SENIOR HIGH SCHOOL SUBJECT

QUARTER I – 21ST CENTURY PHILIPPINE LITERATURE FROM THE REGIONS

TOPIC/ LESSON 21st Century Literature from the Philippines and the World
NAME
CONTENT The learner will be able to understand and appreciate literary texts in various genres across
STANDARD national literature and cultures.
PERFORMANCE The learner will be able to demonstrate understanding and appreciation of 21 stCenturyPhilippine literature from the regions
STANDARD and the world through:
1. an adaptation of a text into other creative forms using multimedia.

LEARNING Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner
COMPETENCIES the ability to:
6. Analyze texts in terms of the literary elements, techniques, and devices used by the author.
SPECIFIC At the end of the lesson, the learners will be able to:
LEARNING  Analyze texts in terms of the literary elements, techniques, and devices used by the author.
OUTCOMES  Compare and contrast the Martial law – then and now – using textual and contextual reading approaches.

TIME ALLOTMENT 3 sessions (180 Minutes)

LESSON OUTLINE:

1. INTRODUCTION:Classroom Routines and Articulating the Learning Objectives(5 minutes)

2. MOTIVATION: Give an activity through a “Pictionary” and “World Cafe”(5 minutes)
3. INSTRUCTION/DELIVERY: Reading the poem “Third World Geography”(10 minutes)
4. PRACTICE: Interpreting persona, symbols and theme of the poem, techniques and devices used by the author “Third World Geography”(15
minutes)
5. ENRICHMENT: Answering guide questions(15 minutes)

6. EVALUATION: Compare and contrast the Martial law – then and now – using textual and contextual reading approaches. (5 minutes)
 MATERIALS The poem, “Third World Geography” , Teacher-Made Worksheets, Copy of the Rubrics

RESOURCES 21st Century Literature From the Philippines and the World Book

PROCEDURE MEETING THE LEARNERS’

NEEDS
INTRODUCTION To start the discussion, the
Articulate the learning objectives. teacher will ask the students
After the discussion on Cirilo Bautista’s “Third World Geography” the students should be able to: to have their group and a
 Analyze texts in terms of the literary elements, techniques, and devices used by the author. leader as their representative.
 Compare and contrast the Martial law – then and now – using textual and contextual reading approaches. Together, they will have to do
the first activity,

MOTIVATION Teacher Tips:

Activity No.1: Tell Me The representative will
Directions: The photos will be shown either printed or through ppt. slide. Then, the students will be grouped base answer what the shown
on their rows and shall have a representative to give the answer. Each group will have the chance to answer until photos about.
the correct word will be given.
INSTRUCTION/DELIVERY
READING PROPER
The students will be given 3 minutes to read the poem silently, afterwards, the teacher will read the poem
aloud and/or teacher may call a student to read it aloud for the class; while the students are following
through silent reading.

INPUT DISCUSSION
After reading, the teacher may ask the following SAMPLE QUESTIONS:
1. How would you describe the poem?
2. What do you think emotion expressed by the persona in the poem?

ON PERSONA as a LITERARY DEVICE

- refers to the voice or mouthpiece of the writer within a literary text.

ON SYMBOLISM as a LITERARY DEVICE

- an artistic and poetic movement or style using symbolic images and indirect suggestion to express
mystical ideas, emotions, and states of mind. It originated in late 19th century France and Belgium, with
important figures including Mallarmé, Maeterlinck, Verlaine, Rimbaud, and Redon.

ON THEME as an ELEMENT
- is the central idea that the poet wants to convey.

Boardwork #1
 Directions: The class will be devided in to 5 groups and they will be assigned to each stanza of the poem
according to their number. The groups will study their stanza of the poem. Then, they have to identify and
Analyze text in terms of the literary elements, techniques, and devices used by the author for 5 to 7 minutes.
Then, they will write their answers in the table drawn on the board.
Table 1:
Group 1 Group 2 Group 3 Group 4 Group 5

Synthesis out from

what they have
written on the
board.
Seatwork No.1:
Directions: Answer the questions orally:
1. How does this poem provide the reader a glimpse of what Martial law was like?
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2. How did the poem make you feel?
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PRACTICE
Directions: Students will be assigned to do a research work about countries which have undergone martial
law. After selecting a country to represent their group. Each representative from the group is requested to
share what they have researched through “World Café”. Instructions will be given by the teacher.

ENRICHMENT
Class Activity :
Film Showing with Guided Questions

Questions:
1. Describe what happened in the film.
2. Why do you think Marcos declared martial law?
3. What are the advantages and disadvantages of declaring martial law to the country in general?

Post Film Showing: al

The students will be in pair and do an interview to someone they know who had experienced martial law
during the Marcos regime. Also, they have to ask the interviewee of the differences between the martial law –
then and now. The students have the prerogative to ask their own questions to the interviewee.
EVALUATION
Performance Check:
Directions:
Using the information they have taken from the interview, they will compare and contrast what
happened during the martial law – then and now – using a Venn diagram.