Republic of the Philippines
DEPARTMENT OF EDUCATION
Region X- Northern Mindanao
Division of Lanao del Norte
LALA PROPER INTEGRATED SCHOOL
Lala Proper, Lala, Lanao del Norte
Senior High School Department
DAILY LESSON PLAN
LALA PROPER INTEGRATED SCHOOL Grade GRADE 11 – ALL
School
Level STRAND
Teacher MARK ANTHONY Y. RODRIGUEZ Learning 21ST CENTURY
Area LITERATURE
Time & Dates WEEK 2 – DAY 1 Quarter QUARTER 1
I. OBJECTIVES
A. Content The learner will be able to understand and appreciate the elements and contexts of
Standards 21st 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
1. a written close analysis and critical interpretation of a literary text in terms of form
Standards
and theme, with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning Writing a close analysis and critical interpretation of literary texts and doing an
Competencies/ adaptation of these require from the learner the ability to:
Objectives (Write identify representative texts and authors from each region (e.g. engage in oral history
the code for research with focus on key personalities from the students’ region/province/ town)
each LC) CODE: EN12Lit-Ib-22
At the end of the session, the students are expected to:
1. analyze a poem about Kundiman by Mikael de Lara Co;
2. write own version of Kundiman; and
3. appreciate the value of Kundiman in preserving our culture.
II. CONTENT
Canonical authors and works of Philippine National Artists in Literature- Authors from
A. Subject Matter Luzon Regions
Integration in Music
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
CG
Pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning https://link.quipper.com/en/organizations/547ffb84d2b76d00020025f3/
Resources https://www.youtube.com/watch?v=BU7UKx11qJU
https://www.revolvy.com/page/Ric-Manrique-Jr.
https://vagabondpress.net/products/mikael-de-lara-co-canopy
IV. PROCEDURES Teacher’s Activity/ies Teacher’s Activity/ies
A. Reviewing Good morning, class! Good Morning too, Ma’am and mabuhay!
previous lesson or How are you today? We’re good, Ma’am!
presenting the new That’s good to hear. Let’s make you feel
lesson better through a prayer. Everybody, The prayer leader leads the prayer.
please stand for our prayer.
Before you take your seats, check if your
chairs are arranged properly and please
pick up those pieces of papers and plastic Thank you, Ma’am.
wrappers on the floor. No one is absent, ma’am.
Please take your seats now.
Is there any absentee today?
Very good. Now, let’s start today’s lesson.
Class Sharing
Student 1: Yes, ma’am..it is very important
I want some volunteers to share their
so that we can easily relate to his/her
ideas on these questions:
works.
1. As a reader, is it necessary to
know the background of the writer
and the place where he/she came Student 2: Literary works represent the life
from before reading his/her literary of the people from the regions as well as
works? their culture and traditions.
2. How does each literary work Student 3: One cannot understand well the
represent the region where the deeper meaning of the literary work if the
context is not well understood.
writer is from?
3. Why do you have to understand
the context of the literary work to
understand its real meaning?
Very well said, class!
Group Dynamics
B.Establishing a
Activity 1
purpose for the
lesson Instruction: Group yourselves into 5. I will The students excitedly participate in the
play several songs. Each group must game.
identify the genre of the song being
played. The first group to get 3 points will
be the winner.
Songs to be played:
1. Sitsiritsit
2. Dahil Sa’yo
3. Forevermore
4. Nosi Ba Lasi
5. Narda
6. Humanap ka ng Panget
7. Kastilyong buhangin
8. Leron Leron Sinta
9. Ang Tangi kong Pag-ibig
Saan ka man naroroon
C.Presenting Class Sharing Student 1: Most of the songs are love
examples/ What have you noticed with the theme of song.
the songs I just played?
instances of the
new lesson Very good! Student 2: Kundiman is a kind of folk
The last two songs are examples of song which refers to a loved one in a
Kundiman. distant place.
Who knows what Kundiman is?
Very nice! Let’s us talk more about
Kundiman.
D.Discussing new Direct Instruction
concepts and Please direct your attention to my power
practicing new point presentation
skills #1
Kundiman - This is a genre of Tagalog
folk love songs that express an intense
longing for a beloved, a cause, or the
motherland. They are usually played in
minor chord, giving them a sad,
melancholic sound.
Ric Manrique Jr.– is
a Filipino Kundiman singer. He is known
as one of the two Hari Ng
Kundiman (Kings of Kundiman) in
the Philippines, alongside Ruben
Tagalog. He was a member of
the Mabuhay Singers in the 1950s. He
recorded his first album in the early
1960s, and recorded most of his songs
with Villar Records.
Manrique is best known for his songs that
became theme songs of popular Filipino
movies. The song entitled as Ang Daigdig
Ko'y Ikawis the theme song from the 1965
movie of the same title starring Fernando
Poe Jr. and Susan Roces. It was sung in
collaboration with Pilita Corrales.
Mikael de Lara Co is a contemporary
writer and musician. He was born in
Makati City and graduated with a degree
in Environmental Science from Ateneo de
Manila University. His English and Filipino
poetry collections have received awards
including Palanca Awards and the
Meritage Press Holiday Poetry Prize. He
was also a member of the Los
Chupacabras band. At present, he works
for the Presidential Communications
Development and Strategic Planning
Office at the Malacañang.
Explicit Instruction Okay, ma’am!
Alright, I have here a poem about The students actively read the poem by
Kundiman and this is written by Co group.
himself. I will read first the poem.
The students read again the poem. This
Observe the way I read it. After I read it, time, with confidence, conviction and
you are going to join me in reading the correct pronunciation of words.
poem. Then, I will listen to you as you
read it alone. Okay?
Kundiman (An Excerpt)
By Mikael de Lara Co
I ate alone. I grew old. I grew older.
I said hold in my own language
again and again, hawak, kapit,
tahan na, uwi na.
Then strained
to hear all the engines in this city
droning in A minor. A knife
scraped against marble.
A stick rattled towards stillness.
A minor.
E.Discussing new All the lullabies ever hummed
concepts and coming together to vibrate
practicing new in the saddest of frequencies.
skills #2
Your keys dangled by the sink.
Somewhere a chord is diminished
to static. Kundiman means
the opposite of if ever.
(Reproduced by permission of Mikael de
Lara Co)
So, what is being emphasized in the
poem?
How do you perceive the tone of the
poem?
Co used diction to create a specific tone
for “Kundiman” (2014). He used Tagalog Students presents varied answers.
words and phrases: kundiman; hawak
(hold); kapit (hold on); tahan na (stop
crying); and uwi na (go home now). Melancholic. Sad.
These words, which have an emotional
ring to them like the words in a kundiman,
create a mood reminiscent of Filipino
sentimentality. Also, the mention of the A
minor chord evokes sad, longing feelings
that contribute to the sentimental tone of
the poem.
Group Dynamics
Activity 2 The students do the task actively.
Instruction: With your groups, I want you
to give your reaction/understanding on
F.Developing the poem Kundiman through a colorful
mastery drawing/doodle in a long bond paper
which I ask you to bring yesterday. Your
drawing will be rated through this rubric.
(Attached is the rubric)
G.Making What is Kundiman? Kundiman is a genre of Tagalog folk love
generalization and songs that express an intense longing for a
Why should we preserve Kundiman beloved, a cause, or the motherland. They
abstractions about
the lesson songs? are usually played in minor chord, giving
them sad,
Students will be randomly called to
complete the phrases: melancholic sounds. It is one of our very
I learned that… own songs that we can be proud of.
I realized that… As Filipinos, we should value the works of
Based on my realizations, I will… our own writers, and preserve our culture
by writing kundiman.
H.Finding practical What are the benefits of classic songs? The students will give several answers
applications of How can we show our patronage to our
concepts and skills own songs like the kundiman?
in daily living
Individual Activity
Individually, write a 3-stanza lyrics of a
I. Evaluating Kundiman song.
learning Your song will be evaluated through a
rubric.
(Rubric is attached)
J. Additional activities
for application or
remediation
IV.REMARKS
V. 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?
Prepared by: Reviewed and Checked by:
MARK ANTHONY Y. RODRIGUEZ RODELYN E. RUEDAS, PhD
HUMSS Teacher SHS Coordinator
