious or apparent from gods and goddesses
and humans? 2) What is an
archetype? 3) What is the
significance of knowing them and how they shape our lives?

E. Discussing new concepts and

practicing new skills. #2
1)Ruler
2) Creator/Artist
3) Sage
4) Innocent
5) Explorer
6) Rebel
7) Hero
8) Wizard
9) Jester
10) Everyman
11) Lover
12 Caregiver
F. Developing mastery (leads to Describe your invented god or goddess according to his or her archetype mentioned
Formative Assessment 3). above
G. Finding practical applications of
concepts and skills in daily living. Every day of an ordinary person’s life, he makes some reference to classical mythology. If
you think that you do not, you either are not as observant as you should be, or you do not
recognize mythology when you meet it. The person who has not read his classical
mythology simple never knows how much he has missed that could have removed some of
the drabness from his contacts with the everyday items around him.

H. Making generalizations and A myth is a story that has significance to a culture (or species), a story that addresses
abstractions about the lesson. fundamental and difficult questions that human beings ask: who and what am I, where did
I come from, why am I here, how should I live, what is the right thing to do, what is the
universe, how did it all begin? Myths are stories that are peopled by great men and
women; by forces of good and evil; by animals, large and small; by trees, the sea and the
wind; and by giants, gods and other supernatural beings.
I. Evaluating learning. 1) They seek to understand the world and their being by using their intelligence and
analytical skills. The Sage
2) They set out without a clear path and are always open to novelty and adventure. The
Explorer
3) He is stable, strives for excellence, and wants everyone to follow their lead. The Ruler
4) He has a profound desire for freedom because they love novelty. They love to transform
things in order to make something completely new. The Creator
5) He feels stronger than other people. Consequently, they offer maternal protection to
those around them. The Caregiver

J, Additional activities for Assignment: Desire List and choose a god or goddess that represent your personality.
application or remediation
V. REMARKS
Mythologies are a benchmark to literature. Students will be able to understand themselves
when connected to their own patterns of stories.
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learner who require
additional activities for remediation
 GRADE 12

ICT, HEA, IA, and GAA

FIRST QUARTER

will be able to understand and appreciate the importance of literature in

ds 2)
uld be able to gain an addition in their translation ability

will be able to understand and appreciate the elements and contexts of 21st
ppine literature from the regions.

will be able to demonstrate understanding and appreciation of 21st Century

erature from the regions through:

lose analysis and critical interpretation of a literary text in terms of form and
a description of its context derived from research; and 2. an adaptation of a
er creative forms using multimedia.

se analysis and critical interpretation of literary texts and doing an

f these require from the learner the ability to:

e geographic, linguistic, and ethnic dimensions of Philippine literary history

nial to the contemporary (EN12Lit-Ia-21)

e Literature, and its Influences, Manifestations, and Importance,

Part 4 of 5

m Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.

ezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.

Chalkboard, Laptop, Projector, and Images

What is the earliest form of government in the Philippines?

he barangay
he datu or rajah gain his powers?
e oral literature reflecting the lives of precolonial Filipinos?
the main living routines conducted by the Filipinos as reflected in their
re?

I am a god or goddess of the Universe!

pose: To explain the significance of literary mythologies to precolonial
e Filipinos
he teacher will group the students in three clusters and will ask them to
e of a god or goddess, his or her powers, and some background story about

ested in the form of literature. Without literature, life ceases to exist. It is an

of words based on human tragedies, desires, and feelings. It cultivates
pires a generation, and feeds information. Even though it is dynamic, endless,
mensional, literature contributes significant purposes to the world we live in.
eation Myth and Adam and Eve Story

questions: 1)
e common archetypes both obvious or apparent from gods and goddesses
s? 2) What is an
3) What is the
of knowing them and how they shape our lives?

Artist

an

r
ur invented god or goddess according to his or her archetype mentioned

an ordinary person’s life, he makes some reference to classical mythology. If

at you do not, you either are not as observant as you should be, or you do not
ythology when you meet it. The person who has not read his classical
mple never knows how much he has missed that could have removed some of
from his contacts with the everyday items around him.

tory that has significance to a culture (or species), a story that addresses
and difficult questions that human beings ask: who and what am I, where did
why am I here, how should I live, what is the right thing to do, what is the
w did it all begin? Myths are stories that are peopled by great men and
orces of good and evil; by animals, large and small; by trees, the sea and the
giants, gods and other supernatural beings.
to understand the world and their being by using their intelligence and
lls. The Sage
ut without a clear path and are always open to novelty and adventure. The

e, strives for excellence, and wants everyone to follow their lead. The Ruler
rofound desire for freedom because they love novelty. They love to transform
er to make something completely new. The Creator
ronger than other people. Consequently, they offer maternal protection to
d them. The Caregiver

Desire List and choose a god or goddess that represent your personality.

are a benchmark to literature. Students will be able to understand themselves

cted to their own patterns of stories.
 School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Are

Date and Tim 20-Jun-19 Quarter FIRST QUARTER

I. OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies

II. CONTENT

III. LEARNING RESOURCES

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.

B. Establishing a purpose for the

lesson.
C. Presenting
examples/instances of the new
lesson.
D. Discussing new concepts and
practicing new skills. #1

E. Discussing new concepts and

practicing new skills. #2

F. Developing mastery (leads to

Formative Assessment 3).

G. Finding practical applications

of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning.

J, Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learner who require
additional activities for
remediation
 School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Are

Date and Tim 21-Jun-19 Quarter FIRST QUARTER

I. OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies

II. CONTENT

III. LEARNING RESOURCES

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.

B. Establishing a purpose for the

lesson.
C. Presenting
examples/instances of the new
lesson.
D. Discussing new concepts and
practicing new skills. #1

E. Discussing new concepts and

practicing new skills. #2

F. Developing mastery (leads to

Formative Assessment 3).

G. Finding practical applications

of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning.

J, Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learner who require
additional activities for
remediation
 School MB ASISTIO SHS-UNIT I Grade Level GRADE 12

Teacher EZEKIEL JACOB D. CARINAN Learning Area

Date and Time 18-Jun-19 Quarter FIRST QUARTER

I. OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies

II. CONTENT

III. LEARNING RESOURCES

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.

B. Establishing a purpose for the

lesson.
C. Presenting
examples/instances of the new
lesson.
D. Discussing new concepts and
practicing new skills. #1

E. Discussing new concepts and

practicing new skills. #2

F. Developing mastery (leads to

Formative Assessment 3).

G. Finding practical applications

of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning.

J, Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learner who require
additional activities for
remediation