GRADE 11 School BAROTAC NUEVO NATIONAL COMPREHENSIVE HIGH SCHOOL Grade Level 11

DAILY LESSON Teacher Learning Area 21st Century Literature from the
SHEILA L. LUTERO
LOG Philippines and the World
Teaching Dates Quarter 2ND
and Time

I. OBJECTIVES Objectives must be met over the day and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner will be able to:

 understand and appreciate literary texts in various genres across national literature and cultures.
 identify and explain the literary elements, genre and tradition present in the 21st century poem of Billy Collins, Litany.

B. Performance Standards The learner will be able to demonstrate understanding and appreciation of 21st century literature of 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
 an adaptation of a text into other creative forms using multimedia.

C. Learning The learners:

Competencies/Objectives  Explain the texts in terms of literary elements, genres, and traditions EN12Lit-IIb-32
Write the LC code for each.

III. CONTENT
Basic textual and contextual reading approach in the study and appreciation of literature

V. LEARNING RESOURCES 21st Century Literature from the Philippines and the World. Author: Ernesto Thaddeus M. Solmerano, miel Kristian B. Ondevilla, Marjueve M. Palencia,
Violeta L. Jerusalem, Jesus Q. Cruz

B. Other Learning Resources Powerpoint Presentation

Individual print of the poem Litany
Vocabulary Worksheet
VI. PROCEDURES These steps should be done across the day. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

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A. Reviewing previous lesson or
presenting the new lesson
B. Presenting
examples/Instances of the
new lesson
Daily Routine
1. Prayer
2. Greetings
3. Putting the class in order
4. Checking of attendance
The teacher will review the class of their previous discussion.
The teacher will ask some students to share their daily devotion or invocation to the class.
 Motive Questions
1. Who among you here do daily devotion?
2. What is devotion for you? What do you share in your devotion?
3. What is the benefit of having a devotion? How is it manifested?
(the teacher will facilitate the answers for each question)
Vocabulary Check
The teacher will ask the students to answer the vocabulary worksheet individually.
They will be given 10 minutes to fill out the worksheet with correct answer.
WORKSHEET: Below are definitions of words from the poem. Can you identify what the given words are? Read through the poem once more then write
the word being defined in the box. The stanza number (S) will be indicated where the word can be found as a given clue.
1. A drinking container (S1)
2. A type of tree that produces large, sweet nuts that can be eaten (S6)
3. Round, juicy fruit that has red purple skin (S2)
4. A park walk bordered by tress or bushes (S6)
5. Darkened or black (S3)
*Using a dictionary check how these words are pronounced, then practice saying them aloud altogether in the class.
The teacher will ask the students to take out their individual copy of the poem, Litany.
The teacher will ask the students to read the poem silently. After reading silently, the students will read the poem aloud.
Guide Questions:
A. Describe the character talking in the poem. To whom is he/she talking to?
B. What is your initial reaction as you start reading the poem?
C. What situations in the story remind you of people and situations in your own life?
D. What does the speaker try to imply in the last stanza?
I am also the moon in the trees and the blind woman's tea cup. But don't worry, I'm not the bread and the knife. You are still the bread and the knife.
You will always be the bread and the knife, not to mention the crystal goblet and--somehow--the wine.
E. What are the rhyming words used in the poem? Is there a rhyme scheme used?
F. Does the poem follow a metric pattern?
G. What is the dominant tone and mood in the poem?
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C. Discussing new concepts and
practicing new skills # 1
H. What is the theme of the poem. How is it revealed in the poem?
I. Enumerate the imageries that appeal to the senses used in the poem. Identify the particular lines supporting the imagery.
J. What figures of speech used in the poem? Explain how they are used in the poem.
K. If you could change the title, what will it be and why?
After reading, the teacher will give the students 5 minutes to analyze the questions posted. The teacher will call random students to answer each
question.
The teacher will give the students a short background of the author.
BILLY COLLINS
Born in 1941, in New York and dubbed “the most popular poet in America” by Bruce Weber in the New York Times, Billy Collins is famous
for conversational, witty poems that welcome readers with humor but often slip into quirky, tender or profound observation on the everyday, reading
and writing, and poetry itself. Collins’s level of fame is almost unprecedented in the world of contemporary poetry: his readings regularly sell out, and he
received a six-figure advance when he moved publishers in the late 1990s. He served two terms as the US Poet Laureate, from 2001-2003, was New York
State Poet Laureate from 2004-2006, and is a regular guest on National Public Radio programs. In 2002, as U.S. Poet Laureate, Collins was asked to write
a poem commemorating the first anniversary of the fall of the Twin Towers of the World Trade Center on September 11. The reading was in front of a
joint session of Congress held outside of Washington D.C. (Retrieved from https://www.poetryfoundation.org/poems-andpoets/poets/detail/billy-collins)
Lesson on the literary elements, genres, and traditions
The teacher will continue the lecture discussion using the powerpoint presentation
Literary Elements
-Refer to the overall or universal quality or description of any written or oral text Literary Elements of Poem
STANZAS: Stanzas are a series of lines grouped together and separated by an empty line from other stanzas. They are the equivalent of a paragraph in an
essay. One way to identify a stanza is to count the number of lines.
Thus: couplet (2 lines) tercet (3 lines) quatrain (4 lines) cinquain (5 lines) sestet (6 lines) (sometimes it's called a sexain) septet (7 lines)  octave (8
lines)
RHYME: Rhyme is the repetition of similar sounds. In poetry, the most common kind of rhyme is the end rhyme, which occurs at the end of two or more
lines. It is usually identified with lower case letters, and a new letter is used to identify each new end sound. Take a look at the rhyme scheme for the
following poem
I saw a fairy in the wood,
He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen
RHYTHM: Creates the pleasant gliding effect when we read a poem. It helps readers to travel along the lines of the poem with a certain enjoyable tempo
created by the components of rhythm.
Never in my lonely life, Could you make it -- be my wife.
or,
If only then she had seen, That crime and anger were to have been.
METER: the systematic regularity in rhythm; this systematic rhythm (or sound pattern) is usually identified by examining the type of "foot" and the
number of feet.
WORD SOUNDS: Another type of sound play is the emphasis on individual sounds and words:
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D. Developing mastery (leads to
Formative Assessment 3)
E. Finding practical application
of concepts and skills in
daily living
Alliteration: the repetition of initial sounds on the same line or stanza - Big bad Bob bounced bravely.
Assonance: the repetition of vowel sounds (anywhere in the middle or end of a line or stanza) - Tilting at windmills
Consonance: the repetition of consonant sounds (anywhere in the middle or end of a line or stanza) - And all the air a solemn stillness holds. (T. Gray)
Onomatopoeia: words that sound like that which they describe - Boom! Crash! Pow! Quack! Moo! Caress...
Repetition: the repetition of entire lines or phrases to emphasize key thematic ideas.
Parallel Structure: a form of repetition where the order of verbs and nouns is repeated; it may involve exact words, but it more importantly repeats
sentence structure - "I came, I saw, I conquered".
FIGURATIVE/CONNOTATIVE DEVICES
-Simile is the rhetorical term used to designate the most elementary form of resemblances: most similes are introduced by "like" or "as." These
comparisons are usually between dissimilar situations or objects that have something in common, such as "My love is like a red, red rose."
-Metaphor leaves out "like" or "as" and implies a direct comparison between objects or situations. "All flesh is grass."
-Personification occurs when you treat abstractions or inanimate objects as human, that is, giving them human attributes, powers, or feelings (e.g.,
"nature wept" or "the wind whispered many truths to me").
IMAGERY is the name given to the elements in a poem that spark off the senses. Despite "image" being a synonym for "picture", images need not be only
visual; any of the five senses (sight, hearing, touch, taste, smell ) can respond to what a poet writes
Literary Genres
It is a category of literary composition. Genres may be determined by literary technique, tone, content, or even (as in the case of fiction) length.
A. EPIC POEM is a long, narrative poem that is usually about heroic deeds and events that are significant to the culture of the poet. Many ancient writers
used epic poetry to tell tales of intense adventures and heroic feats.
B. NARRATIVE POETRY is a form of poetry that tells a story, often making use of the voices of a narrator and characters as well; the entire story is usually
written in metered verse. Narrative poems do not have to follow rhythmic patterns.
C. ROMANTIC POEM is a poetry that emphasized intuition over reason and the pastoral over the urban, often eschewing consciously poetic language in
an effort to use more colloquial language
D. DRAMATIC POETRY is any drama that is written in verse that is meant to be recited. It usually tells a story or refers to a situation. This would include
closet drama, dramatic monologues, and rhyme verse.
E. LYRIC POEM it has have a musical rhythm, and their topics often explore romantic feelings or other strong emotions.
LITERARY TRADITIONS
Literary tradition is the passing down of stories which give meaning to human experiences, according to Literary Articles. Every linguistic group has a
literary tradition, which is transmitted either orally or through writing.
The teacher will go back to the guide questions and let the students analyze the answers that they have given.
The teacher will allow the students to give feedbacks/ comments/ questions to the answers given by their classmates.
The teacher will give a brief discussion and examples of the 21st century poem and explain the significance of it in the curriculum.
Group Task:
The teacher will divide the class into three groups. Each group should select their leader for the activity.
Each group will be tasked to have a presentation in response to the lesson discussed. They will be given a maximum of 5 minutes to perform. A rubric will
be presented for the evaluation of their performance.
Rubric of Performance (Retrieved from http://secondaryelar.weebly.com/uploads/1/0/5/4/10543478/spoken_word_rubric.pdf)
GROUP ACTIVITIES
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 Group 1: Creating a Scenario. A scenario is an outline of a proposed series of events either real or imagined. The group should create a scenario following
the point of view of the speaker in the poem. Write your own dialogues and verses for the characters. Remember to make the conversation witty and
interesting and the verses as poetic and rhythmical as possible.
Group 2: Speech Choir. The speech choir is a form of oral interpretation done as a group. Similar to choral singing, a speech choir requires the
harmonious and rhythmical recitation of poetic verses. In a dramatic speech choir, the group creates movements and wears costumes that reflect the
theme of the poem. Using the poem, Litany the group should prepare for a dramatic choral interpretation. Practice the oral interpretation of the piece
and work on meaningful movement.
Group 3: Dramatic Monologue. The oral interpretation of a selection is one way of interpreting and understanding its meaning. A dramatic monologue is
one such example. It is an extended speech addressed by a character to another person. Prepare for a dramatic interpretation of the poem Litany. The
group should be able to memorize the lines well and practice the facial expressions, gestures, and body movement before the class performance.

F. Making generalizations and DO THESE:

abstractions about the lesson 1. Why do we need to know the literary elements, genres, and traditions?
2. Give some examples of sentences showing simile, metaphor and personification.

G. Evaluating learning The teacher will ask the students to have a reflective journal and let them reflect on what they have learned, realized and discovered in the whole
duration of the class.
VII. REMARKS The lesson will be discussed for one (1) hour for 5 consecutive meetings. Some activities may be shortened and may be changed depending on the level
of the learners.

VIII. REFLECTION

Prepared by: Checked by: