Republic of the Philippines

Department of Education
Region VII – Central Visayas
Schools Division of Bohol
CAMPAGAO HIGH SCHOOL
Campagao, Bilar, Bohol
DAILY LESSON PLAN

School CAMPAGAO HIGH SCHOOL Grade Level & Section 11- HUMSS

Teacher MA. GRACE AMOR C. BRINA Quarter 1

Learning 21st Century Literature of the Teaching Dates & Duration Sept.9-13, 2024
Area Philippines and the World 2:00-3:00

I. LEARNING OBJECTIVES

Learning Competencies/Code - Writing a close analysis and critical interpretation of

literary texts and doing an adaptation of these
require from the learner the ability to identify
representative texts and authors from each region

Objectives

● Knowledge - Identify the figures of speech reflected in the

following lines from the poem “Gabu”.
● Skills - Write a close analysis and critical interpretation of
literary texts

● Attitude - Show cooperation and collaboration in writing a

close analysis on the poem.

II. CONTENT Elements of Poetry Usually Used by the Filipino Local

Writers

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

Chua, Rina G. 2016. "21st Century Literature from the

Philippines and the World." In 21st Century Literature from
3. Textbook pages
the Philippines and the World, by Rina G. Chua. Makati
City: DIWA Learning Systems Inc.

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources

C. Supplies, Equipment, Tools, etc. Laptop and TV Set

IV. PROCEDURES

A. Review/Introductory  Opening Prayer

Activity  Setting the Classroom Environment
 Thought for the Day!
 Checking of Attendance
 Stating of Objectives of the Lesson
B. Activity/ Motivation 4 Pics, 1 Word
The teacher will show 4 pictures and the
student will try to guess the hidden word.
 D__T_ _N

S___E_

S___K_R

C. Analysis/Presenting Guide Questions:

examples of the new
1. Did you enjoy the game?
lesson where the
concepts are clarified 2. What have you observed on the game?
 3. What are the words that you come up?
4. Are you familiar with the words that you’ve formed?

D. Abstraction Elements of Poetry Usually Used by the Filipino Local Writers

1. Senses and images – they are used by the writer to describe their
impressions of the object of their writing.
2. Diction-the denotative and connotative meaning of the words in a poem.
3. Rhyme scheme – the way the poet arranges words, meters, lines and
stanzas to create a coherent sound when the poem is read aloud.
4. Speaker- the voice that talks to the reader. Sometimes, it refers to itself to
itself as “I” or “me” or, sometimes, in the third person (she, he, his, her)
5. Structure- the arrangement of words and lines, either together or apart.
6. Word order- either the natural or the unnatural arrangement of words in a
poem.
7. Figurative Language- engages their audience using a more creative tone
that provokes thinking and sometimes humor
a. Simile- compares two unlike things and uses the words “like” or “as”
and they are commonly used in everyday communication.
b. Metaphor- compares two things that are not alike.
c. Personification- gives human characteristics to non-living objects.
d. Hyperbole- an exaggeration that is created to emphasize a point or
bring out a sense of humor. It is often used in everyday conversations
without the speaker noticing it.
e. Synecdoche- uses one part to refer to the whole, or the whole to refer
to the part.
f. Paradox- a statement that is seemingly contradictory or opposed to
common sense and yet is perhaps true
Other Elements of Poetry Used by the Filipino Local Writers
1. Symbolism-can take different forms. Generally, it is an object
representing another, to give an entirely different meaning that is much
deeper and more significant. Sometimes, however, an action, an event
or a word spoken by someone may have a symbolic value.
Example: “smile” is a symbol of friendship. Similarly, the action of
someone smiling at you may stand as a symbol of the feeling of
affection which that person has for you.
2. Theme - defined as a main idea or an underlying meaning of a literary
work, which may be stated directly or indirectly.
Example: Their marriage ceremony was taking place in a grand hotel.
All the eminent people of the city were invited, the reason that the
celebration was excellent. -(Theme of happiness)

E. Generalization The teacher then asks his/her students what they have understood so far from
the lesson. The teacher will also ask the learners why it is important to know
the elements used by our Filipino Local Writers.

F. Assessment Gabu
by Carlos A. Angeles

The battering restlessness of the sea

Insists a tidal fury upon the beach
At Gabu, and its pure consistency
Havocs the wasteland hard within its reach.
 Brutal the daylong bashing of its heart
Against the seascape where, for miles around,
Farther than sight itself, the rock-stones part
And drop into the elemental wound.

The waste of centuries is grey and dead

And neutral where the sea has beached its brine,
Where the split salt of its heart lies spread
Among the dark habiliments of Time.

The vital splendor misses. For here, here

At Gabu where the ageless tide recurs
All things forfeited are most loved and dear.
It is the sea pursues a habit of shores.

Activity 1. Identify the figures of speech reflected in the following lines from the
poem “Gabu”.

1. Brutal the daylong bashing of its heart. __________________

2. The vital splendor misses. __________________
3. It is the sea pursues a habit of shores. __________________
4. All things forfeited are most loved and dear. __________________

Activity 2. Determine the persona or speaker of the poem

Activity 3. Identify the themes of the following poems.

Oh How to Find Silence in the World
By: Cirilo Bautista

Being spotted in the color of skin,

Why I take care in San Francisco,
Waiting for the bus to Iowa.
They say racial prejudice is strong,

Negros and not whites kawawa,

And because of this they will revolt.
I shiver and shiver from fear and hunger
Because I just landed from Tokyo.

A Negro came into the station

Naka-African hairdo; he holds a small
Whip: it’s scary to look, so
I did not look at him. Kumakalinsing

The metal on the strings of his shoes

And he shouts, “Peace Brothers!” Smiled showing
White teeth. Looked at me---
Maybe he laughed at what he saw---

A tiny dayuhan, dark and from

 Some lupalog. Upside down
My insides went in fright and pulled
A cigarette so the redness of my face

Wouldn’t show. I nahalata

That the Whites there too were quiet
So quiet, unable to speak in front
Of that Negro. Only when he left returned

The normalcy in the station---others

Read again, neighbors gossiped again,
Laughter, the janitor sweeped again.
After a while that Negro passed again

Two white Americans on each arm,

Blonde, their beauty with no equal.
The Janitor stopped sweeping.
I thought, “So this is racial prejudice”
THEME: ______________________

Is it the Kingfisher?
By: Marjorie Evasco

This is how I desire god on this island

With you today: basic and blue
As the sea that softens our feet with salt
And brings the living wave to our mouths
Playing with sounds of a primary language.
“God is blue,” sang the poet Juan Ramon Jimenez,
Drunk with desiring, his hair, eyebrows,
Eyelashes turned blue as the kingfisher’s wings.
It is this bird that greets us as we come
Round the eastern bend of this island;
Tells us the hairbreadth boundary between us
Is transient in the air, permeable to the blue
Of tropic skies and mountain gentian.
Where we sit on this rock covered with seaweeds,
I suddenly feel the blueness embrace us,
This rock, this island, this changed air,
The distance between us and the Self
We have longed to be. A bolt of burning blue
Lights in my brain, gives the answer
We’ve pursued this whole day:
Seawaves sing it, the kingfisher flies in it,
This island is rooted in it. Desiring
God is transparent blue – the color
 Which makes our souls visible.
THEME: ____________________

V. REMARKS

VI. REFLECTIONS

Prepared by: Checked by:

MA. GRACE AMOR C. BRINA JUDITH S. REAL

Subject Teacher Principal