CALAO NATIONAL HIGH

School Grade Level GRADE 11

SCHOOL
Teacher MA. DONNA V. DETABLAN Learning Area 21st Century Literature
Grade 11/ LESSON PLAN Teaching
Date Section Time
Dates & May 25, GRADE Quarter 4th Quarter
Time 8:20-9:00
2023 11
I. OBJECTIVES
The learner will be able to understand and appreciate the elements and contexts of 21st century
A. Content Standard Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine
literature from the regions through:
B. 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.
C. Learning 1. Produce a creative representation of a literary text by applying multimedia and ICT skills.
EN12Lit-Id-25
Competencies
At the end of the lesson the students will be able to:
(Write the LC code 1. identify the canonical writers from different regions;
for each)/ 2. recognize and appreciate the contribution of the canonical Filipino writers to the development of
Objectives national literature.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages CO_Q4_21st Century Lit SHS_ Module 5
3. Textbook pages
4. Additional Material
Alegre, J. (n.d.). About UPV Professor Emeritus Merlie Alunan. Retrieved from https://tac.upv.edu.ph/2019/01/03/about-
from Learning Resource upv-professor-emeritus-merliealunan/ de Ungria, R. (n.d.) Interview with Anthony L. Tan. Retrieved from
(LR) Portal
B. Other Learning https://www.xu.edu.ph/images/Kinaadman_Research_Center/doc/kj37_Int erview_With_Anthony_L_Tan.pdf Graydon, R.
Resources/References (2014). Biography of Peter Solis Nery. Retrieved from http://petersolisnery.com/biography/
IV. PROCEDURES
ELICIT A. Reviewing prior learning
Anticipatory Set.
- Giving introductory words and citing words of praise to viewers or students.
Review: Pinoy Henyo - Mechanics:
1. A group is composed of 2 members: one as the guesser and the other one who is only allowed to respond to the guesser’s
question with a yes, no or maybe.
2. Time limit is 2 minutes, the timer starts at once when the word is revealed.
3. 5 seconds shall be added as penalty to the one responding other answers than yes, maybe or no.
4. The timer stops when the group guesses the answer. Penalties shall be added to the end time. The computed end time will
be the final result.
5. The group with the shortest time wins.
6. The categories are as common as “bagay” (thing), “tao” (person), “grupong etniko” (ethnic groups), “lugar” (place)/
“rehiyon” (region), being the most common, and a handful of the less common ones, such as “kwentong bayan” (folktales)
and, “tula” (poetry), “epiko” (epiko), to mention only two.
Tawi-Tawi Corrido Indarapatra and Sulayman
Hinilawod Tausug Cebuano
Lumads Kana-Kana Bantugan

ENGAGEMENT B. Establishing a purpose for the lesson

Big Question:
Does the literary writers or authors enrich our Filipino culture and introduce something vital in
exploring our humanity? Why?“
Expected answer:
- It shows our own culture and community.
- It gives nostalgic feelings and enjoyment to re-examine the comedies, tragedies and inspiration of the
beautiful Filipino poems, stories, essays and plays.
-it promotes Filipino cultural values, told daily struggles of locals, and have instilled a remarkable lesson or
two.
What do you think will be our expected output for today?
At the end of the lesson you should able to:
1. identify the canonical writers from different regions;
2. recognize and appreciate the contribution of the canonical Filipino writers to the development of national literature.
EXPLORE C. Presenting Examples/ instances of the new lesson
ACT. 1: WHAT’S IN?
A Read the following statements. Write if you think the adaptation is appropriate, write if you think the adaptation is
not appropriate.
1. A classical story can be rewritten as a song.
2. A "Full-on Flip-Top battle" can be done instead of Balagtasan.
3. A music video can be created to showcase the works of 10 Canonical Writers.
4. A commercial is best created using Kapampangan Language.
5. A novel can be made into a telenovela.
Explanation D – E. Discussing new concepts and practicing new skills #1 & 2
WHAT IS IT?
1. Introducing the topic for the day: Canonical Authors and their Works of Philippine National Artists in Literature.
2. Presenting the states of the Philippines: RLuzon, Visayas & Mindanao
3. REGION 1: ILOCOS REGION, Who is Francisco Sionil Jose and his works?
4. REGION 2: NUEVA VISCAYA, Who is Edith C. Tiempo and her works?
5. REGION 3: Bulacan & Bataan, Who are Virgilio S. Almario and Lazaro Francisco and their works?
6. REGION 4-A: BATANGAS, Who is Bienvenido Lumbera and his works?
7. REGION 4-B: ROMBLON, Who is NVM Gonzales and his works?
8. REGION 5: Kristian Sendon Cordero, Carlos A. Arejola, and Reynaldo Jamoralin.
Elaborate F. Developing mastery (Leads to Formative Assessment 3)
WHAT’S MORE?
You have now learned some of the distinguished writers from Luzon. Complete the table below by exploring more about
these writers focusing specifically on the writers from the region, province or town (if applicable) where you belong.

EVALUATE I. Evaluating learning

What I Have Learned?
Choose One literary works and provide descriptions based on the required information and format given. Use a separate
sheet for this activity.
Title: __________________________________________ Genre: _____________________
Author: ________________________________________ Region: _____________________
A. The literary work (Brief description of the content):
__________________________________________________________________________________
__________________________________________________________________________________
B. Why do I like it? __________________________________________________________________________________ _
__________________________________________________________________________________
EXTEND J. Additional activities for enrichment.
FEATURE WRITING: Search online or visit the local library to look for some lesser-known authors who seem to be
promising for you. Write a 500-word feature article on a Filipino contemporary (21st century) noteworthy author of your
choice. Be sure to provide the following information:
1. background of the author;
2. a short overview of his/ her literary works; and
3. a short sampling of the work's content with your commentary.
Highlight this author's contribution to contemporary literature. Write your answer on a A4 size bond paper.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized materials did I use/discover which I wish
to share with other teachers?
Prepared by: Noted:
MA. DONNA V. DETABLAN,T-III ARLEN E. HUERTO, SSP II