Republic of the Philipines

DEPARTMENT OF EDUCATION
Region XI
K - 12 Training of Grade 11 Teachers in Region XI
University of Mindanao, Matina, Davao City

DEMONSTRATION TEACHING

Grade
School Badas National High School 11
Level
DAILY 21st Century Literature
Learning
LESSON LOG Teacher Mr. Miguel H. Panugan, Jr. from the Philippines and
Area
(adapted from DepEd the World
Order No. 42, s. 2016)
Teaching Date July 08, 2016 / 3:00 - 4:00
Quarter 1st
and Time PM
I. OBJECTIVES
The learner will be able to understand and appreciate the elements and
A. Content Standards contexts of 21st century Philippine literature from the regions (Region XI –
Davao Region).

The learner will be able to demonstrate understanding and appreciation of

21st Century Philippine literature from the regions through a written close
B. Performance Standards
analysis and critical interpretation of a literary text in terms of form and
theme.

Within the 60-minute period, by writing a 250-word essay, the learner:

1. situates the text in the context of the region and the nation.
C. Learning (EN12Lit-Ie-29)
Competencies / 2. explains the relationship of context with the text’s meaning.
Objectives
(Write the LC code for each) (EN12Lit-Ie-30)
3. values the contributions of local writers to the development of
regional literary traditions. (EN12Lit-Ic-23)
II. CONTENT
21st Century literature from the region where the school is based in relation
to the literature of other regions in various genres and forms in
Subject Matter/Topic
consideration of names of authors and their works, and backgrounds of
the literature from the region where the high school is located.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages n/a
2. Learner’s Materials
n/a
pages
3. Textbook pages n/a
4. Additional Material from
Learning Resource (LR) n/a
portal
 English 33 - An Exploration to Region 11 known as Davao Regi
https://prezi.com/bf8t8s3ycq29/english-33-an-exploration-to-region-
11-known-as-davao-regi/
B. Other Learning Resources
‘Bago Aplaya’ by Macario Tiu: A Translation and Analysis
https://lefthandedsnake.wordpress.com/2016/02/07/bago-aplaya-by-
macario-tiu-a-translation-and-analysis/
IV. PROCEDURES
1. Present the video clip “An Exploration to Region XI known as Davao
Region”.
A. Reviewing previous 2. Activate the learners’ prior knowledge. Ask questions about the clip.
lesson or presenting the What are its features? What are the things about Region XI the video
new lesson depicts?
3. Process the answers of the students to come up with the idea
regarding the literary pieces in the region.
1. Ask students to state reasons on why they have to study the literature
of the region where the school is located?
2. Elicit generalizations on the value of the local authors and their works.
B. Establishing a purpose for
3. Present the objectives of the lesson.
the lesson
4. Tell the students that you are going to visit a particular place in the
region; and that you are imaginatively journeying towards that place in
a poem.
1. Tell that the poem is entitled “Bago Aplaya” by Dr. Macario D. Tiu.
2. Show a short background about the author.
3. Present the original Cebuano piece together with its English
translation.
4. Divide the class into three groups and let them do a choral reading by
assigning each group as a choir respectively.
Cebuano Version
English Translation
All:
“Bago Aplaya” All: “Bago Aplaya”
by Dr. Macario D. Tiu by Dr. Macario D. Tiu.

Choir I: Hinay ang tapya sa balod Choir I:Gentle is the dashing of the
Ug nagsugod na ang taob. waves, and the tide is rising.

Choir II:Namasbas ang pari sa Choir II:The priest blesses the motor
bangkang de motor, powered boat;
Ug lakip tang nawiskan sa bendita. and we are sprinkled by holy water
Uban sa mga gagmayng mananagat along with the humble fishermen
nga nanag-alirong. gathered.
C. Presenting examples/
instances of the new Choir III: Nalipay ako sa ilang kalipay Choir III: I am happy for their
lesson Nga nakaangkog himan sa panagat: happiness, gaining
mao kana ang atong gisaulog. a new tool for their fishing:
This is what we celebrate.
Choir I: Apan hinay ang tapya sa balod
Ug nagsugod na ang taob. Choir I: But gentle is the dashing of the
waves, and the tide is rising.
Choir II: Ug sama sa karaang
magbabalak, Choir II:And, like some old poet
Akong nabati ang walay kataposang I feel the ceaseless sadness
kasubo washed ashore by the waves.
Nga dala sa balod.

Choir III: Apan dili tungod sa pangagho Choir III: But not because I hear
sa katawhan the endless sighing of mankind,
kondili sa akong kaugalingong but because of my own sad
kahimtang. predicament.
Ugma, mobiya ka na sa hangtod Tomorrow, you will leave me forever

All: While gentle is the dashing of the

All: Samtang hinay ang tapya sa balod waves
Ug magsugod na ang taob. and the tide is rising.

E. Discussing new concepts

and practicing new skills Ask questions about the poem.
#1
 1. Divide the class into four groups.
2. Assign the following tasks:
Group 1: Orally interpret the poem.
Group 2: Make a creative presentation that portrays the context of the
poem as a literary piece of the region.
Group 3: Answer the following questions:
F. Discussing new concepts 1. What particular setting in the region is depicted in the poem?
and practicing new skills How does it relate with the context of the entire nation?
#2 2. How does the author presented the text in explaining its context?
3. The poem begins with what may be called the poem’s
refrain, “Gentle is the dashing of the waves, and the tide
is rising,” what is the meaning of this and how does it
relate to the context of the poem?
4. What are the local literary traditions presented in the text?
Why do you think the author used these traditions?
5. What do you think the author wants to convey to the
readers? Cite lines from the poem to qualify your answer.
G. Developing mastery Group 4: Create a presentation that shows valuing of the contributions
(Leads to Formative of the local writers in the development of the literary traditions of the
Assessment 3) region.
3. Show the Rubrics.
4. Facilitate the activity to ensure participation and cooperation within each
group towards presentation of their tasks.
H. Finding practical
Ask the students what are the connections of the study of the literary
applications of concepts
pieces in the region to their daily life?
and skills in daily living
I. Making generalizations
Wrap up the whole topic by eliciting general ideas as to the theme of the
and abstractions about
lesson.
the lesson
1. Make a 250-word essay of your critical analysis on the poem “Bago
Aplaya” by Dr. Macario D. Tiu by focusing on the following points:
a. What is the context of this literary piece from the region and the
nation in general?
J. Evaluating learning b. What is the relationship of this context to the meaning of the text?
Explain by citing concrete examples.
c. How would you value this literary text as a local contribution to the
development of the literary tradition in our region?
2. Be guided by the Rubrics provided.
K. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
MIGUEL H. PANUGAN, JR.
Demonstration Teacher

Republic of the Philipines

DEPARTMENT OF EDUCATION
Region XI
K - 12 Training of Grade 11 Teachers in Region XI
University of Mindanao, Matina, Davao City
DEMONSTRATION TEACHING

ATTENDANCE
(JULY 8, 2016)
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MIGUEL H. PANUGAN, JR.

Demonstration Teacher