LP - 21st Century Lit

Department of Education
Region V
Division of Camarines Sur
LA VICTORIA HIGH SCHOOL
Bula, Camarines Sur
________________________________________________________________________________________________________________________
GINCKY E. AZUELA
Teacher I
21st CENTURY LITERATURE FROM THE PHILIPPINES & THE WORLD
December 5, 2020
10:45-11:45
DAILY LESSON LOG
I. OBJECTIVES:
A. Content Standard The learner will be able to understand and appreciate literary texts
in various genres across national literature and cultures.
B. Performance Standard The learner will be able to demonstrate understanding and
appreciation of 21st century literature of the world through:
1.critical paper that analyzes literary texts in relation to the context

of the reader and the writer or a critical paper that interprets literary
texts using any of the critical approaches; and
2.an adaptation of a text into other creative forms using multimedia.

C. Learning Competencies Explain the texts in terms of literary elements, genres, and traditions
(EN12Lit-IIb-32)
Situate the texts in the context of the region, nation, and the world
(EN12Lit-IIc-29)
Appreciate the cultural and aesthetic diversity of literature of the
world (EN12Lit-IIc-33)
D. Specific Objectives 1. define folklore/folktale;
2. differentiate folklore from a folktale;
3.define aswang as a creature in the Philippine folktale;
4. identify the similarities and differences of stories of Ma. Labo in
different Bicol provinces;
5.identify and share home grown experience on aswang;
6.create an imaginary picture of an aswang; and
create a play or a skit about Ma. Labo by selecting a version of her
story
BASIC TEXTUAL AND CONTEXTUAL READING APPROACH IN
II. CONTENT:
THE STUDY AND APPRECIATION OF LITERATURE
III. LEARNING RESOURCES
A. References Jovita N. Fernando. 2015. 21st Century Literature from the
Philippine Regions ,Rex Bookstore Publishing Inc.
1. Teacher’s Guide pages:
2. Learner’s Materials pages:
3. Textbook pages:
4. Additional Materials from Learning
Resource (LR) portal:
B. Other Learning Resources: Pacita I. Habana. 2016. Literatura, Aviva Publishing Inc. pp. 47-49
IV. INSTRUCTIONAL
PROCEDURE:
A. Reviewing previous lesson/s or Daily routine (Greetings, prayer and checking of attendance)
presenting the new lesson Motivation
The teacher introduces the game ‘aswang aswangan’.
Whoever becomes the aswang would be the ‘it’. The ‘it’ should stand
outside the circle. In the circle are the other player
The ‘it’ will tag the other players, the other players must avoid being
tagged. They need to move only inside the circle. If player/s from the
circle is/are tagged by the ‘it’ or the player/s goes/go out of the circle,
they need to exchange places. The ‘it’ is the aswang.
B. Establishing a purpose for the Sharing (Group Discussion)

lesson Students discuss their experiences about the game.
C. Presenting examples/ instances 1. The teacher introduces the topic on Folklore/Folktale.

of the new lesson 2. The students are divided into three groups and each team will
receive a cartolina and a pentelpen. Each member will share
a story about aswang and put their descriptions of it on the
cartolina.
3. Students draw the image of aswang based on how they
imagine it.
4. Each group is given 10 minutes preparation and five minutes
presentation.
D. Discussing new concepts and The teacher discusses the topic on Philippine Folklore and focuses
practicing new skills #1 on a legendary character- the aswang.
The teacher will distribute a copy of Folktales of Aswang: The Stories

of Maria Labo.
1. The students are given 15 minutes to read and guided by the
following questions:
1.1 Who is Maria Labo?
1.2 What are the similarities and differences of the story of
Maria Labo in each version of the story?
1.3 Why do you think that the gender of aswang is a female?
1.4 What do you think is the effect of eating flesh or drinking
the blood of human beings to Ma. Labo?
1.5 If you were Ma. Labo, how are you going to explain to
your children your situation? Why do you need to kill
them?
1.6 If you were Maria Labo, are you going to accept the ‘siwu
siwo? Why or why not?
1.7 Do you think Maria Labo’s story did really exist?
1.8 If you were the husband of Maria Labo, what would you
feel if the love of your life asks you to become like her?
1.9 If you were an aswang, what will you do to change the
perception of people towards you?
1.10 Do you believe in aswang? Why or why not?
E. Discussing new concepts and The teacher asks students randomly on their answers to the
practicing new skills #2 questions.
Each student who gets the correct/accepted answer will receive

additional point to his recitation.
F. Developing mastery Group Activity (Differentiated Instruction)
The teacher instructs the learners to get their copies of the different
versions of the folktale of Maria Labo. Then, the class is grouped into
three.
Each group selects the best story of Maria Labo from the copies provided
that they think offered the realistic story.
Each group makes a short dramatic performance of Maria Labo.
Students are given 5-8 minutes presentation and they will be graded
according to the following rubrics:
RUBRICS
Dramatic Technique and Delivery – 30%

Expressive Aspects and Characterization – 30%
Delivery (appropriate voice or action) – 20%
Use of Space (gesture, movement, props) – 20%
Total – 100%
G. Finding practical applications As a millennial, do you believe that ASWANG really does exist?
of concepts and skills in daily Why or why not?
living
H. Making generalizations and Board work
abstractions about the lesson Compare and contrast:
Folktale Folklore
I. Evaluating learning Paper & Pencil
The teacher plays a short video presentation entitled, ‘Project

Aswang’.
Students are asked to answer the ff. questions:
1. Why is this thing about aswang not alien to the Filipino

thought?
2. Why do you think that the filmmaker/researcher/writer
decided to go back to supernatural being such as aswang
for story source material especially in this digital
generation?
Homework
J. Additional activities for List down at least 3 folktales that originated in the municipality
application or remediation of Bula.
V. REMARKS
VI. REFLECTION
A. Number of Learners who earned
80% in the Evaluation
B. Number of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
Number of learners who have caught
up with the lesson.
D. Number 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:
GINCKY E. AZUELA
Subject Teacher
Noted:
WENCESLAO B. SANTIAGO
School Head

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Department of Education

1.critical paper that analyzes literary texts in relation to the context

2.an adaptation of a text into other creative forms using multimedia.

B. Establishing a purpose for the Sharing (Group Discussion)

C. Presenting examples/ instances 1. The teacher introduces the topic on Folklore/Folktale.

The teacher will distribute a copy of Folktales of Aswang: The Stories

Each student who gets the correct/accepted answer will receive

F. Developing mastery Group Activity (Differentiated Instruction)

Dramatic Technique and Delivery – 30%

The teacher plays a short video presentation entitled, ‘Project

Students are asked to answer the ff. questions:

1. Why is this thing about aswang not alien to the Filipino

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