GERONA CATHOLIC SCHOOL INC.

Poblacion 1, Gerona, Tarlac

Subject: 21st Century Literature

Topic/s: Mapping Our Literary Past, Present, and Future
Content Standard: The learner will be able to understand and appreciate the elements and contexts of
21st century Philippine literature from the regions
Performance Standard: The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through: 1. 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; and 2. an adaptation of a text into other creative forms using multimedia.
Most Essential Learning Competencies: Writing a close analysis and critical interpretation of literary
texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic,
linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b.
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)
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history
from the precolonial era to the contemporary
2. Value the contributions of local writer
3. Differentiate the various 21st century literary genres

TIME ALLOTMENT: 1 Week

a. REFERENCE/s: Chua, Rina G. (2016). DIWA Senior High School Series: 21st Century
Literature from the Philippines and the World. Makati, City
b. e-learning - e - leaf portal
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
-Overview of the 21st century literature: definition of terms

ACTIVITY: Processing Questions

Procedure:
1. The teacher will give the overview of the course.
2. Students may draw their own understanding based on the given explanation

II. INSTRUCTION DELIVERY

Lecture Discussion on the following topics:
1.Online Discussion using e-Leaf Portal.
2.Discuss the Precolonial Period of Literature up to the Present Times
* past literature
* kinds of Spanish Literature

III. PRACTICE
ACTIVITY: WHAT HAVE I LEARNED SO FAR?
Procedure:
1. Read the sample epic story of the Philippines and answer it following questions.
IV. ENRICHMENT
 ACTIVITY: Research
Research for an example of each kind of Spanish colonial Philippine Literature, If you can,
look for examples of those that are still practice today, like the Pasyon.
V. EVALUATION

 What have I learned?

How has the literature during the Spanish era differed from the literature during the pre-
colonial era?

VI. ASSIGNMENT
Read in advance the sample 21st century text on the portal.

Prepared by:

Dianne B. Aquino
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: 21st Century Literature

Topic/s: Poetry from Archipelago
Content Standard: The learner will be able to understand and appreciate the elements and contexts of
21st century Philippine literature from the regions
Performance Standard: The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through: 1. 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; and 2. an adaptation of a text into other creative forms using multimedia.
Most Essential Learning Competencies: Writing a close analysis and critical interpretation of literary
texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic,
linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b.
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)
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Identify representative text and authors from each region
2. Emphasize the region I come from through the process of research and a performance
3. Analyse the figures of speech and other literary techniques and devices in the text.
4. Identify common figures of speech

TIME ALLOTMENT: 2 Week

c. REFERENCE/s: Chua, Rina G. (2016). DIWA Senior High School Series: 21st Century
Literature from the Philippines and the World. Makati, City
d. e-learning - e - leaf portal
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
-Listen to one of the most famous Filipino Poetry

ACTIVITY: Listening to a local poetry

Procedure:
1. The teacher will present a video of Filipino poetry.
2. Students will share their thoughts regarding from the video they had
listened.

II. INSTRUCTION DELIVERY

Lecture Discussion on the following topics:
1.Online Discussion using e-Leaf Portal.
2. Discuss the significance of Filipino Poetry
3. Discuss the different literary genres
4. Discuss the figures of speech
5. give sample poetry from different religion

III. PRACTICE
ACTIVITY: Close Reading
Procedure:
2. Read the different regional literature
IV. ENRICHMENT
 ACTIVITY: Research
Search for an example of Filipino literary work of any regions and explain how it reflects to
their culture.

V. EVALUATION
Essay writing

VI. ASSIGNMENT
Read in advance the sample 21st century text on the portal.

Prepared by:

Dianne B. Aquino
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: 21st Century Literature

Topic/s: The Landscape of Philippine Fiction
Content Standard: The learner will be able to understand and appreciate the elements and contexts of
21st century Philippine literature from the regions
Performance Standard: The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through: 1. 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; and 2. an adaptation of a text into other creative forms using multimedia.
Most Essential Learning Competencies: Compare and contrast the various 21st century literary
genres and the ones from the earlier genres/periods citing their elements, structures and traditions
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Appreciate the contribution of the canonical Filipino writers to the development of
national literature.
2. Explain the relationship of context with text meaning
3. Situate the text in the context of the region and the nation

TIME ALLOTMENT: 1 Week

e. REFERENCE/s: Chua, Rina G. (2016). DIWA Senior High School Series: 21st Century
Literature from the Philippines and the World. Makati, City
f. e-learning - e - leaf portal
LESSON OUTLINE
VII. INTRODUCTION/ MOTIVATION
-Listen to one of the most famous Filipino Poetry

ACTIVITY: Listening to a local poetry

Procedure:
3. The teacher will present a video of Filipino poetry.
4. Students will share their thoughts regarding from the video they had
listened.

VIII. INSTRUCTION DELIVERY

Lecture Discussion on the following topics:
1.Online Discussion using e-Leaf Portal.
2. Discuss the significance of Filipino Poetry
3. Discuss the different literary genres
4. Discuss the figures of speech
5. give sample poetry from different religion

IX. PRACTICE
ACTIVITY: Close Reading
Procedure:
3. Read the different regional literature

X. ENRICHMENT
 ACTIVITY: Research
Search for an example of Filipino literary work of any regions and explain how it reflects to
their culture.

XI. EVALUATION
Essay writing

XII. ASSIGNMENT
Read in advance the sample 21st century text on the portal.

Prepared by:

Dianne B. Aquino
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: 21st Century Literature

Topic/s: In an Ocean of Emotions: Philippine Drama
Content Standard: The learner will be able to understand and appreciate the elements and contexts of
21st century Philippine literature from the regions
Performance Standard: The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through: 1. 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; and 2. an adaptation of a text into other creative forms using multimedia.
Most Essential Learning Competencies: Writing a close analysis and critical interpretation of literary
texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic,
linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b.
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)
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Appreciate the contributors of the canonical Filipino writers to the development of
national literatre
2. Infer literary meaning from literal language based on usage
3. Differentiate the creative presentation of a play
TIME ALLOTMENT: 1 Week
g. REFERENCE/s: Chua, Rina G. (2016). DIWA Senior High School Series: 21st Century
Literature from the Philippines and the World. Makati, City
h. e-learning - e - leaf portal
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
-Picture guessing

ACTIVITY:
Procedure:
1. The students need to guess what is in the picture.

II. INSTRUCTION DELIVERY

Lecture Discussion on the following topics:
1.Online Discussion using e-Leaf Portal.
2. Discuss the history of Philippine Theater
3. Video watching. Example of Philippine theatre

III. PRACTICE
ACTIVITY: Video watching
Procedure:
Watch the example of Philippine Theatre

IV. ENRICHMENT
 ACTIVITY:
Answer the following question after watching
1. How has the Philippine theatre changed over the years?
2. What is the state of Philippine theatre now?
V. EVALUATION
“Video Analysis”- New Yorker in Tondo

VI. ASSIGNMENT
Read in advance the sample 21st century text on the portal.

Prepared by:

Dianne B. Aquino
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: 21st Century Literature

Topic/s: Archipelagic Life, Creative Nonfiction
Content Standard: The learner will be able to understand and appreciate the elements and contexts of
21st century Philippine literature from the regions
Performance Standard: The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through: 1. 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; and 2. an adaptation of a text into other creative forms using multimedia.
Most Essential Learning Competencies: Writing a close analysis and critical interpretation of literary
texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic,
linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b.
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)
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Define essay and its types
2. Value the contributions of local writers to the development of regional literary
traditions
3. Identify the types of essay

TIME ALLOTMENT: 1 Week

i. REFERENCE/s: Chua, Rina G. (2016). DIWA Senior High School Series: 21st Century
Literature from the Philippines and the World. Makati, City
j. e-learning - e - leaf portal
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
-Word Puzzle

ACTIVITY:
Procedure:
1. The students need to reveal the hidden word. Complete the puzzle.

II. INSTRUCTION DELIVERY

Lecture Discussion on the following topics:
1.Online Discussion using e-Leaf Portal.
2. Discuss about essay
3. Read the different 21st essay

III. PRACTICE
ACTIVITY: Close reading
Procedure: Read the 21st essay

ENRICHMENT
 ACTIVITY:
Oral Answering ( from given essay samples)

IV. EVALUATION
Text Analysis
V. ASSIGNMENT
Read in advance the sample 21st century text on the portal.

Prepared by:

Dianne B. Aquino
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: 21st Century Literature

Topic/s: Remapping of Philippine Literature through Criticism
Content Standard: The learner will be able to understand and appreciate the elements and contexts of
21st century Philippine literature from the regions
Performance Standard: The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through: 1. 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; and 2. an adaptation of a text into other creative forms using multimedia.
Most Essential Learning Competencies: Writing a close analysis and critical interpretation of literary
texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic,
linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b.
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)
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippine Literary
history from precolonial to contemporary.
2. Value the contribution of local writers
3. Differentiate the various 21st century literary genres
4.
TIME ALLOTMENT: 1 Week
k. REFERENCE/s: Chua, Rina G. (2016). DIWA Senior High School Series: 21st Century
Literature from the Philippines and the World. Makati, City
l. e-learning - e - leaf portal
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
-Video watching (literary criticism)

ACTIVITY:
Procedure:
2. The students will watch a video about literary criticism

II. INSTRUCTION DELIVERY

Lecture Discussion on the following topics:
1.Online Discussion using e-Leaf Portal.
2. Discuss the literary criticism and its function
3.Close reading to the various 21st century literature
4. Discuss the critical paper writing

III. PRACTICE
ACTIVITY: Close reading
Procedure: l21st century literature

ENRICHMENT
 ACTIVITY:
Quiz

IV. EVALUATION
Critical Paper Writing
V. ASSIGNMENT
Read in advance the sample 21st century text on the portal.

Prepared by:

Dianne B. Aquino
 GERONA CATHOLIC SCHOOL INC.
Poblacion 1, Gerona, Tarlac

Subject: 21st Century Literature

Topic/s: Looking beyond: The Future of Philippine Literature
Finding the Literary Space with You
Content Standard: The learner will be able to understand and appreciate the elements and contexts of
21st century Philippine literature from the regions
Performance Standard: The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through: 1. 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; and 2. an adaptation of a text into other creative forms using multimedia.
Most Essential Learning Competencies: Writing a close analysis and critical interpretation of literary
texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic,
linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b.
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)
Specific Learning Objectives: At the end of the lesson, each student should be able to:
1. Explain the relationship of the context with the text meaning
2. Produce a creative representation of a literary text
3. Do self-and/or peer-assessment of the creative adaptation of a literary text,
based on rationalized criteria, prior to presentation
TIME ALLOTMENT: 1 Week
m. REFERENCE/s: Chua, Rina G. (2016). DIWA Senior High School Series: 21st Century
Literature from the Philippines and the World. Makati, City
n. e-learning - e - leaf portal
LESSON OUTLINE
I. INTRODUCTION/ MOTIVATION
Picture out and One question answering

ACTIVITY:
Procedure:
The student will answer the question based on the picture they see on screen

VI. INSTRUCTION DELIVERY

Lecture Discussion on the following topics:
1.Online Discussion using e-Leaf Portal.
2. Discuss the literary genres
3. Identify the representative text from different region

VII. PRACTICE
ACTIVITY: Close reading
Procedure: l21st century literature

ENRICHMENT
 ACTIVITY:
Answer the following question

VIII. EVALUATION
Writing an analysis to a 21st century text.
IX. ASSIGNMENT

Prepared by:

Dianne B. Aquino