SESSION 1
1. Identify the different ways one
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/ies
II. CONTENT
LEARNING RESOURCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
III. PROCEDURES
SESSION 2 SESSION 3 SESSION 4
1. Engage in discussing a wide range 1. Identify words, ideas, structure,
may evaluate a literary text, of literary texts and ideas within the and purpose of the text 1. Create a short essay
specifically by examining its scope of Philippine literature expressed through a type of
2. Discuss how different imagery imagery
biographical context,
2. Analyze and explore in detail a enhance the text’s meaning and
sociocultural context, and featured 21st Century Philippine enrich the reader’s understanding
linguistic context literary text
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.
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.
Explain the biographical, linguistic, and sociocultural contexts and discuss how they Situate the text in the context of the region and the nation EN12Lit-Ie-29
enhance the text’s meaning and enrich the reader’s understanding
EN12Lit-Ie-28 Explain the relationship of context with the text’s meaning EN12Lit-Ie-30
Study and appreciation of literary texts from the different regions written in different genres covering:
1. regions in Luzon, Visayas, Mindanao
2. major genres (poetry, fiction, drama, creative nonfiction, as well as hyperpoetry, blogs, mobile phone Texttula, chick lit, speculative fiction, flash fiction, etc.)
21st Century Literature from the Philippines and the World Quarter 1 – Module 3:
Teacher-Made Presentation/Video
Context and Text’s Meaning
pp. 1-21 pp. 1-21
Daily Routine
1. Greetings
2. Saying of one positive affirmation a day.
3. Checking of attendance

A. Reviewing previous lesson or
presenting the new lesson
The students will answer the question:
In accomplishing your PT1, what are the
(Asynchronous)
factors that helped you evaluate the
literary work that you have researched?
Recap: The learners will do information-
The learners will do information-sharing
sharing about what they recall about the
about what they recall about the context.
Contextual Approaches

The learners will do a walkthrough of the
lesson expectations during which the
B. Establishing a purpose for the
lesson content and learning objectives will be
presented.
The learners will do a walkthrough of the
lesson expectations during which the
. (Asynchronous)
content and learning objectives will be
presented.
The learners will do a walkthrough of the
lesson expectations during which the
content and learning objectives will be
presented.

C. Presenting examples/instances of (Asynchronous)

the new lesson
Discussion: Literary Reading Through Discussion: Context and Text’s Meaning
D. Discussing new concepts and (Asynchronous) Discussion: Context and Text’s Meaning
practicing new skills # 1 Contextual Approaches

E. Discussing new concepts and (Asynchronous)

practicing new skills # 2
Sample literary work for each
Contextual Approach will be presented
in which students must answer key
questions, such as:

1. Biographical Context- How

does looking at the author help
us better understand the text? The learners will answer a 5-item Let the students make a simple diagram
F. Developing mastery
2. Sociocultural Context- Why (Asynchronous) vocabulary word in context clues through showing the similarity and difference of
(leads to Formative Assessment)
would a particular event or an rapid assessment with a twist. types of imagery
outside situation affect a
literary piece?
3. Linguistic Context- What is the
importance of understanding
the way language is used in a
literary text?

G. Finding practical application of The students will think of a song they (Asynchronous) Show the students some funny confusing
concepts and skills in daily living love and share how they are able to street signs. The students must
understood the meaning of the song distinguish why the texts are confusing.
through one of the contextual Let them identify the imagery used and

H. Making generalization and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
approaches.
One of the learners will share the terms
and concepts he/she remembers about
the topic.
Let the learners answer a 5-item rapid
assessment.
(Asynchronous)
The class will be divided into 7 groups. Each
group will do a critical analysis of a Filipino
short story that is assigned to their group.
They must apply at least one contextual
approach in the analysis. (Details at the
attached document)
why it is important to understand the text
and create correct imagery in the reader’s
mind.
Provide a sample poem with imagery and
Let one of the learners share the terms
let a student read it in class. Let him
and concepts he/she remembers about
identify the imagery used and explain the
the topic.
definition of imagery
The students will write a 5-sentence essay
The students will answer a 5-item
describing a scenario upon entering a
objective type seatwork on analyzing
Jollibee fast food chain using a type of
poems
imagery.