Daily Lesson Plan

Name of Teacher Grade level: 11 Date: September 9, 2019

Learning Area 21st Century Literature - World Quarter: 2 Duration: 1 hr.
1. OBJECTIVES The students must be able to:
 Identify representative texts and authors from Asia, North America, Europe, Latin America and
Africa
 Articulate a more nuanced understanding of a multicultural, globalized world
 Respond critically to the short story and consequently articulate this response through a visual
presentation map

A. Content The learners will be able to understand and appreciate literary texts in various genres across national
literature and cultures.

B. Learning (EN12Lit-IIa-22) Identify representative texts and authors from Asia, North America, Europe, Latin
Competencies America and Africa

2. CONTENT This lesson tackles on how the immigrant experience is rendered by Merlinda Bobis through the use of
taste as a critical literary device and how the events in the story may function as a template for the
reading of world literature.

3. LEARNING Materials: Textbook, Laptop, Projector, Textbooks

RESOURCES Reference: Textbook: 21st Century Literature from the Philippines and the World, Teacher’s Manual:
21st Century Literature from the Philippines and the world, www.youtube.com

4. PROCEDURES

Preparatory  Greetings
Activity  Opening Prayer
 Attendance

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  Motivation: The teacher will ask the students’ interest by recalling an incident/situation that makes them
surprised/amazed on different cultures and traditions in Philippine society. Tell them to write this anecdote
and share it in class.

ASK:
1. Why do we have different cultures and traditions?
2. What is the significance of multiculturalism?
3. Do you think that other countries too have different cultures and traditions? Explain your answer.

Activity Activity 1
1. The class will be divided into five groups.
2. Each group will collect current information about multiculturalism from around the world
3. Instruct the students to share their answers in class.

Discussion of the short story will follow.

Activity 2

Pre-reading/During-reading
1. Instruct the students to read silently about the short story “An Earnest Parable” by Merlinda Bobis
2. Let the students write the questions that they have about the story.
3. At the end of the lesson, let the students go back with the table below, and list the things that they learned about
“An Earnest Parable” based on the story.
An Earnest Parable
What I know What I want to know What I learned

After-reading

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 1. To respond critically, ask the students to answer the activity on the worktext.

Analysis Guide questions activity 1

1. What can you say about the professional life of Merlinda Bobis?
2. What is the power of her works?
3. How did she use literal and symbolic device as an interesting piece of world literature?

Generalization:
Abstraction 1. Discuss the meaning of “The residents of Bessel Street were kin in tongue”
2. Discuss the other literary techniques and devices in the story.
3. Discuss how these devices contribute to the larger meaning in the story.

Application Group Activity

1. Divide the class into four.
2. Ask the students to conceptualize a short presentation on body language and their meanings across cultures
(French culture, Philippine Culture, American Culture, Japanese Culture, Arabian Culture)
3. Ask the students to present in class.
Rubric
CRITERIA Rating Scale (5 Highest- 1 Lowest)
5 4 3 2 1
1. Presentation clearly bears the content of the
topic
2. Presentation shows vivid explanation and
deliberation.
3. Presentation maintains and strongly captures
interest of audience.

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 Evaluation 15 items Pen-and-Paper Test: One point is given for every correct answer.

Closure

Agreement Ask the students to write on ‘What do you think of romantic relationships between people from
different countries? Do you think they are doomed to fail? Explain.

Remarks

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