DAILY LESSON PLAN

Topic/Title 21st Century Literary Genres

Grade Level Grade 12
Time Allotment 60 minutes
The learner will be able to understand and appreciate the elements and contexts of 21 st century
Content Standard:
Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine
literature from the regions through:
Performance
1. A written close analysis and critical interpretation of a literary text in terms of form and theme,
Standard:
with a description of its context derived from research; and
2. An adaptation of a text into other creative forms using multimedia.
Compare and contrast the various 21st century literary genres and the ones from the earlier
MELC:
genres/periods citing their elements, structures and traditions
OBJECTIVES
At the end of the lesson, the learners will be able to:
1. Identify the varied 21st Century Literary Genres
2. Use Venn Diagram to compare and contrast the varied 21st century literary genres from the earlier ones
3. Appreciate the unique features of the earlier and modern literary genres

I. LESSON
Topic: 21st Century Literary Genres
References:
K-12 Most Essential Learning Competencies page 543-546
Cadacio, R. and Caturay, F. (2020). 21st Century Literature from the Philippines and the World: Conventional and 21st Century genres.
Cainta, Rizal: Department of Education
Garvida, L.M.,Martinez, I. and Salunayan, J.J. (2020). 21st Century Literature from the Philippines and the World: Compare and
Contrast the Various 21st Century Genres from the earlier GenresPeriod. Cainta, Rizal: Department of Education
https://drive.google.com/file/d/1JS1K85EHusO7dSVFSoMP4QN2Uyh_dlV6/view
https://www.youtube.com/watch?v=VEG2NqIuK1E

II. PROCEDURES
A. PREPARATORY ACTIVITIES
1. Prayer
2. Greetings
3. Attendance
4. Review
5. Motivation (Decode Me)
B. DEVELOPMENTAL ACTIVITIES
Activity MATERIALS/ ANNOTATION
Assemble Me! *ESP/ Values are integrated during the giving of
Directions: Given the disassembled lines, form a stanza. 3 mins per instructions on the preliminary activity.
group to do the task.
*Literacy in understanding the given lines and
From: Maryel Kate communication skills is shown during the activity.

Mamamaya’y balisa / *Integration in Filipino (Tula)

Gobyerno’y aligaga /
Salut na karamdaman / *Integration in Media & Information Literacy (Types of
Hindi nalulunasan // Technology)

Analysis
 *Questions on PowerPoint

*Literacy in understanding the given questions and

Pick Me! communication skills is developed through answering the
Questions: given questions. A learner who can answer will have a
1. What is the poetry all about? reward.
2. How did the poet express his message? *Uses a range of teaching strategies that enhance
3. If you were to create this type of poetry, what would it be about learner achievement in literacy and numeracy skills
and why? *Applies a range of teaching strategies to develop critical
and creative thinking, as well as other higher order
thinking skills
* Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning
focused environments
Abstraction
Video Clip
Paper/ Pen

*To avoid and prevent misbehavior, activity standards

are set before doing the activity.

Watch a video. Then, Identify and discuss the varied 21st *Integration across learning areas like English
Century Literature. comprehension skill, listening skills and taking down
notes.
*Integration across curriculum on Media and Information
Literacy, Empowerment Technology (Technology) and
Aral Pan 10 (Current Issues). Then Integration within
curriculum about the definition of literature and its earlier
genres.
*Applies knowledge of content within and across
curriculum teaching areas
Application
Paper/ Pen
*Rubrics
DIRECTIONS: Use Venn Diagram to compare and contrast the *To avoid and prevent misbehavior, activity standards
varied 21st century literary genres from the earlier ones. Then are set before doing the activity.
choose from the following tasks in which you are going to present * Manages learner behavior constructively by applying
your answer to the class. 3 mins to prepare and 2 min to perform. positive and non-violent discipline to ensure learning
Genres focused environments
1. Textula vs Tanaga
2. Graphic Novel vs Novel *Communication and listening skills are integrated as the
learners will present their task.
3. Hyper poetry vs Traditional poetry
4. Spoken poetry vs Traditional poetry Learners will do the task assigned to them.
5. Flash fiction vs short story *Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
Tasks discovery and hand-on activities within a range of
1. Compose a short poem physical learning environments
2. Create a role play Learners will choose from the given tasks in which they
3. Talk show are going to present their answer.
4. Write a slogan *Uses differentiated, developmentally appropriate
5. Draw learning experiences to address learner’s gender, needs,
6. Rap Song strengths, interests and experiences.
* Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts
Generalization
Evaluation
Short Quiz

Let’s answer this!

Identify the terms being described in the following sentences. Write
in your Quiz Notebook.
1. It 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. Spoken poetry Paper and Pen
2. It is telling a story in a few words, usually about 100 – 100 words *Results of the evaluation are monitored and reflected on
or less. Flash fiction the learners’ data in order to support and assess
3. Narrative in comic book formats presented in panels and read learners’ progress and achievement.
from left to right. graphic novel
4. It is a short poetry in a form of tanaga, that is sent through SMS
on mobile phone. It consists of 4 lines with 7 syllables using (/) to
end a line and (//) to end the stanza. textula
5. Digital poetry that uses links using hypertext mark-up. hyper
poetry
Assignment
Compose a textula by choosing any of the following themes or
subject:
1. Social issues
2. Political issues
3. Environmental issues
4. Personal issues
Prepared by:

ROMNIA GRACE D. JAYONA

Subject Teacher

ANNOTATION
Objectives Means of Annotations
Verification
Applied knowledge of Lesson Plan *ESP/Values integration during the giving
content within and highlighting mastery of instructions on the preliminary activity.
across curriculum of content and its *Types of Family within the curriculum
teaching areas. integration in other *Science on Biodiversity
subject areas. *Media & Information Literacy on Types of
Media
*Oral Communication on the Barriers of
Communication
* Reading & Writing on Descriptive Writing
* Personality Development on Different
Emotions
*English on comprehension, listening and
note taking; elements of poetry, elements
of drama; correct grammar and spelling
*Arts on Elements
*Music on Tones, Tempo, Pitch

Planned and delivered Lesson Plan *Discussions of COVID-19 Pandemic &

teaching strategies responsive to the Child Protection Policy.
that are responsive to educational needs of
the special the learners .The *Considering learners who cannot attend
educational needs of instruction on how to class due to illness, geographic isolation
learners in difficult communicate the and others through giving them activity
circumstances, lesson to the students sheets and copy of the PowerPoint
including: geographic who are presentation of our lesson.
isolation; chronic geographically
illness; displacement isolated and displayed
due to armed conflict, due to some situation.
urban resettlement or
disasters; child abuse
and child labor
practices.
Selected, developed, Lesson Plan *In this lesson the use of laptop and TV
organized and used highlighting the for power point presentation.
appropriate teaching references and Other materials like pictures, video and
and learning instructional materials proper referencing from the internet.
resources, including used as teaching and
ICT, to address learning resources.
learning goals.
 RUBRICS FOR PRESENTATION

PERFORMANCE CRITERIA
INDICATOR
1 2 3 4
Presentation Presentation did Presentation Presentation easy Topic clearly
not flow, generally good, to follow, kept presented, speakers
 presenters were presenters hard to audience engaged. knowledgeable and
absent. hear. engaging.
Concept Piece/task was Piece/task was Piece/task was Piece/task was well
Understanding not created at all created but unclear. created to show planned and created
desired output to show desired
output
Collaboration and Some group Everyone Everyone Work very well as a
Communication members did not participated, some participated, team, everyone
participate or much more than information and participated
were others, some ideas enthusiastically and
disrespectful. procrastination. communicated in a timely manner.
clearly and
respectfully.
Responsiveness Displayed a Displayed a Displayed a Displayed a positive
negative negative response at positive response response all the
response times during the most of the time time during the
throughout the development of the during the development of the
development of piece/task. development of piece/task.
the piece/task the task/piece.