Learning Area: 21

st
LESSON
PLAN FOR Name of Teacher:
Century Literature
21st Century from the Philippines
CARL ANTHONY L. PAHUYO
Literature to the World – Grade
from the 11
Philippines to Grade & Section: 11 DE VEGA Quarter: 3
the World Date: Week No.: 3-8

I. OBJECTIVES:
A. CONTENT STANDARD:
The learners will be able to understand and appreciation of 21st Century Philippine Literature
from the regions.
B. PERFORMANCE STANDARD:
The learners will be able to demonstrate understanding and appreciation of 21st Century
Philippine Literature from the regions through a written close analysis and critical
interpretation of a literary text in terms if forms and theme, with a description of its context
derived research.
C. Learning Competency/s:
Writing a close analysis and critical interpretation of literary texts and doing an adaption of
these require from the learner the ability to;
1. Differentiate/ compare and contrast the various 21st Century Literary genres and the
one’s from the earlier genres/ period citing their elements, structures, and traditions.
D. Learning Objectives: At the end of the lesson, the learners are expected to:
Knowledge: Identify the varied 21st Century Literary genres.
Skills: Write a close analysis of a text focusing primarily on its genres.
Attitudes: Appreciate the 21st Century literary genres by composing flash fiction, spoken
poetry and by watching a film on women empowerment.

II. CONTENT: 21st Century Literary Genres

III. LEARNING RESOURCES:
A. References:
1. Teacher’s Guide pages:
2. Learner’s Material pages:
3. Textbook pages:
4. Additional Materials from Learning Resource Portal:
B. Other Learning Resources:

IV. PROCEDURES:

ELICIT/ENGAGE
1. Reviewing previous lesson or presenting the new lesson. (KRA 1, Objective 2 – The
teacher will use research-based knowledge and principles of teaching and learning)

 The teacher will divide the class into 2 groups, each group will write 1- line hugot of
the given picture for five minutes on a strip of paper.
 Afterwards, the hugot line of each group will be posted on the board to form stanza.

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  Two students will read the previous stanza using appropriate emotions and gestures.
2. Establishing a purpose of the lesson.
Questions to Ponder:
1. How did you construct your hugot lines?( observe the structure of the stanza)
2. What happened after your hugot line were collated into a stanza?
3. What is now the language style of your stanza?
4. What prompt you to express your emotions in your hugot line?

EXPLORE

3. Discussing the new concepts and practicing new skills #1. ((KRA 1, Objective 1 – The
teacher will use knowledge within and across curriculum)

4. Discussing the new concepts and practicing new skills #2. (KRA 1, Objective 2 – The
teacher will use research-based knowledge and principles of teaching and learning)

● How did you make your moves on the chess pieces?

● What will be the movement and places of the other chess pieces?

EXPLAIN

5. Developing mastery, Leads to formative assessment 3. (KRA 1, Objective 1 - The

teacher will use an ICT. Also, integrate lesson to other learning areas.
In a slideshow presentation the teacher will discuss the following;
Gallery Walk Strategy
21st Century Literary Genres
Chick Lit
Hyper-Poetry
Spoken Poetry
Blogs
Speculative Fiction
Texttula
Flash fiction
Graphic Novel

ELABORATE
6. Making generalization and abstraction about the lesson. (KRA 1, Objective 1 – The
teacher will apply knowledge of content within and across curriculum teaching areas, like
ICT)
7.

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8. Finding practical application of concepts and skills in daily living. (KRA 2, Objective 8 –
The teacher will use strategies that maintain learning environments that motivate learners to
work productively by assuming responsibility for their own learning)

EVALUATION:
9. Evaluating learning. (KRA 2, Objective 8 – The teacher will Apply a range of successful
strategies that maintain learning environments and motivate learners to work productively by
assuming responsibility for their own learning.)

The students will answer the following activity on a ¼ sheet of paper.

Multiple Choice
1. A story told using a combination of text and illustrations or without text at all.
a. Digi-fiction
b. Doodle fiction
c. Illustrated novel
d. Creative non-fiction
2. A site of collected posts or articles written by one or more people and updated regularly.
a. blog
b. flash fiction
c. hyper poetry
d. digi-fiction
3. Brief stories told in a thousand words or less.
a. blog
b. flash fiction
c. hyper poetry
d. digi-fiction
4. Tales are written and presented using dialogues in social media applications.
a. Chick Lit
b. Digi- Fiction
c. Hyper Poetry
d. Text-Talk Novel
5. A factual Story is written using literary devices and techniques.
a. digi- fiction
b. doodle fiction
c. illustrated novel
d. Creative Non-Fiction
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 EXTEND:
10. Additional activities for application or remediation. (KRA 2, Objective 7 – The teacher
will nurture and inspire learners to participate, cooperate and collaborate in continued
learning)

V. REMARKS:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Prepared by: Approved by:

CARL ANTHONY L. PAHUYO DANTE P. MORE, DPA

SENIOR HIGH TEACHER SCHOOL HEAD

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