Republic of the Philippines

Department of Education
Region VIII, Eastern Visayas
Division of Leyte

Palompon National High School

Senior High School
Central II, Palompon, Leyte

DAILY LESSON PLAN

Name of Teacher: Sordy M. Mingasca Date: July 14, 2017
Subject/Learning Area: 21st Century Literature of the Phils. & the World Grade: 11

I. OBJECTIVES
A. Content Standards: The Learner will be able to understand and appreciate the elements and contexts
of 21st century literature from the regions.
B. Performance Standards: The learner will be able to demonstrate understanding and appreciation of
21st century Philippine Literature from the regions through:
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 An adaptation of a text into other creative forms
using multimedia.
C. Learning Competencies/Objectives: Analyze the figures of speech and other literary techniques
and devices in the text
Code: (EN12Lit-Ie-27)
II. CONTENT: Study and appreciation of literary texts from the different regions written in different
genres covering:
1. Regions in Luzon, Visayas and Mindanao
2. Major gernes (poetry, fiction, drama, creative nonfiction, as well as hyperpoetry, blogs, mobile
phone Textula, chick lit, speculative fiction, flash fiction, etc.)
III. LEARNING MATERIALS:
A. REFERENCES:
TG: LM used: CG: CURRICULUM GUIDE IN
LITERATURE FOR SENIOR HIGH SCHOOL PAGE 2

Textbook Title: 21st Century Literature from the Philippines and the World by Marikit Tara A.
Uychoco
Website/s:

B. MATERIALS: Copy of the story The Safe House by Sandra Nicole Roldan

IV. PROCEDURE:
A. Priming Activities
Checking of attendance
Review of Previous Lesson
B. Development of the Lesson
I. Activity
Asks/Say:
1. What are you willing to sacrifice for the good of your nation? Would you be willing to
die for your country?
2. If you had children, do you think your decision would still be the same? Why or Why
not?
 3. When parents decide to be part of a revolution, how do you think this would affect
their children? Explain your answer.
II. Analysis
Look for 2 people who experienced Martial Law-one as a child and one as an
adult. Ask them how they felt about martial law, and whether it (and the
revolution afterward) had any effects on their lives. Create a VENN Diagram
comparing and contrasting their views about martial law.
*Given last meeting
III. Abstraction:
Teacher distributes copies of a story entitled The Safe House by Sandra Nicole Roldan.
Students are to read the story for 10 minutes and reflects on the following questions:
1. What is the dictionary meaning of Safe House?
2. What is the double meaning of the title The Safe House? Why do you think this
was used for the title?
3. Why did the narrator feel unsafe?
4. What makes you feel safe? Can you relate to the narrator? Why or why not?
5. Why did the man in the story have bandaids instead of nails? What does this imply
about the visitors in the house?
6. Do you sympathize more with the visitors or the narrator? Why do you feel this way?
7. Why did the mother leave? Do you understand this decision? Would you have left as
well? Why or Why not?
8. How does the narrators view of martial law differ from her fathers view?
Why does she have a different point of view?
Teacher discusses the content of the reading and gives analysis on the connection of past
activities to present generation (result).

IV. Application
Students are randomly called to answer the questions.
EVALUATION:
INDIVIDUAL ESSAY
Write a reflection paper on how you feel about the protagonists decision in the end.
Would you have made the same decision, or do you think you would have followed in
her fathers footsteps? Do you sympathize with her decision or not? You can add
personal insights and examples to develop your paper. The rubric should be as follows:
CONTENT- 50%
LANGUAGE- 20%
ORGANIZATION- 20%
MECHANICS-10%
V. ASSIGNMENT: Students are to group with 7 members each. They are to make a MOVIE ADAPTATION
of the story THE SAFE HOUSE. Upload on YouTube using one of the members account.
EXAMPLE:
THE SAFE HOUSE-MOVIE ADAPTATION, PNHS-SHS (HUMSS-RWANDA)
DEADLINE: JULY 25, 2017 9 pm.

VI. REFLECTION:
# of Learners who: RWANDA SENEGAL ANGOLA KENYA MOROCCO
got 80% on the
Formative
Assessment
needs remediation
Have caught up
with the Lesson
 Continue to require
remediation
Remediation/reinforcements to be done:
. REMARKS:

Prepared by: Checked by:

SORDY M. MINGASCA DOVE R. VILLARDO

Teacher II Master Teacher II

Noted by:

ARMANDO L. AVELINO
Principal II