Grades 1-12 School Makato Integrated School Grade Level 11

Daily Lesson
Plan Teacher RINA D. CASTILLO Learning Area 21st Century Literature
from the Philippines and
the World
Teaching November 6, 2019 Quarter 1st, 2nd semester
Dates and
Time

I. OBJECTIVES
The learner will be able to understand and appreciate the elements and contexts of
A .Content 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 Standards
1. 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
2. an adaptation of a text into other creative forms using multimedia.
At the end of the period, the students are able to:
1. define feminism
C. Learning
2. analyze a poem using the literary theory feminism
Competencies/
3. explain the literary, biographical, linguistic, and sociocultural contexts and
Objectives discuss how they enhance the text’s meaning and enrich the reader’s
Write the LC code for each
understanding EN12Lit-Ie-28 (focus on Feminism) through a video
presentation
“Querida” by Angela Manalang-Gloria
II. CONTENT
Feminism
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages n/a
2. Learner’s Materials pages n/a
3. Textbook pages n/a
4.Additional Materials from n/a
Learning Resource (LR)
portal
B. Other Learning Online and teacher-made materials
Resources Purdue Online Writing Lab (www.purdueowl.com)
IV. PROCEDURES
The teacher starts the class with a prayer (Students have the prayer)
to be led by the prayer leader.
A. Reviewing previous
lesson or presenting the The teacher asks about the previous (Students answer the questions.)
new lesson lesson.

(Students answer the questions.)

B. Establishing a purpose
for the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
The teacher presents the objectives.
The teacher shows posters of films with
the same theme: mistresses.
Activity: (Quick Debate) Which side are
you on? #TeamBEA or #TeamJULIA

The teacher asks the question (after the

processing of answers and statements
given in the debate), “Why pit woman
against woman?”

Feminism
What is feminism?
 Feminist criticism is concerned with
"...the ways in which literature (and
other cultural productions) reinforce or
undermine the economic, political,

E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
social, and psychological oppression of
women" (Tyson, 1998).
 This school of theory looks at how
aspects of our culture are inherently
patriarchal (male dominated) and aims
to expose misogyny in writing about
women, which can take explicit and
implicit forms.
 Feminist criticism is also concerned
with less obvious forms of
marginalization such as the exclusion
of women writers from the traditional
literary canon: "...unless the critical or
historical point of view is feminist,
there is a tendency to underrepresent
the contribution of women writers"
(Tyson, 1998).
Discussion:
Querida by Angela Manalang-Gloria
Question:
How can knowing the feminist theory
help us improve our everyday living?
Activity: The class will be divided into
four (4) groups. Each group will be given
different sets of questions which will
present Feminism in the poem.
 How are women’s lives portrayed
in the work?
 Is the form and content of the
work influenced by the writer’s
gender?
 How do male and female
characters relate to one another?
Are these relationships sources of
conflict? Are these conflicts
resolved?
 Does the work challenge or affirm
traditional views of women?
 How do the images of women in
the story reflect patriarchal social
forces that have impeded women’s
efforts to achieve full equality with
men?
 What marital expectations are
imposed on the characters? What
effect do these expectations have?
 If a female character were male,
how would the story be different
(and vice versa)?
 How does the marital status of a
character affect her decisions or
happiness?
Expected answer(s):
-diminishing/abolishing patriarchy
-visibility for more female-centric literary
works
-better characterization, portrayal of
women in literature
Students summarize the topic in three
words.
Students analyze another poem by
Angela Manalang-Gloria, “Old Maid
Walking on a City Street” using the
Feminism lens. Students will present their
analysis through a video presentation.
 application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ________________________
earned 80% on this ________________________
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 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 help
me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teacher?

Prepared by:

RINA D. CASTILLO
MAT - English

Checked by:

ERLYN C. BEUP, PhD

(Educ 416 – Teaching Filipino Literture in English)