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Lesson Plan in 21st Century Literature P
Lesson Plan in 21st Century Literature P
Lesson Plan in 21st Century Literature P
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 21 century literary genres such as; chick lit, hyper
st
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
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
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.
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) Guide each group as to how to
understand and master the literary
4. Enrichment Elements, Techniques and Devices
Instruction: answer the same questions given during the group discussion and do a sharing through analysis of the story
per group through an oral presentation. Divided the class into six groups. Each group must
answer one question with explanation based on the function of the literary Elements, Literary elements
Technique or Device that matches the question. (2 minutes presentation, 1 representative per 1. Characters
group) 2. Conflict
Literary elements 3. Setting
1. Who are the characters in the story? 4. Plot
2. What is the issue or problem in the song? 5. Theme
3. When and where did the story happen? 6. Point of View
4. What are the chronological events in the story? Literary Techniques and Devices;
5. What is the story trying to imply? 1. Irony
6. Who is the speaker in the story and what is his/its significance in the song? 2. Imagery
Literary Techniques and Devices; 3. Symbolism
1. What words in the song express the opposite of the literal meaning? 4. Metaphor
2. What words in the song present images that signify what happens to the persona at in 5. Allegory
the end?
3. What words in the song illustrate symbols that present the attributes of the persona?
4. What specific lines can be used to portray the values of the persona?
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?