LP Exemplar 21st Century Literature Senior High School

CITY SCHOOLS DIVISION OF TAYABAS
Tayabas City
LESSON EXEMPLAR
Grade 11-21st Century Literature from the Philippines and the World
Semester: FIRST
Theme: Understanding Philippine literature
Sub-Theme: Appreciating 21st century Philippine
literature from the regions
Content Standard: Performance Standard:
The learner will be able to The learners will be able to

understand and appreciate the elements demonstrate understanding and
and contexts of 21st century Philippine appreciation of 21st Century Philippine
literature from the regions.. literature from the regions 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. LEARNING COMPETENCY
EN12Lit-Ia-21: Identify the geographic, and linguistic of Philippine literary history from
precolonial to the contemporary
Objectives:
After the lesson, the students are expected to:
1. Define what Philippine literature is and its different genres.
2. Name and identify the Philippine locale, dialect and ethnic dimension commonly
used Philippine literature.
3. Express their full participation in identifying the geographic, linguistic, and ethnic
dimensions of Philippine literary history from precolonial to the contemporary
Values: Being aware of one’s country and sense of nationalism
II. LEARNING CONTENT

Lesson: Philippine geography, culture and literature
Materials:
1. Video clips
2. Picture collage of Philippine geography, pre colonial literary works and ethnic
groups
References:
1. https://www.youtube.com/watch?v=2W2ydS_iA_E
2. https://www.youtube.com/watch?v=MGHaJk7QCUY
3. https://www.google.com.ph/search?q=philippine+literature&biw=1280&bih=662
&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjtyp7i667PAhUDKpQ
KHXeUDr0Q_AUIBigB#tbm=isch&q=philippinelegend&imgrc=_
4. History of Philippine Literature by FTG Prezi
We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
III. LEARNING TASKS
Introduction:
The teacher says:
“If you don’t know history, then you don’t know anything. You are a leaf that doesn’t
know that it is part of a tree.” Michael Crichton
“History is not a burden on the memory but an illumination of the soul” Lord Acton
Preliminary Activity:
KNOWING YOURSELF: The teacher presents different literary pictures for the students
to identify.
“Maria Makiling”
“Bernardo Carpio” “El Filibusterismo”
“Biag ni Lam-ang” “Florante at Laura”
1. What literary titles do the pictures signify? Justify your answers.

2. Who are the leading characters you remember in the stories portrayed in the pictures?
3. What is the general setting or the place where the stories happened in each picture-story?
4. What are the themes or the main idea of these picture-stories?
5. What Filipino values do these stories tell about?
Let the students share their insights about the picture-stories.
After the preliminary activity, the teacher tells the class the subject matter and objectives.
Activity:
A. Define yourself poetically!
Students define Philippine culture and literature through “Ambahan” poem.
Let the students read the poem by group as follows:
GROUP 1 – 1-6 stanzas
GROUP 2 – 7-12 stanzas
GROUP 3 – 13- -18 stanzas
GROUP 4 – 19- 24 stanzas
GOURP 5 – 25- 39 stanzas
Analysis:
My Learning, My Analysis, My Realizations!
Let the students, by group, find how Filipinos view:

a. life from birth to old age;
b. the Filipino culture about courtship;
c. the concept of home, friendship and marriage; and
d. the Filipino culture about death.
Abstraction:
The teacher shares history of Philippine literature from pre-colonial
to contemporary period highlighting literary genres and great Filipino
authors using prezi.
Lesson may be summarized by simple video clips about Philippine
literature history.
Application:
The students will be divided into four groups and are assigned according to the
four major periods/era of Philippine literature; then, they will be asked to make a concept
map about the history of Philippine literature from pre-colonial to contemporary period.
Output will be presented in class.
Assessment:
Identify the following statements.
1. The first Filipino novelists who wrote the award –winning “The Child of
Sorrow”.
2. A fiction story which narrates the origin of something.
3. A nonfiction story which was transformed into a movie and tell about the
life of Filipino lesbians.
4. A well known Filipino short story writer and author of the “Dead Stars”.
5. A Philippine dialect used in the “Ambihan” poetry.
6. General setting for Filipino legends like “Maria Makiling”.
7. A tool being portrayed in the Filipino riddle “A deep well that is full of
chisels.”
8. A literary genre which is usually played on stage.
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

EN12Lit-Ia-21: Identify the linguistic, and ethnic dimensions of Philippine literary
history from precolonial to the contemporary
Objectives:
1. Identify the historic literary works of Philippine literature.
2. Describe the literary pieces of Philippine literature.
3. Appreciate the Filipino identity through literature
Values: Being aware of one’s country and sense of nationalism

Lesson: Philippine historic literature
Materials:
1. Video clips of “Biag ni Lam-ang” an Ilocano Legend
2. Filipino riddles and Filipino proverbs
3. “Dolores” (Pag-ibig at Alamat) by Mark Antonio R. Rodas
a. https://www.youtube.com/watch?v=9QcIo20wok0
References:
a. http://tagaloglang.com/kasabihan-filipino-sayings/
b. http://tagaloglang.com/mga-bugtong-at-sagot-tagalog-riddles-answers/
c. https://www.youtube.com/watch?v=9qrqA0sb_Ak
d. Filipino beliefs and superstitions.
e. https://www.youtube.com/watch?v=9QcIo20wok0
f. “Dolores” (Pag-ibig at Alamat) by Mark Antonio R. Rodas
III. LEARNING TASKS
Activity:
A. Do you know that?
The teacher asks the students: “Is it possible for a human being to be fallen
in love with non human being?”
The teacher plays a video clip about the legend of “Maria Makiling”
of Quezon-Laguna provinces.
Analysis:
My Learning, My Analysis, My Realizations!
After watching the video clip, the students will be asked of the following:
1. What culture is presented in the story?
2. What events in the story are full of mystery (State two or more)?
3. State values which are shown in the short story?
4. State events which have to do with Language culture?
Let the students share their insights about the answers they got.
Abstraction:
The teacher shares the Filipino beliefs and superstitions which
somehow greatly affect the way Filipinos live their lives.
Complement these beliefs and superstitions in the literary
style of expressions such as in a form of riddle and Filipino proverb.
Application:
Give the students the song “Diwata” of Abra for Filipino culture and tradition
evaluation. Complement the song with reading the “Dolores” (Pagi-ibig at Alamat) by
Mark Antonio R. Rodas. Follow the guide questions in evaluating the song in relation to
Filipino culture and superstition:
1. What do the lyrics and music in the song Diwata, released by Abra, mean?
2. What is the interpretation of the lyrics in Diwata?
3. Why do you think the song is entitled as such?
4. What do you think the meaning of the song is? What’s your favorite lyric?
Make a venn diagram with the two literary pieces focusing on theme, character,
setting and plot.
Make the evaluation in a form of reflection. Support your ideas with Filipino
proverbs.
Assessment:
Answer the following Filipino riddles/proverb.
1. Isang balong malalim, punong-puno ng patalim.
2. Dalawang batong maitim, malayo ang dinarating.
3. Dalawang balon, hindi malingon.
4. Naligo ang kapitan, hindi nabasa ang tiyan.
5. Dalawa kong kahon, buksan walang ugong.
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

EN12Lit-Ib-22: Identify representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the students’
region/province/ town)
EN12Lit-Ic-23: Value the contributions of local writers to the development of regional
literary traditions
EN12Lit-Ic-24: Appreciate the contributions of the canonical Filipino writers to the
development of national literature
Objectives:
1. Define what historical and biographical criticism is; and its importance in interpreting
poetry and its elements.
2. Identify the literary works (POETRY in particular) of Filipino authors from the
regions and their contribution to the development of local literature through historical
and biographical criticism.
3. Appreciate the importance of our own language in literary expression.
Values: Being aware of one’s national language and sense of nationalism

Lesson: Canonical authors and works of Philippine National Artists in Literature in
Poetry
Materials:
1. Manila paper, tape, pen
2. Poem “A Man Falls to his Death” by Cirilo Bautista
References:
a. “A Man Falls to his Death” by Cirilo Bautista
b. “Jewels of the Pauper” by Horacio dela Costa of Mauban, Quezon
c. “Joy and Pain” by Dr. Hilario Salvana of Tayabas, Quezon
d. Historical and Biographical criticism by FTG Prezi
e. Regional Filipino national artist in poetry in prezi
f. Background/profile of Cirilo Bautista, Horacio dela Costa and Dr. Hilaro Silvana
III. LEARNING TASKS

Introduction:
The teacher says:
“A little learning is a dangerous thing.”
One which usually causes misinterpretation is by saying incomplete information.
HOW MUCH DO YOU KNOW ME?

The teacher asks the students to choose a partner whom he/she thinks he/she knows
best and much. To test their personal knowledge about each other, the teacher may ask
the following questions to both of them. The pair must have the same answers. The
highest scores a pair gets win the game.
1. When did you first meet?
2. Where did you first meet?
3. When is your partner’s birthday?
4. What is your partner’s favourite colour?
5. What is the most unforgettable experience your partner experienced?
6. What is the most memorable experience your partner experienced?
Activity:
A. What do you think really happened?
Remind the learners that they are living in the 21st century and that
some notable Filipino writers are already giving their perspective on
current events.
Inform them that one of these writers is Dr. Cirilo Bautista, who is
National Artist for Literature. Study his well-known poem in relation to Renjie Navarro’s
happening, or answer their questions as to why these events happen. It may help us
understand how we, as viewers, view these events.
Give the student a copy of the poem “A Man Falls To His Death”.
Allow them to read the poem quietly for 5 minutes.
Ask then the following questions:
a) What was your experience in reading the poem? Was it easy or difficult to read?
Why?
b) What words make it a difficult poem?
c) What was the tone of the poem? How does it sound like?
d) Ask the learners to read the words outside the parentheses.
e) Instruct the rest of the class to listen to the one reciting the poem.
f) After reading the words outside the parentheses, ask for their meaning.
g) Next, ask another learner to read the words inside the parentheses.
h) After reading the words inside the parentheses, ask the learners to highlight the words
inside the parentheses.
Analysis:
Let the students, by group, act as crime investigation officers. Let them postulate
questions which could probably give light to the incident (Renjie Navarro’s story and that
of a “man falls to his death”).
Let them share their insights and output, together with the sources and evidences
they considered, to class. All together, give comments, suggestions and evaluation about
the presented output to test the reliability and completeness of the information presented.
Use this rubric as guide.
Scoring Criteria 5 4 3 2 1
a) Knowledge about the incident.
b) Knowledge about the persons involved.
c) Asks the 4Ws and 1H questions.
d) Knowledge about the context of the incident.
e) Knowledge about the place where the incident happened.
f) Knowledge about the time the incident happened.
The teacher writes the following phrases on the board:

a) The world behind the text
b) The life of the author
Ask the learners about some ideas they could think of about the phrase written on the
board, as they relate their ideas to historical criticisms. Let them identified what are the
primary elements in doing historical and biographical criticism.
Abstraction:
The teacher:
1. shares the importance of historical and biographical criticism in
evaluating a literary piece;
2. shares what poetry is and its elements;
3. presents some regional literature writers in poetry together with their well known writings;
and
4. identify canonical poets’ contributions to the development of local literature.
Application:
The students will give the following literary works for evaluation:
a) “Jewels of the Pauper” by Rev. Fr. Horacio Dela Costa of Mauban, Quezon
b) “Joy and Pain” by Dr. Hilario Salvana of Tayabas, Quezon
Rubric for poetry evaluation.
Indicate your evaluation to the factors (on the first column) attributing the poem’s
presentation such as: starting out, on my way, and wow.
Starting Out On My Way Wow!

Poetic  mundane, imprecise  descriptive but prosaic  precise and vivid
Language vocabulary language vocabulary
and  clichés, tired  irrelevant details or  just the right amount of
Imagery expressions missing details detail to create images
 little use of images or  overuse of some words  effective use of images
other literary devices or devices and other literary
devices
Sound and  no rhythm or  rhythmic elements, with  rhythm and metre are
Sense inconsistent metre some inconsistencies or consistent with sense of
 reads prosaically misses poem
 sound reflects meaning  sound of words and
with some lines contribute to
inconsistencies evocative imagery
Audience  reader is confused or  reader is interested  reader responds
Reaction indifferent emotionally to poem
Topic  subject is predictable  topic has some elements  topic is original
and mundane or trivial that are a little new or  perspective on topic is
fresh or treated in an fresh, surprising or
unusual way unusual
Assessment:
Based from the discussion about poetry and its elements, identify the
following factors below in the poem “Jewels of the Pauper” of Horacio dela
Costa.
Kind of poetry used by the poet
Figurative language used
Rhythm and metre
The emotion of the poet
Topic or message of the poem per stanza
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

literary traditions
Objectives:
1. Define what short story is.
2. Identify the literary works (SHORT STORY in particular) of Filipino authors from
the regions and their contribution to the development of local literature through
historical and biographical criticism.
Values: Being aware of one’s responsibility towards others.

Lesson: Canonical authors and works of Philippine National Artists in Literature
in Short Story
Materials:
1. Manila paper, pen, tape, projector, laptop
References:
a. Appreciation of literature
b. Short Story and its Elements on prezi
c. Regional Filipino national artist in short story in prezi
III. LEARNING TASKS
Introduction:
The teacher says:
“Is it possible for a person to fall in love again with his/her ex?”
Activity:
The teacher will present pictures from teleserye/movie for the students to
discuss the theme, setting, character, plot and conflict of the story.
Post the picture of the teleserye or movie on the board and start brief story
telling in class.
https://www.google.com.ph/search?q=pangako+sayo&biw=1280&bih=662&source=l
nms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjp173Lgq_PAhVEkpQKHYEdAsEQ
_AUIBygC#tbm=isch&q=everyday+i+love+you+movie&imgrc=Q0aP5Md6UWlbs
M%3A
Analysis:
Let the students, by group, share their insights about the setting, plot, character,
theme, tone, mood, and conflict happened in the teleserye or movie assigned to them.
Encourage the students to define first the aforementioned terminologies of the

movie; and share how they came up with those story concepts.
Abstraction:
The teacher will share insights and refine the definitions made and
constructed by the students about what short story is all about and it
elements.
Application:
The students will be given a short story for evaluation. They have to act out or
role play the story assigned to them.
Title of the short story: “DEAD STARS” by Paz Marquez Benitez of Lucena City.
This rubric will be used to evaluate their performance.

w
e
i
Criteria Exceptional Admirable Acceptable Attempted
g
h
t
 Factual  Factual  Factual  Information is
information is information is information is inaccurate
Understan 4
accurate mostly somewhat  Presentation is
ding of 0
 Indicates a accurate accurate off topic
Topic %
clear  Good  Fair
understanding understanding understanding
of topic of topic of topic
 Accepts ideas  Accepts most  Unwilling to  Group does

of others; able ideas without compromise not work
to compromise negative  Few members together
3  All members comments; contribute  One person
Cooperatio
0 contribute able to does all the
n
% compromise work
 Some
members
contribute
 Shows  Shows some  Unsure of  Portrayal stalls
confidence confidence responsibility  Lacks
 Informative  Presents some  Somewhat information
 Entertaining; information informative  Audience
3 engages  Engages  Engages bored
Presentatio
0 audience audience audience  Mumbles
n
%  Speaks loudly  Can be heard intermittently  Body language
and clearly  Some use of  Hard to hear is lacking;
 Appropriate body language  Some inappropriate
use of body movement
language
Assessment:
Directions: Circle the BEST answer.
1. An object or idea that has its own meaning and represents something
else as well.
a. irony
b. allusion
c. symbol
d. inference
2. The technique writers use to create and develop characters.

a. allusion
b. characterization
c. symbolism
d. figurative language
3. Fiction based on technological or scientific developments.

a. frame story
b. science fiction
c. symbolism
d. theme
4. The main idea or author’s opinion about life expressed in a piece of literature.
a. theme
b. non-fiction
c. setting
d. exaggeration
5. The time and place of the story.

a. theme
b. setting
c. science fiction
d. plot
6. A series of related events (what happens in the story).
a. theme
b. setting
c. plot
d. irony
7. The difference between what is expected and what actually happens.

a. allusion
b. inference
c. irony
d. frame story
8. The relationship between the narrator and the story (who is telling the story).
a. point of view
b. allusion
c. inference
d. theme
9. A logical guess or conclusion based on facts.

a. allusion
b. irony
c. point of view
d. inference
10. Hints or clues provided by the author that permit the reader to predict what might happen
later in the story is an example of .
a. irony
b. foreshadowing
c. setting
d. characterization
11. The feeling or atmosphere created when reading a story is called the .
a. mood
b. conflict
c. climax
d. setting
12. The plot of a story usually has some sort of that must be resolved.
a. climax
b. rising action
c. conflict
d. theme
13. What is the most exciting part of the story called?
a. conflict
b. falling action
c. resolution
d. climax
14. The moral or lesson to be learned in a story is called the .
a. conflict
b. mood
c. sequencing
d. theme
15. The person or thing in a story that often creates conflict in the story for the “good guy”.
a. protagonist
b. antagonist
c. pharmacist
d. dentist
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

literary traditions
Objectives:
1. Define what historical and biographical criticism is.
2. Identify the literary works (ESSAY in particular) of Filipino authors from the regions
and their contribution to the development of local literature through historical and
biographical criticism.
Values: Being aware of one’s responsibility towards the country.

Lesson: Canonical authors and works of Philippine National Artists in Literature
in Essay
Materials:
1. Manila paper, pen, tape, projector, laptop
References:
b. Essay and its Elements on prezi
c. Regional Filipino national artist in Essay in prezi
d. http://kathangpinoy.blogspot.com/2011/07/my-husbands-roommate.html
e. http://kathangpinoy.blogspot.com/2011/07/i-am-filipino-by-carlos-p-romulo.html
III. LEARNING TASKS
The teacher asks:
“If you are in a relationship, how will you react seeing your partner like this?”
Activity:
Group the entire class into two big groups; a boy group, and a girl group.
Given a manila paper, each group will write the things they think
caused the common and usual misunderstanding of partners whether they are
a boy-girl friend relationship, or a father-mother relationship.
They have to state the reasons for their answers. Justify them.
Analysis:
Let the students, by group; share their insights about the topic. A debate may be
encouraged as to make the presentations more lively and interestingly.
The teacher asks further the students: “Can misunderstandings also be a literary
focus or subject matter?” If you are going to make an essay about misunderstanding or
jealousy, what will be the title?
Abstraction:
The teacher will share insights. Then share how an essay is made;
and what characterizes an essay according to purpose.
Application:
The students will be given an essay for evaluation.
Title of the essays: “MY HUSBAND’S ROOMMATE” by Carmen Guerreo-Nakpil.
“I AM A FILIPINO” by Carlos P. Garcia
This rubric will be used to evaluate their performance.
Assessment:
Directions: Circle the BEST answer.
1. Classification of essay which the author assumes an intimacy and

equality of competence with readers and writers in a relaxed, humorous, self-
revelatory fashion.
a. Informal b. Formal c. Toned. view
2. It refers not to what is said but how it is said.
a. Moral b. Style c. Point of view d. theme
3. It is meant to be a basic guidance for living.
4. A brief non-fiction work that deals with one subject.
a. Essay b. Short story c. Novel d. legend
5. The main idea of a work of literature.
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

I.LEARNING COMPETENCY
EN12Lit-Id-25: Differentiate/compare and contrast the various 21st century literary
genres and the ones from the earlier genres/periods citing their elements,
structures and traditions
Objectives:
a. Identify and define the elements of the different literary genres
b. Describe the elements among different literary genres
c. Exhibit active participation in describing and identifying the elements of the
different literary genres
Values: Develop the love for writing one’s personal experience in literary way.

Lesson: Compare and Contrast of 21st century literary genres
Materials:
a. Fact sheets in appreciating literature pp. 1-11
b. pen, papers, manila paper, pentel pen
References:
a. Fact sheets in appreciating literature pp. 1-11
b. Different literary genres powerpoint presentation
c. “Love Yourself” by Justin Beiber
d. “Dead Stars” by Paz Marquez Benitez
III. LEARNING TASKS

“Are there any song that impressed you? Can you name one that we can sing in class; or if
you can’t sing it but you love the words, what do you usually do with it? Ok, can you please
sing it?”
Activity:
A. Literary Genres
“Self expression doesn’t confine into one single structure; however, there
must always be elements”
The teacher uses a video clips about the “Dead Stars” story focusing on the theme.
Then,the teacher gives a copy of Justin Bieber’s song “Love yourself ”. The teacher asks the
students: “Do you know that song?”
Teacher plays a song while the students read the lyrics
Let’s divide the class for group work presentation. Here are activities for each group.
GROUP 1.
Identify where and when did the event in the poem happen? Were there persons
involved? If yes, who were they? Please cite a line or lines in the poem which told you
that.
GROUP 2.
Identify and describe the event or different events in the poem. Give the main idea
of the poem.
GROUP 3.
How does the author look at his subjects? Identify other words that sound familiar
in the ending or beginning. Write them all.
GROUP 4.
How do you read the poem (since you don’t sing it) to produce an effect? What
are the values derived from the poem? Do these apply to present life situation?
Analysis:
After your group work, what do you notice about your answers? What these
answers tell or describe about the song? Compare and contrast the answers from the
theme, tone, mood of the story portrayed in the “Dead Stars”.
Let the students share their insights and output in a manila paper for presentation and
further evaluation of the class.
Abstraction:
“The elements of a literary genre have something to do with the time
and place where a particular literary work was made; to the mood and
tone; imagery used; conflict which spices up the story; and the characters
of which most of the time has something to say about the life of the
audience in general. It has a great bearing as to the personal experiences of the writer
him/herself. And that’s what we call historical and biographical criticism.”
And so, interpreting a song, a story or whatever literary form apart from the life’s
existence of the writer is prone to misinterpretation.
The teacher shares and refines the students’ answers about the different literary
genres and their elements through prezi presentation.
Application:
Write your personal experiences (any good experiences) in any of the above literary
genres. Then post it in your facebook as your updated status (if you have one); or in your
daily journal.
Assessment:
Write the word TRUE if the statement is correct, and FALSE if not.
1. Persons involved in the story, in a poem is called characters.
2. Plot tells about the place and time of events.
3. The main idea of the story is called theme.
4. Mood in the story refers to the attitude of the author towards the subjects and the
audience.
5. Setting is also known as the series of events that make up a story.
6. The use of figurative language in a story, poem and song is called imagery.
7. Values of the story is also known as the moral of the story.
8. Rhythm refers to the regular succession of stress and understress syllables.
9. The measure of lines in poetry is called meter.
10. Rhyme refers to the harmonization of sound.
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

EN12Lit-Id-26 &IIe34: Infer literary meaning from literal language based on usage
EN12Lit-I&IIe-27: Analyze the figures of speech and other literary techniques and
devices in the text
Objectives:
a. Identify and define the figurative speech and other literary techniques in the text.
b. Analyze the use of these literary languages in a literary piece and infer their
meaning.
c. Actively share personal experiences figuratively
Values: Develop critical thinking through inferring and figurative language
interpretation; and express the importance of someone figuratively.
Lesson: Literary Language analysis
Materials:
a. http://www.slideshare.net/Angeliqueart2001/figures-of-speech-
interactivepresentation?from_action=save
b. pen, papers, manila paper, pentel pen
References:
a. http://www.slideshare.net/Angeliqueart2001/figures-of-speech-
interactivepresentation?from_action=save
b. Figurative language and literary techniques power point presentation
c. “Mia Pieta” by Ferdinand T. Glor
d. “A dream within a dream” by Edgar Allan Poe
III. LEARNING TASKS
Activity:
1. Reminiscing!
The teacher asks the student: “Do you still remember the first time you felt the
love?”
“For any reason, we will going back to that memorable moment. So, think of
the person you fell in love with or had a crush on with. Recall the face, the emotion, and
the “kilig” moment.
For the first time, and if given a chance to be on that moment again, how are
going to say what feel inside romantically? Please use the following ways of expressions:
by comparing the person or the emotion to something to cause effect; by using inanimate
or absence of something to cause much effect of what you are going to say; and use
exaggeration of feeling to tell the importance of that person to you. I am giving all of you
5 minutes to think.”
“The most romantic presentation wins the game.”
Analysis:
The teacher asks the students the following questions:
1. What would be the situation if he/she had done this expression before?
2. What did they feel when composing the romantic line?
3. How did they view the way they express their emotion using those languages?
4. How did they infer meaning of their expressions?
The students explain their personal views on whether the loved one appreciated
him/her better.
Abstraction:
“The most valuable person in life is worthy of giving much
attention, appreciation, and highest form of expression.”
“From your composed/formulated/constructed romantic lines,
what makes your emotions more vividly expressed? What words
makes more effect and caused much emphasis?”
Let the students identify and classify the figurative languages they used based from
what they presently recall them. Then ask the learners on how they did infer the meaning
of the identified literary languages.
The teacher reviews the student about the figurative language and the different ways
to infer meaning using prezi presentation.
Application:
The teacher gives the students (by group) literary pieces, namely: “Mia Pieta” and “A
dream within a dream” which used the figurative languages.
“Class, find the figurative language used in this poem. Write them in a sheet of paper
and fill up the columns properly.
A Dream Within A Dream

by Edgar Allan Poe
Take this kiss upon the brow!

And, in parting from you now,
Thus much let me avow--
You are not wrong, who deem
That my days have been a dream;
Yet if hope has flown away
In a night, or in a day,
In a vision, or in none,
Is it therefore the less gone?
All that we see or seem
Is but a dream within a dream.
I stand amid the roar
Of a surf-tormented shore,
And I hold within my hand
Grains of the golden sand--
How few! yet how they creep
Through my fingers to the deep,
While I weep--while I weep!
O God! can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
Is all that we see or seem
But a dream within a dream?
“MIA PIETA”
Ferdinand T. Glor
I wish to rest at colossus' deepest sleep of uncertainty;

where my right is forever wrong.
And I neigh for bereavement of my good name's breath

due to my blindness for truth;
just like white is black though it makes me blue.
But the reality is what the opposite is;

That placidity is dangerous as calmness is turbulent,
The everlasting aridity remains unquenchable
Even I make myself a water.
And so, I now commend to you Zeus my heaven and earth;

As I summon to lend me your ship
to bring me to the threshold of what is end.
KINDS OF FIGURE LITERAL EMOTIONAL

TEXT OF SPEECH MEANING UNDERTONE
Assessment:
Infer the meaning of the following literary languages after each statement. Focus
on the underlined ones. Possible correct answers can be found inside the box below.
1. In the dark night, the city lights are glimmering fireflies.
2. Ambition you are a cruel master, I will serve you no more.
3. Always keep our fingers crossed.
4. All the times, you are rain on my parade.
5. Understanding my inconsiderate classmates burnt me out.
6. The pen is mightier than the sword.
7. The poor man has ten hungry mouths to feed.
8. You are like a fish drowning.
9. Converted sinfully sick or bad persons are now sick healer.
10. You break down my walls.
Ruin one’s life brightly shining repentant
self-gratifying Incompetent hopeful
strange challenge kill joy Powerful
exhausted
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

EN12Lit-Ie&IIf-28: Explain the literary, biographical, linguistic, and sociocultural
contexts and discuss how they enhance the text’s meaning and enrich the
reader’s understanding
EN12Lit-Ie-29: Situate the text in the context of the region and the nation
EN12Lit-Ie-30&IIg-25: Explain the relationship of context with the text’s meaning
Objectives:
1. Connect the text in the context of the region and the nation;
2. Explain the context of the stories;
3. List down ways on how one may promote nationalism; and
4. Write a reflection of how the youth regard nationalism and patriotism
Values: Develop and inculcate the love of the country.

Lesson: Sociocultural context of literary work
Materials:
a. https://www.youtube.com/watch?v=wP9OTAPfnfE
b. http://ebuddylinks.blogspot.com/2012/05/miss-phathupats.html
c. pen, papers, manila paper, pentel pen
References:
a. https://www.youtube.com/watch?v=wP9OTAPfnfE
b. http://ebuddylinks.blogspot.com/2012/05/miss-phathupats.html
c. Relationship of context with the text meaning prezi presentation
III. LEARNING TASKS

The students will be asked to listen to the song Mga Kababayan ko by Francis
Magalona. After listening, they will be asked the following questions:
1. What is the song all about?
2. According to the song, in what ways we can show our love for our country?
Activity:
1. Reminiscing!
The teacher will:
1. Give information about the locale of the story and relate it to
the author
2. Introduce the authors and the background of the stories
a. Present the elements of the stories:
i. Miss Phatupats by Juan Crisostomo Soto through graphic organizers like
Character Maps (for the characters) and story maps (for the plot)
ii. Carlos P. Garcia’s “I am A Filipino” essay.
Analysis:
The teacher asks the students the following questions:
1. For Carlos P. Garcia’s essay:
a. What is the two-fold task of a true Filipino?
b. Describe the phrase “marriage between east and the west” in the essay.
c. What are the seeds being referred to in the essay of Carlos P. Garcia?
2. For Juan Crisostomo:
a. Who are the characters in Miss Phatupats?
b. Describe each character. How is one different from the other?
c. How did the other characters regard/treat the Philippine and foreign products?
Abstraction:
1. For Miss Phatupats:
One student is called to pick and read to class a statement from a
box. Then he/she tells whether she/he agrees to the statement or
disagree with a strong reason for his/her choice. Another may say
his/her argument to dispute the first claim. The last student to talk has the chance to
choose another student to pick another statement and do the same.
Statements for Discussion/Argument

a) Miss Yeyeng is the victim in the story.
b) Colonial mentality is still very prevalent in our society.
c) Foreign thinking leads to greater productivity than staying so attached to ones
culture.
d) Somehow, Yeyeng is a good person.
e) We cannot blame Yeyeng for her change of attitude towards her country.
f) Acculturation is just a normal societal occurrence.
g) In the future, I will let my child learn immediately the English language.
h) To have a fair complexion is to be beautiful, and to have a dark skin is
unattractive.
2. For I Am A Filipino:
What are the literary terms Carlos P. Romulo used to describe Filipino identity?
Explain the meaning of the terms according to their usage in the essay.
The teacher will share how a text is interpreted in context using prezi presentation.
Application:
Using text in a given context, the students will be asked to:
a) Write an alternative ending to both literary pieces. Then, be ready to present it in
class.
b) Using the Venn diagram, show the differences and similarities of the main
characters of the two short stories.
c) Visualize the characters in the short stories. Then, dress a number of your group
mates to be just like them in persona.
d) Argue on the concept of nationalism and patriotism as revealed in the literary
pieces.
National and patriotism is not just a matter of school subject by which we have to
memorize and pass and answer all questions perfectly. It is lived and shown in every
simple and daily routine of our lives. Let’s look on how we do dress up, speak out, think,
and shop. Do these tell our nationalism and patriotism?
Are we aware of what’s happening in our country today?
Assessment:
Write a reflection with not less than 200 words in three or more paragraphs
according to how you regard the values of nationalism and patriotism. Use your
local dialect to express some highlights of your thought. Make sure that short explanation
about the local dialect used is inserted in the text.
Criteria for Grading

Content -10
Mechanics of language - 4
Relevance - 7
Organization of ideas - 4
25
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

literature from the regions.. literature from the regions through an
adaptation of a text into other creative
forms using multimedia.
EN12Lit-Ie&IIij-31.1: Produce a creative representation of a literary text by applying
multimedia format in interpreting a literary text
EN12Lit-Ie&IIij-31.2: Apply ICT skills in crafting an adaptation of a literary text
Objectives:
a. Analyze thematic correspondence in poems using a graphic organizer;
b. Interpret a literary text in multimedia format, i.e. digital poster; and
c. Create a 60-second infomercial that promotes the theme of the poems.
Values: Develop creativity in presenting Philippine literary works; and
religious belief.

Lesson: Media format in interpreting literature
Materials:
a. https://www.youtube.com/watch?v=ZcOMo4dY6-0
b. https://www.youtube.com/watch?v=OV6UbGP7hBI
c. Pictures, Projector screen, LCD, Laptop, Extension cord, Audio-visual
presentation, Video Clips
References:
a. Mga Kuwento at Tula ni Lolon by Dr. Salvania
b. It's More Fun In Tayabas,Quezon, Philippines Part 4 of 4
https://www.youtube.com/watch?v=ZcOMo4dY6-0
c. http://www.copyblogger.com/infomercial-techniques/
d. https://www.youtube.com/watch?v=OV6UbGP7hBI
e. Basic tips in lay outing and designing a poster power point/prezi presentation
III. LEARNING TASKS
Activity:
1. Reminiscing!
Read first the poem “Tayabas: May Isang Alamat”. Try to
internalize the emotions and sentiments presented in the poem by asking
each group to create a tableau.
Then, let the students watch a video clip about “It’s more fun in Tayabas”
Analysis:
From the activity, ask the students the following:
1. Who narrates the poem “Tayabas: May Isang Alamat”?
2. Describe the setting of the poem.
3. What symbols were used by the author to intensify the emotion of the poem?
4. Why is the piece given the title “It’s more fun in Tayabas”?
5. How can youngsters like you help make a change in the way our fellowmen in
Tayabas live and are treated?
6. What are the similarities expressed in the two literary works?
Abstraction:
From the students’ answers in the analysis of the two literary
works, lead them to come up with a general theme that the two works are
trying to emphasize and the similarities and differences in their
expressions. Allow them as well to complete a Venn diagram (to be
posted on the board) to easily facilitate their answers.
The teacher shares the basics of lay outing and designing a poster using power point or
prezi presentation.
Application:
Applying your knowledge in layouting or photo editing, create a digital poster that
promotes Tayabas. You may post your output in facebook or instagram to start an
advocacy/campaign for Tayabas City.
Rubrics for Digital Poster
Illustrated content 5 points
Written content 5 points
Attractiveness 5 points
Presentation 5 points
Total 20 points
Enhancement/Assessment:
Let the students watch a video clip info commercial “Tara na Biyahe Tayo”
for evaluation.
Criteria for Grading

Content -10
Mechanics of language - 4
Relevance - 7
Organization of ideas - 4
25
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

literature from the regions.. literature from the regions through an
adaptation of a text into other creative
forms using multimedia.
I.LEARNING COMPETENCY
EN12Lit-Ie& IIij-31.3 : Do self- and/or peer assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation
Objectives:
1. Recognize media and information languages, codes and conventions and messages.
2. Explain how codes and languages are used in media and information
3. Perform evaluation about their made up essay on life last meeting using ICT
animators.
Values: Develop creativity in presenting Philippine literary works.

Lesson: Media and Information Languages - Codes, Conventions, and
Messages
Materials:
a. Pictures, Projector screen, LCD, Laptop, Extension cord, Audio-visual
References:
a. http://unesco.mil-for-teachers.unaoc.org/modules/module-4/
b. https://www.youtube.com/watch?v=1QR0m_0ZL-U
c. https://www.youtube.com/watch?v=efHLph2ncvo
d. http://www.slideshare.net/leannacatherina/media-languages
e. “The Woman who Turned herself into stone” by Lina Sagaral Reyes
f. https://www.youtube.com/watch?v=F3ayaAzSajg “Pagpag”
III. LEARNING TASKS
Group the students into 4.

They will be given enough time to portray the picture given to them from the
teleserye, commercial and movies.
They will need to do it in 5 minutes for brainstorming.

1. Coca Cola
2. Ang Probinsyano
3. How to be yours
4. Perfume
After the activity the teacher will ask the students:

1. How do you find the activity?
2. What strategies you used in order to finished and come up with your commercial,
movies or teleserye?
3. What kind of languages, codes have you used in order to bring life and enthusiasm in
your teleserye, commercial or movies.
4. What kind of messages have you used in order to reach your target market.
Activity:
Pre-Reading.
The class will read the “The Woman Who Turned Herself Into Stone”
poem.
By group, let the students; internalize what the poem tries to tell.
1. What is the emotional undertone of the poem?

2. What figurative languages used to tell the tone and mood of the writer towards the
subject matter?
3. Who is the persona in the poem?
4. Describe the theme of the poem.
Video clip viewing:
After reading and interpreting the poem, let the students view the “Pagpag” meal in this
link https://www.youtube.com/watch?v=F3ayaAzSajg.
Ask the students to answer the following questions:
1. What is the video all about?
2. How will you describe the life situation of the Filipinos in the video?
3. What is the general message of the video?
4. How did the video portray the message to the public viewers?
Analysis:
After the activity the teacher will ask the students to do a Venn diagram for the two
different literary genres focusing on:
1. Setting
2. Plot
3. Characters
4. Theme
5. Mood
6. Tone
Let the students present their insights in class using manila paper for further
discussion.
Abstraction:
The teacher will solicit from the students what they remembering
about the media languages lesson in information and communication class;
then, ask them to share in class.
The teacher, after the students sharing will give some refinement
about the Languages in Media and Information and Media Language using power point or prezi
presentation.
Play a video about Denotation, Connotation, Codes and Convention, and Representation.
The different key terms used in media and information such as semiotics, denotation and
connotation, codes with the following:
1. Codes and Conventions
2. Media languages
3. Written Language
4. Verbal Language
5. Non-verbal language
6. Visual Language
7. Aural Language
Application:
The teacher lets the students go over their previous discussion – their enhancement
activity about creating animation on their written essay about life.
Based from the discussion, allow the learners to put some interesting animation on their
works. It may be in the forms of:
a. Drawing
b. Poster
c. Comics
d. Flat form for computer simple power point animation
They have to present their works in the class.

Instruct the students to evaluate the presentation of their classmates based from the
following criteria:
Rubrics for the enhancement activity

Organization 5 points
Content 5 points
Presentation 5 points
Total 15 points
Assessment:
The teacher will play certain video of a commercial and a teaser of a movie,
a movie cover or tarpaulin. With that video the students need to:
1. Analyze the cover, the commercial and the teaser, how do the cover,
commercial or the teaser appeal to their audiences?
2. Perceive what kind of messages it has conveyed?
3. Why do they think that kind of commercial or teaser?
4. Who do you think are the target audiences and how to identify them?
Tayabas City
LESSON EXEMPLAR
Semester: FIRST
Theme: Understanding World Literature
Sub-Theme: Appreciating 21st century World Literature
The learner will be able to The learner will be able to

understand and appreciate literary texts demonstrate understanding and
in various genres across national appreciation of 21st century literature of
literature and cultures. 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.
EN12Lit-IIa-22: Identify representative texts and authors from Asia, North America,
Europe, Latin America, and Africa
Objectives:
a. Recognize the authors from Asia, North America, Europe, Latin America and
Africa
b. Identify the author’s known literary works
c. Have an interest to know the content of the writings
Values: Be proud of your national identity.
Lesson: World literature authors and works
Materials:
References:
a. Appreciation of Literature Module
b. World literature authors in prezi
III. LEARNING TASKS
Activity:
WORLD TOUR
The class will be divided into 4 groups.
Each group will be asked to identify the pictures (e.g. food,
costume, object, landmark, people, and symbols which are associated
with the following continents (Asia, North America, Europe, Latin
America and Africa))
Analysis:
The teacher will begin the discussion by asking the following questions:
a. What meaning did you associate with the given pictures?
b. How were you able to connect the pictures with the continents?
c. What other aspects of culture/tradition best represent each continent?
d. Do you know of authors or literary texts from each continent?
Abstraction:
Say: To further enhance our understanding on the authors and
their literary texts, let us now focus on the discussion using a power point
presentation.
The power point presentation will highlight the following:

a) Representative authors and their literary achievements
b) Famous literary works
Application:
Say: We shall now prepare for an activity which will make you apply the
lessons you have learned.
The class will be divided into 5 groups, each representing the following continents–
Asia, North America, Europe, Latin America and Africa. The group will be asked to research
on the 21st Century authors and their literary works using the internet connection in school.
With the information they were able to gather, the groups will be asked to present
their outputs in various forms:
I – Asia brochure
II – North America newsletter
III – Europe scrapbook
IV – Latin America movie documentary
V - Africa power point presentation
The outputs shall be graded using the teacher’s prepared rubric.
5 points for Content

5 points for Language
5 points for Organization
5 points for Mechanics
20 points
Assessment:
Match the world known authors in column A to the literary works in
column B. Write your letter answer in your quiz notebook
A B
1. Victor Hugo a) One Hundred Years of Solitude
2. Robert Frost b) I taste a liquor never brewed
3. Edgar Allan Poe c) Les Miserable
4. Emily Dickinson d) Three Sisters
5. Kenzaburo Oe e) The Raven
6. Stevan Javellana f) New Hampshire
7. Bi Feiyu g) The Changeling
8. Leo Tolstoy h) Without Seeing the Dawn
9. Miguel de Cervantes i) The Death of Ivan Llyich
10. Laura Esquivel j) Don Quixote
11. Paulo Coelho k) Like Water for Chocolate
12. Garbiel Garcia Marquez l) The Alchemist
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

literature and cultures. the world through 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.
EN12Lit-IIb-32: Explain the texts in terms of literary elements, genres, and traditions.
EN12Lit-IIc-29: Situate the texts in the context of the region, nation, and the world
Objectives:
a. Recognize the literary genres and meaning of the text used by the world known
authors based from their literary writings.
b. Explain how tradition makes a difference in their works and word meaning in
their works.
c. Perform evaluation about authors’ literary works through historical and
biographical criticisms
Values: Appreciation of the value and meaning of life through
different literary works.

Lesson: Tradition and culture in the formation of literary piece
Materials:
b. THE BREAD OF SALT by: NVM Gonzales
c. THE STRAGENESS OF BEAUTY by: Lydia Minatoya
d. LENGUA PARA DIABLO (The Devil Ate My Words)” by Melinda Bobis
e. LES MISERABLES video clip
References:
b. 21st Century Literature from the Philippine and the World pp.101-109
c. THE BREAD OF SALT by: NVM Gonzales (Filipino writer)
THE STRAGENESS OF BEAUTY by: Lydia Minatoya (Japanese writer)
d. https://www.youtube.com/watch?v=_SPNrGP2AqQ&spfreload=10
III. LEARNING TASKS
Activity:
Divide the class into 4 groups. Let the groups share their insights on
the following questions:
GROUPS 1 & 3
1. What do you know about Japanese society?
2. What stereotypes exist when we talk about samurai?
3. What are your expectations when it comes to samurai women? Why do you
expect this?
GROUPS 2 &4
1. What is the very typical breakfast of the Filipino being paired with coffee?
2. Why this kind of breakfast has become a national staple food every morning?
3. What are the ingredients of this food which have become very important to
the Filipino families and likewise have become the country’s identity?
Pre-Reading:
The teacher will let the students read the short story “Lengua Para Diablo (The Devil Ate
My Words)” by Melinda Bobis.
Then, the students will be allowed to watch “Les Miserables” story film version.
After doing the activity, the students by group will make a Venn diagram focusing on the
following questions:
a. What do the stories tell about Philippine society? do you think this is still true
today? Explain.
b. What do the leading characters wish for in the end of the stories? Why do they
wish for them?
c. What are the themes the two stories tell?
d. What are the overall tone and mood of the two stories?
e. What do you think the stories are trying to say in general?
Analysis:
Let the students share their insights as they describe the culture and tradition of the
two nations.
Abstraction:
The teacher shares the basic culture and tradition, as well as the
common language used by the two countries using power point or prezi
presentation.
Application:
Based from the discussion about the historical and biographical criticism of literary
works, the teacher will give pieces of literary writings for evaluation.
The literary works are entitled: THE BREAD OF SALT by: NVM Gonzales
THE STRAGENESS OF BEAUTY by: Lydia
Minatoya
The class will be divided into two main groups for a story telling activity. Group 1 will be
assigned to read and do an effective story telling about the “Bread of Salt” by NVM Gonzales;
while the other group will do the same about “The Strangeness of Beauty” by Lydia Minatoya
After the story telling activity, let the students make a Venn diagram for the two stories in
terms of:
1. Setting
2. Plot
3. Characters (describe the two major girl characters and their families; as well
as their interests)
4. Theme (the way thinking about samurai women and Filipino women)
5. Conflicts
6. Imagery
7. Mood and tone

Organization of thought 5 points
Content of the presentation 5 points
Grammar 5 points
Total 15 points
Assessment:
Choose the best answer for each statement.
1. What’s the reason behind samurai’s “hara-kiri” after failing of
fighting off enemy?
a. It is more honourable than conceding defeat c. It is the best to hold the
enemy from coming
b. It is the bad attitude of samurai women d. All of the above
2. Why do samurai women blackened their teeth in the story of “The Strangeness of
Beauty?”
a. Form of women fashion b. Fashion of war
c. Fashion of beauty d. Fashion of old age
3. How would you solve patriotic mediocrity of Filipinos in presenting “Bread of Salt”
of NVM Gonzales?
a. Highlight Filipino dish b. Highlight high-end music instrument
c. Highlight modern food processing d. Highlight world cuisine
4. The following are the literary descriptions of “Les Miserables” EXCEPT
a. The Wretched b. The poor one
c. The dispossessed d. The rich
5. “Pan de sal” literally means
a. Bread of salt b. Bread of the sea
c. Bread of sin d. bread of bread
Tayabas City
LESSON EXEMPLAR
Semester: FIRST

literature and cultures. the world through 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.
EN12Lit-IIc-33: Appreciate the cultural and aesthetic diversity of literature of the world.
EN12Lit-IId-25: Compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe
Objectives:
a. Distinguish the culture and aesthetic diversity depicted in the texts;
b. Recognize the literary genres and meaning of the text used by the world known
authors based from their literary writings;
c. Explain the cultural diversity of literature of the world; and
d. Perform evaluation about authors’ literary works through historical and
biographical criticisms
Values: Appreciation of the value and meaning of life through
different literary works.

Lesson: Basic textual and contextual reading approach in the study and
appreciation of literature
Materials:
a. “I am Diversity, Please Include Me” poem of Charles Bennafield
b. “The Little Prince” by Antonette Exupery
References:
a. “I am Diversity, Please Include Me” poem of Charles Bennafield
b. “The Little Prince” by Antonette Exupery
c. Cultural Diversity presentation in prezi
d. https://www.youtube.com/watch?v=YAGWQM1h_Uo
III. LEARNING TASKS
Routine Activities
Students will be group into 5. Each group will be given a picture collection about cultures
and traditions of the world. Students will brainstorm in order to answer the following question;
Question:
1. What specific cultures are being depicted in the pictures?
2. What is the picture all about?
(Cultural diversity)
Activity:
Students will watch a video clip about cultural and aesthetic diversity in
the world using this link https://www.youtube.com/watch?v=YAGWQM1h_Uo.
The teacher will lead the students in sharing their answers for the
following questions:
1. What is the video all about?
2. What are the messages conveyed in the video?
3. What is/are your realization/s after watching?
Corollary to this, the students read (in advance) and identify the cultural and aesthetic
diversity depicted in the texts in the poem “I Am Diversity, Please Include Me” by Charles
Bennafield.
Analysis:
At the end of the activity, the teacher will ask the students to relate the poem “I Am
Diversity, Please Include Me” of Charles Bennafield to the short story “The Little Prince” by
Antonette Exupery.
Analyze these two reading texts by comparing and contrasting the following:
f. genre
a. elements
b. structures
c. traditions
Abstraction:
The teacher will ask the students
By pair:
To make a critique paper regarding the literary texts but instead of just
submitting it in a piece of paper, the students will also provide a multimedia presentation.
The teacher, after which, will share what cultural diversity is all about in prezi
presentation.
Application:
The teacher will ask the students by group to make a propaganda or an infomercial
campaign about equality amidst cultural indifference.
Assessment:
The teacher will require the students to write an academic paper about cultural
diversity; how it is respected and observed in the 21st century world.

Organization of thought 5 points
Content of the presentation 5 points
Grammar 5 points
Total 15 points

LP Exemplar 21st Century Literature Senior High School

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CITY SCHOOLS DIVISION OF TAYABAS

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

II. LEARNING CONTENT

“Biag ni Lam-ang” “Florante at Laura”

1. What literary titles do the pictures signify? Justify your answers.

Let the students, by group, find how Filipinos view:

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

II. LEARNING CONTENT

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

II. LEARNING CONTENT

III. LEARNING TASKS

HOW MUCH DO YOU KNOW ME?

The teacher writes the following phrases on the board:

Rubric for poetry evaluation.

Starting Out On My Way Wow!

Figurative language used

Rhythm and metre

The emotion of the poet

Topic or message of the poem per stanza

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

II. LEARNING CONTENT

Encourage the students to define first the aforementioned terminologies of the

This rubric will be used to evaluate their performance.

 Accepts ideas  Accepts most  Unwilling to  Group does

2. The technique writers use to create and develop characters.

3. Fiction based on technological or scientific developments.

5. The time and place of the story.

7. The difference between what is expected and what actually happens.

9. A logical guess or conclusion based on facts.

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

II. LEARNING CONTENT

1. Classification of essay which the author assumes an intimacy and

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

II. LEARNING CONTENT

III. LEARNING TASKS

Teacher plays a song while the students read the lyrics

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

A Dream Within A Dream

Take this kiss upon the brow!

I wish to rest at colossus' deepest sleep of uncertainty;

And I neigh for bereavement of my good name's breath

But the reality is what the opposite is;

And so, I now commend to you Zeus my heaven and earth;

KINDS OF FIGURE LITERAL EMOTIONAL

Ruin one’s life brightly shining repentant

self-gratifying Incompetent hopeful

strange challenge kill joy Powerful

Content Standard: Performance Standard:

The learner will be able to The learners will be able to

II. LEARNING CONTENT

III. LEARNING TASKS

Statements for Discussion/Argument

Criteria for Grading

Content Standard: Performance Standard:

The learner will be able to The learners will be able to