BNHS – SHS – 21st Century Literature from the Philippines and the World

LESSON PLAN
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

Content Standard:
The learner will be able to understand and appreciate literary texts in various genres across national literature
and cultures.

Performance Standard:
The learner will be able to demonstrate understanding and appreciation of 21 st century literature of the world
through: 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.

I. Objectives
The learners are able to:
1. Identify representative texts and authors from Asia, North America, Europe, Latin America, and Africa.
(EN12Lit-IIa-22)
2. Articulate a more nuanced understanding of a cultural, globalized world
3. Respond critically to the short story and consequently articulate this response through a preparation of a
“recipe” for an ideal multicultural setting

II. Content
Literary genres, traditions and forms from different national literature and cultures, namely: Asian, Anglo-American,
European, Latin American, and African

III. Learning Resources

A. References
Sanchez, L et.al. (2016). 21st Century Literature from the Philippines and the World. Quezon City: Vibal Group,
Inc.

B. Other Learning Resources

Powerpoint presentation, copy of the text

IV. Procedure
A. Daily Routine
B. Checking of the quarter test
C. Presentation of the lesson content (World Literature)
D. Video presentation of the final output for the 1 st quarter (5 groups) as well as the rubric for presentation

E. Motivation
In groups, list at least two uniquely Filipino or Asian dishes and their social functions, i.e., what personal or
social circumstances are in place when they are served.

F. Presentation
1. Have you tasted any of the mentioned dishes? In what occasion do you often see that dish?
2. Why do you think these dishes are often present in almost all occasions?

G. Discussion
 Introduce the title and the author of the story: An Earnest Parable by Merlinda Bobis from Albay/ Australia
 Discuss the salient points emphasized by the author about the story
 Enumerate the different markers used by the author in presenting the story
 Read the story and answer the assigned question by group
 H. Generalization
Complete:
Today, I learned that ________________.
I can apply what I learned in _________.

I. Application
Group Work
1. Come up with a recipe for what it means to live in a multicultural setting.
2. Answer the following questions about the recipe:
a. What are the important values that should be inculcated?
b. How do they blend with other values?
3. Do this for twenty (20) minutes. Presentation follows it.

J. Evaluation
1. Imagine that you were a part of the Bessel Street neighborhood. What would you do when it is your turn
to receive the tongue? Eventually, what would you share with the community? (20pts)
2. Do this in one-whole sheet of paper.

K. Assignment
Make a reflection on your learning in this lesson by completing the following sentences: (Reflection #1)

1. In this lesson, I learned that the literatures of the world …

2. I have come to realize that life abroad is …
3. I learned that to live in a multicultural society, one should …

REFLECTION

REFLECTION
I. No. of learners who earned 80% in the evaluation
II. No. of learners who require additional activities for
remediation who scored below 80%
III. Did the remedial lessons work? No. of learners who
have caught up with the lesson
IV. No. of learners who continue to require remediation
V. Which of my teaching strategies worked well? Why
did these work?
VI. What difficulties did I encounter which my principal
or supervisor can help me solve?
VII. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by: Inspected by:

KING EMMANUEL L. CAJAYON WENCESLAO P. PIGON

SHS Teacher II SHS Coordinator

Checked by:

DANTE A. CASTILLO
Principal III