Jarmmeth College, Inc.

,
City of San Jose del Monte, Bulacan

Prepared by: Kimberly Joy S. Español Year/ section: Quarter/ Semester

Learning Areas: 21st Century Literature Philippine and the World 11 - ISRAEL 2nd grading /2nd Semester
Week 8 Time: 7:00 – 8:00 AM

21st Century Literary Genres

TOPIC/ LESSON NAME
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT
Date:
a. Hyper – poetry e. spoken poetry
b. Blogs f. speculative fiction
c. Texttula g. Graphic Novel
d. Chick lit h. Flash fiction
The learner will be able to understand and appreciation of 21st Century Philippine literature
form the regions
The learners will be able to demonstrate understanding and appreciation of 21st century
Philippine Literature from the regions through a written close analysis and critical
interpretation of a literary text in terms if forms and theme, with a description of its context
derived research
Writing a close analysis and critical interpretation of literary texts and doing an adaption of
these require from the learner the ability to;
1. Differentiate/ compare and contrast the various 21st century literary genres and the
ones from the earlier genres/ period citing their elements, structures and traditions.
At the end of the lesson, the learners will be able to;
1. Identify the varied 21st Century literary genres.
2. Explain the similarities and differences of varied 21st literary genres, and
3. Appreciate the 21st century literary genres by composing flash fiction, spoken poetry
and by watching a film on women empowerment.
4. Write a close analysis of a text focusing primarily on its genres.
Five sessions (300 minutes)
January 7 - 14, 2020
 Power point presentation, white board, marker, comparison and contrast matrix, rubric, video
MATERIALS
clip “Ang Huling Tala” and the film “The Devil Wears Prada”
Mata E.L et al (2016), 21st Century literature from the Philippines and the World for Senior
High, Mutya, malabon
RESOURCES
Thaddeus E.M et. Al. (2017) 21st Century Literature from the Philippines and the World.

PROCEDURE MEETING LEARNERS’ NEEDS

1. Introduction (5 minutes)
Prayer
Routine activities
Presentation of the objectives
2. Motivation (25 minutes)
I. Each row/column will write a 1 – line hugot of the given picture for five The teacher has the freedom to
minutes on a strip of paper. change the picture.

II. Afterwards, the hugot line of each row/column will be pasted on the board to
form a stanza.
III. Two students will read the previous stanza using appropriate emotions and
gestures.
IV. The teachers will then ask the following questions;
 How did you construct your hugot line? (observe the structure of the
stanza)
 What happened after your hugot line were collated into a stanza?
 What is now the language style of your stanza?
 What prompted you to express your emotions in your hugot line?
3. Instruction/Delivery (30 minutes) Gallery Walk Strategy
21st Century Literary Genres
1. The students’ response will now lead to the brief introduction of spoken word 1. Chick lit - Written by
 poetry by the teacher. Moreover, the teacher will also explain how the unfolding women, uses strong female
of time like pop culture paves for new literary genres. character who is trying to
live in the modern world
2. The teachers will then present 21st century literary genres such as; chick lit, hyper 2. Hyper – poetry - It is also
poetry, spoken poetry, blogs, speculative fiction, texttula, flash fiction, graphic called cyber poetry. It could
novel. not be presented without the
aid computers and the
internet and include verse
with links to sub poems or
footnotes, poetry
“generation”, or poetry with
movements or images.
3. Spoken Poetry - Is a poetic
performance art that is word
– based. It is an oral art that
focuses on the aesthetics of
word play such as intonation
and voice inflection.
4. Blogs - It is a shortened of
the term “web blog”, a
regularly updated journal on
the internet.
5. Speculative fiction - he
setting is futuristic and
involves supernatural
elements. It encompasses
horror and science fiction
works.
6. Texttula - Has its origin in
“Tanaga”.
7. Flash fiction - It is micro –
fiction, micro – narrative and
sudden fiction
 8. Grapic Novel - Utilizes
pictures in narrating a long
story; it has growing
popularity.
4. Practice (60 minutes)
Instruction/s: Note:
Activity #1: Activity 1 – 40 minutes
a. Compose a 6 – word flash fiction observing creativity; language use that  The students will be given
heightens readers’ experience; clarify and organization; and correct use of time to compare their flash
grammar and spelling. fiction (15 minutes)
b. The students will read their output in front of the class.  Each students will read
Activity #2: Fill – out compare and contrast matrix his/her flash fiction in front
Comparative Matrix in terms of Structure of the class with brief
Genres Similarities Differences explanation (30 minutes)
Texttula & Tanaga Activity 1 – 40 minutes
Graphic Novel & Novel  Individual work output
Hyper poetry & Traditional Poetry  1 point for each correct
Spoken Poetry & Traditional Poetry answer where similarities has
Flash fiction & Short Story total five minutes;
differences also has total five
points. All in all ten points.
5. Enrichment (60 minutes)
Spoken poetry
a. The student will create their own spoken poetry on their choice theme.

6. Evaluation
Film viewing of “The Devil Wears Prada” (150 minutes)
Close Analysis of the text (60 minutes)
a. Give a five – sentences summary of the film.
b. Describe the two major characters – Andy and Miranda Priestly.
c. Cite reasons why Andy and Miranda Priestly are symbols of feminism.
d. Justify why the film is a form of chick literature.
 Jarmmeth College, Inc.,
City of San Jose del Monte, Bulacan

Prepared by: Kimberly Joy S. Español Year/ section: Quarter/ Semester

Learning Areas: 21st Century Literature Philippine and the World 11 - ISRAEL 2nd grading /2nd Semester
Week 9 Time: 7:00 – 8:00 AM
 Second Preliminary Examination (Second Semester)
January 16, 2020
January 17, 2020
January 21, 2020
 21st Century literature Philippine and the World
 Reading and Writing
 Food and Beverages II
 Physical Science
 Practical Research 1
 Housekeeping II
 Pagbasa at Pagsulat Tungo sa Pananaliksik
 Statistic and Probability
 Physical Education and Health 2

Jarmmeth College, Inc.,

City of San Jose del Monte, Bulacan

Prepared by: Kimberly Joy S. Español Year/ section: Quarter/ Semester

Learning Areas: 21st Century Literature Philippine and the World 11 - ISRAEL 2nd grading /2nd Semester
Week 10 Time: 7:00 – 8:00 AM

TOPIC/ LESSON NAME Regional Literature; “Sidok,” by Estelito Jacob

CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT
Date:
The learner will be able to understand and appreciate the elements and contexts of 21st
century Philippine and world Literature.
The learner will be able to demonstrate understanding and appreciation of 21st century
Philippine literature from the regions through a critical paper that analyses literary texts to
the context of the reader and the writer or a critical paper that interpret literary texts using
any of the critical approaches.
a. Infer literary meaning from literal based on usage
b. Analyse the figures of speech and other literary techniques and devices in the text
c. Apply ICT skills in crafting on adaption of a literary text.
At the end of the lesson, the learners will be able to;
1. Read and analyse a poem written by regional writer;
2. Appreciate the contribution of regional literature to the national literary
traditions;
3. Create an alternative version of a poem using multimedia.
Three sessions (180 hours)
January 22 - 24, 2020

MATERIALS Copies of the poem, PPT SLIDES, Guide questions, worksheets

Mata E.L et al (2016), 21st Century literature from the Philippines and the World for Senior
High, Mutya, malabon
RESOURCES
Thaddeus E.M et. Al. (2017) 21st Century Literature from the Philippines and the World.

PROCEDURE MEETING LEARNERS’ NEEDS

1. Introduction (5 minutes)
 Start the discussion by asking students about their relationship with other
people. Relate it to one of the 17 sustainable global goals: PARTNERSHIPS
FOR THE GOALS. (Alternatively, the teacher may use
  Emphasize that the performance task at the end of the semester must be able PPT Slides which contain sample
to highlight one of the 17 sustainable Global Goals. Filipino games for children)
2. Motivation 1. Luksong baka
 What kind of games did you play as a child? Look at the list of Pinoy games 2. Bahay – bahayan
below and identified the ones you are familiar with. 3. Piko
 After coming up with a list, answer the following questions about each of 4. Bangkang papel
theme 5. Tumbang preson
a) How is it played? 6. Sipa
b) How many can participate in the game? 7. Tagu-taguan
c) What are the things needed to play the game? 8. Trumpo
9. Langit – lupa
10. Turubigan/ Patintero
3. Instruction/ Delivery
Sidok ni Estelito B. Jacob (Filipino Version Translation)
Sinidok ta ka Sapo
Dawa aram ko Sinapo kita
Na lulugadon kahit alam kong
Kan saimong karagdag Susugatan lamang
An makubal kong kamot Ng uuga – uga mong pag ikot
Ang makalyo kong kamay
Dai akong labot.
Ta kun anko mamomoot giraray Di ko alintana
Ika pa man giraray Dahil kung ako’y magmamahal
An sakong sisidukon muli,
Ikaw pa din naman
Ngunyan ngani Ang aking sasapuhin
Dai ako naghuhuna
Na sa pag – agi kan panahon, Ngayon nga,
An matarom mong pako Di ko namalayan,
Padagos na nagtitirig Na sa pagdaan ng panahon
Sa sakong palad – Ang matalim mong pako
Tuminog, daig hagubhod; Ay patuloy na gumigiwang –
Magian, paperl - papelan giwang
 Aking palad –
A. Guide Question for the Preliminary Discussion Tahimik, walang nangangalit
1. Who is the speaker in the poem? Do you think the persona is a man or a Ng tunog
woman? Explain your answer. Magaan, parang papel lang
2. What childhood game is alluded to in the title of the poem?
3. What is the major poetic device used in the poem? Is it an effective and
accurate way to express the poet’s idea about the subject matter? Why or why
not?
4. Discuss the contrast or changer implied by the first and last stanzas. How
does it express the poem’s theme
5. What is the poem saying about love and friendship?

4. Practice
Worksheet 1: literal and Figurative Meaning. Complete the grid below by providing the
literal and figurative meaning for each word in the poem. You may also translate the words
into English or another regional language

Word from the Poem Literal Meaning Figurative Meaning

Sinidok (sinapo)
Lulugadon (susugatan)
Karagkadan( uuga – uga)
Makubal ( makalyo)
Hagubhob (ugong)
Magaian (magaan)
Tuninong (tahimik)
Nagtitirig (umiikot)

5. Evaluation

Classroom debate: Happy Ending or “Walang forever”? Prepare for a classroom debate
about the theme of the poem by brainstorming ideas and arguments for the two sides of the
discussion. Jot down your notes in the space provided below.
 Romantic relationships become better Romantic relationships always end up
and easier as time goes by. with both parties getting hurt.

Jarmmeth College, Inc.,

City of San Jose del Monte, Bulacan

Prepared by: Kimberly Joy S. Español Year/ section: Quarter/ Semester

Learning Areas: 21st Century Literature Philippine and the World 11 – ISRAEL 2nd grading /2nd Semester
Week 11 Time: 7:00 – 8:00 AM

TOPIC/ LESSON NAME
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT
Date:
Reading 21st century Literature from the Philippine and the World: Literary Elements,
Techniques and Devices
The learner will be able to understand and appreciate literary texts in various genres across
national literature and cultures.
The learner will be able to demonstrate understanding and appreciation of 21st century
literature of the world through a written analysis and critical interpretation of a literary text
in terms of form and theme, with a description of its context derived from research.
 Explain the literary, biography, linguistic, and socio – cultural contexts and discuss
how they enhance the text’s meaning and enrich the reader’s understanding.
 Understand literary meanings in context and the use of critical reading strategies.
At the end of the lesson, the learners will be able to;
1. Differentiate the literary elements, techniques and devices used to understand and
interpret 21st century literary texts.
2. Analyse a 21st century literary text using Literary Elements, Techniques and Devices
Three sessions (180 minutes)
January 28 – 31, 2020

MATERIALS Bohemian Rhapsody movie, Rubric for literary, PPT slides

Mata E.L et al (2016), 21st Century literature from the Philippines and the World for Senior
High, Mutya, malabon
RESOURCES
Thaddeus E.M et. Al. (2017) 21st Century Literature from the Philippines and the World.

PROCEDURE MEETING LEARNERS’ NEEDS

1. Introduction
Provide current social issues relevant to the goals; PEACE and JUSTICE and
GENDER EQUALITY in the 17 sustainable Development Goals to create workable
solutions on today’s global issues
 2. Motivation
The teacher will let the students listen the famous music of the boy band “Queen”
The following question may be asked;
a. What is the title of the song?
b. Describe the characters and the scene illustrated in the song?
c. What do you think are distinct features are present in the song?
d. Why is it necessary for the writer of the song to include distinct features in the
song?
3. Instruction/Delivery
Watch the full movie of “Bohemian Rhapsody” with info Map 1.

TITLE: (1 points)
Characters and
Brief Description (2pts)
Setting: (2pts) Place:
Miliue:
Events: (5 pts)
Exposition
Rising Action
Climax
Falling action
Resolution
Conflict: (2 pts)
Theme: (3 pts)

4. Enrichment
 Instruction: answer the same questions given during the group discussion and do a sharing Guide each group as to how to
per group through an oral presentation. Divided the class into six groups. Each group must understand and master the literary
answer one question with explanation based on the function of the literary Elements, Elements, Techniques and Devices
Technique or Device that matches the question. (2 minutes presentation, 1 representative per through analysis of the story
group)
Literary elements Literary elements
1. Who are the characters in the story? 1. Characters
2. What is the issue or problem in the song? 2. Conflict
3. When and where did the story happen? 3. Setting
4. What are the chronological events in the story? 4. Plot
5. What is the story trying to imply? 5. Theme
6. Who is the speaker in the story and what is his/its significance in the song? 6. Point of View
Literary Techniques and Devices; Literary Techniques and Devices;
1. What words in the song express the opposite of the literal meaning? 1. Irony
2. What words in the song present images that signify what happens to the persona at in 2. Imagery
the end? 3. Symbolism
3. What words in the song illustrate symbols that present the attributes of the persona? 4. Metaphor
4. What specific lines can be used to portray the values of the persona? 5. Allegory
5. What insights can be drawn from the song?

5. Evaluation
Activity 5: Close Analysis;
1. How do the literary Elements, Techniques and Devices convey the message or the
text?
2. What is the effect of using the literary Elements, Techniques and Devices in writing
literary piece based on your observation when you read and the text?

Jarmmeth College, Inc.,

City of San Jose del Monte, Bulacan
Prepared by: Kimberly Joy S. Español Year/ section: Quarter/ Semester
Learning Areas: 21st Century Literature Philippine and the World 11 – ISRAEL 2nd grading /2nd Semester
Week 12 Time: 7:00 – 8:00 AM

Jarmmeth College, Inc.,

City of San Jose del Monte, Bulacan
Prepared by: Kimberly Joy S. Español Year/ section: Quarter/ Semester
Learning Areas: 21st Century Literature Philippine and the World 11 – ISRAEL 2nd grading /2nd Semester
Week 13 Time: 7:00 – 8:00 AM

February 11, 2020

February 12 2020
February 13, 2020
February 14, 2020