DLL 21st Century Literature Q1-2 Weeks 1-8 Edited

ANNEX1B OF DEPED ORDER NO. 42, S.
2016
dpf2022-2023
SCHOOL: SANTA CRUZ INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL: 11 (ELEVEN)
21st Century Literature From the
DAILY LESSON LOG TEACHER: AMIHAN C. GRANDE LEARNING AREA:
Philippines and the World
TEACHING DATES AND TIME AUGUST 28-SEPTEMBER 01, 2023 QUARTER: FIRST (1st SEMESTER)
MONDAY (AUGUST 28) TUESDAY (AUGUST 29) WEDNESDAY (AUGUST 30) THURSDAY (AUGUST 31) FRIDAY (SEPTEMBER 01)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content
I. OBJECTIVES knowledge and competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and competencies and enable learners to find significance and joy in learning the lesson. Weekly objectives shall be
derived from the curriculum guides.
The learner will be able to understand and The learner will be able to understand and
OPENING OF CLASSES: ORIENTATION WITH
A. Content Standard HOLIDAY: NATIONAL HEROES DAY
ADVISER
appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st DIAGNOSTIC TEST
century Philippine literature from the regions. century Philippine literature from the regions.
The learner will be able to demonstrate The learner will be able to demonstrate
understanding and appreciation of 21st understanding and appreciation of 21st
Century Philippine literature from the regions Century Philippine literature from the regions
through: through:
B. Performance Standard 1. a written close analysis and critical 1. a written close analysis and critical
interpretation of a literary text in terms of form interpretation of a literary text in terms of form
and theme, with a description of its context and theme, with a description of its context
derived from research. derived from research.
Writing a close analysis and critical Writing a close analysis and critical
interpretation of literary texts and doing an interpretation of literary texts and doing an
adaptation of these require from the learner adaptation of these require from the learner
C. Learning Competencies/ Objectives the ability to identify: the ability to identify:
a. the geographic, linguistic, and ethnic a. the geographic, linguistic, and ethnic
dimensions of Philippine literary history from dimensions of Philippine literary history from
pre-colonial to the contemporary. pre-colonial to the contemporary.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims in the Curriculum Guide, the content can be tackled in a week or two
II. CONTENT Philippine Literary history From Pre-Colonial to
Contemporary
III. LEARNING RESOURCES \
Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the
A. References Philippines and the World Week 1 Philippines and the World Week 1
PowerPoint Presentation about Introduction to
1. Teacher's Guide Page Philippine Literature and 21st Century ADM pages 1-17
Literature
2. Learner's Material Page Philippine Literature and 22st Century ADM pages 1-17
Literature
3. Textbook Page Philippine Literature and 23st Century ADM pages 1-17
Literature
4. Additional Materials for Learning Internet websites: Google Internet websites: Google
Resources (LR) Portal
References Printed Materials:
Chua, R. G. (2016). 21st Century Literature
from the Philippines and the World. Makati
City: DIWA Learning Systems
Croghan SJ, Richard V. (1975). The
Development of Philippine Literature in
B. Other Learning Resources None English: Quezon City:Alemar-Phoenix
Publishing House.
Fosdick, Carolyn, and Tarrosa (1954).
Literature for Philippine High Schools. New
York: Macmillan Company.
IV.PROCEDURE
Introduce Lesson 1 title to learners:
Geographic, Linguistic and Ethnic
Dimensions of Philippine Literacy History
from Pre-Colonial to the Contemporary:
Ask learners what they know about That 21st Century Literature from the
A. Reviewing Previous Lesson or literature. Define literature through the Philippines and the World Module aims to
Presenting New Lesson given definition of terms. engage students in appreciation and critical
study of 21st Century Literature from the
Philippines and the World, encompassing
their various dimensions, genres, elements,
structures, contexts, and traditions.
Explain to learners: What they Need to
Know, that this lesson was designed and
written with them in mind. That it is here to
help them understand 21st Century
Literature from the Philippines to the World.
That the scope of this lesson permits it to
be used in many different learning
In this lesson,learners are expected to:
situations. That the language used
Writing a close analysis and critical
recognizes their diverse vocabulary level as
interpretation of literary texts and doing an
students. That the lessons are arranged to
adaptation of these require from the learner
follow the standard sequence of the course
the ability to:
B. Establishing the Purpose of the Lesson 1. identify the geographic, linguistic, and
about: Geographic, Linguistic and Ethnic
Dimensions of Philippine Literary History
ethnic dimensions of Philippine literary
from Pre-Colonial to the Contemporary; 
history from pre-colonial to the
Identifying Representative Texts from the
contemporary.
Regions. That, after going through this
lesson,learners are expected to: 1. Identify
geographic, linguistic, and ethnic
dimensions of Philippine literary history
from pre-colonial to contemporary and
representative texts from the
regions.2.Write a close analysis and critical
interpretation of literary texts.
Ask learners the questions in What’s In: 1.

Ask learners the Quick Speak questions: What do you know about the different
C. Presenting Examples/ Instances of the 1.“How is literature and history connected?” Literary Periods in Philippine Literature?; 2.
Lesson 2.“How does literature embody a nation’s What are the essential elements of the
culture, belief and traditions? literary pieces under different periods of
literature?
Instruct learners to do the What's New task

Discuss the Pre-Colonial Period through
on page 3 where they are about to
D. Discussing New Concepts and Practicing the definition of terms and other important
accomplish the timeline enlisted and pair it
New Skills no. 1 matters about Pre-Colonial Literature:
to its corresponding event in Philippine
types, texts, etc.
history.
Share to leaners the trivia about the

development of Philippine Literature from
E. Discussing New Concepts and Practicing Discuss the Spanish Colonial Period. Pre-Spanish to the 21st Century Period
New Skills no. 2 was discussed on the same page: What Is
It: Think About This! (pages 3-6)
What’s More
Activity 1. Who’s Who?
Instead of a task, discuss to learners about Direction: Identify the author of the
F. Developing Mastery the American Lierature. following literary pieces written by the
Illustrados. Learners rite the letter of the
correct answer.
Instead of a task, discuss to learners about

G. Finding Practical Applications of the Japanese Occupation and Instead of a task, discuss briefly the
Concepts and Skills in Daily Living Contemporary Period in Philippine different periods in Philippine literature.
Literature.
H. Making Generalizations and Abstractions Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what
about the Lesson they learned in today's lesson. they learned in today's lesson.
Give a ten-item short quiz coming from the

PPT or a one-paragraph essay about
today's lesson where learners will Learners will do the tasks: Assessment 1
I. Evaluating Learning differentiate or describe only one period in and Activity 2 on page 7.
Philippine Literature. Check the test or ask
one learner to read his/her answer .
J. Additional Activities for Application and Announce the next lesson in the module Check the tests and announce the
Remediation which is related to the PPT. Diagnostic test on the following day.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
VI. REFLECTIONS them. You can ask them relevant questions.
A. No. of learners who earned 80% in the

evaluation
B. No. of learners who required additional

activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners

who have caught up with the lesson
D. No. of learners who require remediation
E. Which of my teaching strategies worked well?

Why did this work?
F. What difficulties did I encounter which my

principal/supervisor can help me solve?
G. What innovation or local materials did I use

which I wish to share with other teachers
Prepared by: Checked by: Noted by:
AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC

Subject Teacher Assigned Master Teacher OIC-Assistant Principal II
ANNEX1B OF DEPED ORDER NO. 42, S. 2016
dpf2022-2023
TEACHING DATES AND TIME SEPTEMBER 04-08, 2023 QUARTER: FIRST (1st SEMESTER)
MONDAY (SEPTEMBER 04) TUESDAY (SEPTEMBER 05) WEDNESDAY (SEPTEMBER 06) THURSDAY (SEPTEMBER 07) FRIDAY (SEPTEMBER 08)
DIAGNOSTIC TEST (11-Payard) due to The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and
A. Content Standard suspension of class last Firday, September 1, appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st
2023 due to bad weather century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions.
The learner will be able to demonstrate The learner will be able to demonstrate The learner will be able to demonstrate The learner will be able to demonstrate
understanding and appreciation of 21st understanding and appreciation of 21st understanding and appreciation of 21st understanding and appreciation of 21st
Century Philippine literature from the regions Century Philippine literature from the regions Century Philippine literature from the regions Century Philippine literature from the regions
Checking of test with item and score analyses through: through: through: through:
B. Performance Standard (11-M. Weber) 1. a written close analysis and critical 1. a written close analysis and critical 1. a written close analysis and critical 1. a written close analysis and critical
interpretation of a literary text in terms of form interpretation of a literary text in terms of form interpretation of a literary text in terms of form interpretation of a literary text in terms of form
and theme, with a description of its context and theme, with a description of its context and theme, with a description of its context and theme, with a description of its context
derived from research. derived from research. derived from research. derived from research.
Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
interpretation of literary texts and doing an interpretation of literary texts and doing an interpretation of literary texts and doing an interpretation of literary texts and doing an
adaptation of these require from the learner adaptation of these require from the learner adaptation of these require from the learner adaptation of these require from the learner
C. Learning Competencies/ Objectives the ability to identify: the ability to identify: the ability to identify: the ability to identify:
a. the geographic, linguistic, and ethnic a. the geographic, linguistic, and ethnic a. the geographic, linguistic, and ethnic a. the geographic, linguistic, and ethnic
dimensions of Philippine literary history from dimensions of Philippine literary history from dimensions of Philippine literary history from dimensions of Philippine literary history from
pre-colonial to the contemporary. pre-colonial to the contemporary. pre-colonial to the contemporary. pre-colonial to the contemporary.
II. CONTENT Philippine Literary history From Pre-Colonial to Philippine Literary history From Pre-Colonial to Philippine Literary history From Pre-Colonial to Philippine Literary history From Pre-Colonial to
Contemporary Contemporary Contemporary Contemporary
Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the
A. References Philippines and the World Week 1 Philippines and the World Week 1 Philippines and the World Week 1 Philippines and the World Week 1
1. Teacher's Guide Page ADM pages 1-17 ADM pages 1-17 ADM pages 1-17 ADM pages 1-17
2. Learner's Material Page ADM pages 1-17 ADM pages 1-17 ADM pages 1-17 ADM pages 1-17
3. Textbook Page ADM pages 1-17 ADM pages 1-17 ADM pages 1-17 ADM pages 1-17
4. Additional Materials for Learning Internet websites: Google Internet websites: Google Internet websites: Google Internet websites: Google
SIGLIWA, “Salubungin ang (bagong) Daluyong SIGLIWA, “Salubungin ang (bagong) Daluyong
ng mga Agos sa Disyerto, Agosto 20, 2019, ng mga Agos sa Disyerto, Agosto 20, 2019,
Chua, R. G. (2016). 21st Century Literature Chua, R. G. (2016). 21st Century Literature https://panitikanatbp.wordpress.com/ https://panitikanatbp.wordpress.com/
from the Philippines and the World. Makati from the Philippines and the World. Makati 2009/08/20/salubungin- ang- bagong- 2009/08/20/salubungin- ang- bagong-
City: DIWA Learning Systems City: DIWA Learning Systems daluyong-ng-mgaagos- daluyong-ng-mgaagos-
Croghan SJ, Richard V. (1975). The Croghan SJ, Richard V. (1975). The sa-disyerto/ sa-disyerto/
Development of Philippine Literature in Development of Philippine Literature in Velasco, Nel, “CNF Figures of Speech and Velasco, Nel, “CNF Figures of Speech and
English: Quezon City:Alemar-Phoenix English: Quezon City:Alemar-Phoenix Literary Devices, February 26, 2020, Literary Devices, February 26, 2020,
B. Other Learning Resources Publishing House. Publishing House. https://versozanelson.blogspot.com/ https://versozanelson.blogspot.com/
Fosdick, Carolyn, and Tarrosa (1954). Fosdick, Carolyn, and Tarrosa (1954). Zaide, Gregorio F. (1970). Jose Rizal: Life, Zaide, Gregorio F. (1970). Jose Rizal: Life,
Literature for Philippine High Schools. New Literature for Philippine High Schools. New Works and Writings. Manila: Villanueva Book Works and Writings. Manila: Villanueva Book
York: Macmillan Company. York: Macmillan Company. Store. Store.
Retrieved from Retrieved from
https://www.scribd.com/doc/26364271/Philippi https://www.scribd.com/doc/26364271/Philippi
ne-Literature-Pre- ne-Literature-Pre-
Spanish- Period. Spanish- Period.
IV.PROCEDURE
Recall the previous topic by asking leraners Recall the previous topic by asking leraners
what they remember learning in the past what they remember learning in the past Recall previous lesson by asking learners:
A. Reviewing Previous Lesson or lesson or the question: What do you know lesson or the question: What are the What are changes in Literature during the Recall previous lesson.
Presenting New Lesson about the different Literary Periods in essential elements of the literary pieces 21st Century?
Philippine Literature? under different periods of literature?
After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to: expected to:
1. Identify geographic, linguistic, and ethnic 1. Identify geographic, linguistic, and ethnic 1. Identify geographic, linguistic, and ethnic 1. Identify geographic, linguistic, and ethnic
dimensions of Philippine literary dimensions of Philippine literary dimensions of Philippine literary dimensions of Philippine literary
history from pre-colonial to contemporary history from pre-colonial to contemporary history from pre-colonial to contemporary history from pre-colonial to contemporary
B. Establishing the Purpose of the Lesson and representative texts from the and representative texts from the and representative texts from the and representative texts from the
regions. regions. regions. regions.
2. Write a close analysis and critical 2. Write a close analysis and critical 2. Write a close analysis and critical 2. Write a close analysis and critical
interpretation of literary texts. interpretation of literary texts. interpretation of literary texts. interpretation of literary texts.
3. Show a sense of adaptability of the 3. Show a sense of adaptability of the 3. Show a sense of adaptability of the 3. Show a sense of adaptability of the
Philippine Literary History. Philippine Literary History. Philippine Literary History. Philippine Literary History.
Given below is a sample of a Filipino Introduce the Lesson 2 Identifying Learners will do Activity 2. Outline
Folktale: THE SUN AND THE MOON Representative Texts from the Regions answering the question: What does the
Learners will doTask 1 where they will try to
(Tingguian folk tale) in the Pre-Spanish stating that Filipinos have produced varied writer want to say about the use of Filipino
C. Presenting Examples/ Instances of the complete the literary TIMELINE below.
Period. Learners will answer the questions texts because of diverse cultural heritage of especially in awakening the social and
Lesson They will choose their answers from the
that follow. (page 7) the Filipino people and how they have moral consciousness of the masses?
given choices. The test will be checked.
produced varied texts because of Outline the main points of the essay
differences. through the graphic organizer on page 13.
Answer the following questions: 1. What is

Learners will proceed to Assessment 2.
the concern of the moon regarding his Define what imagery is and instruct learner
The Philippine literary history will be told Theme’s Up by reading the text:
D. Discussing New Concepts and Practicing and shown through PPT starting from Pre-
stars? to read the poem Gabu by Carlos A.
"Pananalamin sa Tubig ng Katotohanang
New Skills no. 1 colonial period.
2. Why does the moon anger the sun? Angeles on page 11 silently and orally in
Panlipunan". Answer the question: 1. What
3. What particular phenomenon is artistic manner.
is the central theme of this text?
described in the Filipino Folktale?
Teacher will ask: 1. What image does the

poem, Gabu, try to create? 2. Which word
Learners will read the poem on What I Can
Learners will Write three words that will or group of words from the poem help you
Do Activity 1. Verse of the Day with the
E. Discussing New Concepts and Practicing It will be followed by Spanish until highlight the message of the excerpt from form this image? Draw this on a separate
title: Dreamweavers Marjorie Evasco but
New Skills no. 2 Contemporary periods. one of the most famous literary pieces sheet of paper. Teacher will discuss and
before that, teacher will read the
during Spanish time, Pasyon. (page 8) will try to expound what the poem is all
background of the poem and the poet.
about and a little background about the
poem.
Learners will do Activity 1. Graphic

One of the songs in the Post-EDSA I era is
Next task is the identification of the author Organizer. They will delve deeper into the
the song Ang Bayan Ko. Learners will Teacher will group learners with the
of the following literary pieces written by the poem Gabu by Carlos A. Angeles using the
F. Developing Mastery Illustrados. Write the letter of the correct
analyze and interpret the emotions of
graphic organizer. They may re-read the
assigned leader. They will give the
Filipinos and situations of the country found meaning of the following verses.
answer. poem to get the details that would complete
in each paragraph of the song. (page 8)
the organizer.
Learners will accomplish What I Can Do Learners will proceed reading the text on
Learners will complete the table below by Task 1. Answer the question: As a grade Reflect On Me: Aug 2009 by SIGLIWA
Each group will work on the said activity
G. Finding Practical Applications of writing the characteristics of the following 11 Filipino learner, in what way you can Salubungin ang (Bagong) Daluyong ng
which each group will discuss what they
Concepts and Skills in Daily Living literature during the Pre-Spanish Period. show a sense of adaptability to the diverse mga Agos sa Disyerto. They will read and
have worked together.
(page 7) Philippines Literary History? State your answer the questions.
answer in a 3 -5 paragraph essay.
H. Making Generalizations and Abstractions Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what
about the Lesson they learned in today's lesson. they learned in today's lesson. they learned in today's lesson. they learned in today's lesson.
Learners will accomplish the task/s undone Learners will accomplish the task/s undone
I. Evaluating Learning to catch up.
Learners will state the seven learning points
to catch up.
Learners will state the four learning points
Learners will answer the fifteen-item

J. Additional Activities for Application and None None None Assessment test at the end of the two
Remediation lessons.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
VI. REFLECTIONS meet them. You can ask them relevant questions.
evaluation


Why did this work?



dpf2022-2023
The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and
A. Content Standard appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st
century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions.
The learner will be able to demonstrate
understanding and appreciation of 21st understanding and appreciation of 21st understanding and appreciation of 21st understanding and appreciation of 21st
understanding and appreciation of 21st Century
Century Philippine literature from the regions Century Philippine literature from the regions Century Philippine literature from the regions Century Philippine literature from the regions
Philippine literature from the regions through:
through: through: through: through:
B. Performance Standard 1. a written close analysis and critical
1. a written close analysis and critical
1. a written close analysis and critical 1. a written close analysis and critical 1. a written close analysis and critical
interpretation of a literary text in terms of form
interpretation of a literary text in terms of form interpretation of a literary text in terms of form interpretation of a literary text in terms of form interpretation of a literary text in terms of form
and theme, with a description of its context
and theme, with a description of its context and theme, with a description of its context and theme, with a description of its context and theme, with a description of its context
derived from research.
derived from research. derived from research. derived from research. derived from research.
Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
Writing a close analysis and critical interpretation
interpretation of literary texts and doing an interpretation of literary texts and doing an interpretation of literary texts and doing an interpretation of literary texts and doing an
of literary texts and doing an adaptation of these
adaptation of these require from the learner adaptation of these require from the learner adaptation of these require from the learner adaptation of these require from the learner
require from the learner the ability to identify:
C. Learning Competencies/ Objectives the ability to identify:
a. the geographic, linguistic, and ethnic
the ability to identify: the ability to identify: the ability to identify:
a. the geographic, linguistic, and ethnic a. the geographic, linguistic, and ethnic a. the geographic, linguistic, and ethnic a. the geographic, linguistic, and ethnic
dimensions of Philippine literary history from pre-
dimensions of Philippine literary history from dimensions of Philippine literary history from dimensions of Philippine literary history from dimensions of Philippine literary history from
colonial to the contemporary.
pre-colonial to the contemporary. pre-colonial to the contemporary. pre-colonial to the contemporary. pre-colonial to the contemporary.
II. CONTENT Philippine Literary history From Pre-Colonial to Philippine Literary history From Pre-Colonial to Philippine Literary history From Pre-Colonial to Philippine Literary history From Pre-Colonial to Philippine Literary history From Pre-Colonial to
Contemporary Contemporary Contemporary Contemporary Contemporary
Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the
A. References Philippines and the World Week 1 Philippines and the World Week 1 Philippines and the World Week 1
Quarter 4 Creative Nonfiction Weeks 3-4 Quarter 4 Creative Nonfiction Weeks 3-4
1. Teacher's Guide Page ADM pages 1-17 ADM pages 1-17 ADM pages 1-17 ADM pages 3-27 ADM pages 3-27
2. Learner's Material Page ADM pages 1-17 ADM pages 1-17 ADM pages 1-17 ADM pages 3-27 ADM pages 3-27
3. Textbook Page ADM pages 1-17 ADM pages 1-17 ADM pages 1-17 ADM pages 3-27 ADM pages 3-27
4. Additional Materials for Learning Internet websites: Google Internet websites: Google Internet websites: Google Internet websites: Google Internet websites: Google
Resources (LR) Portal SIGLIWA, “Salubungin ang (bagong) Daluyong SIGLIWA, “Salubungin ang (bagong) Daluyong SIGLIWA, “Salubungin ang (bagong) Daluyong
ng mga Agos sa Disyerto, Agosto 20, 2019, ng mga Agos sa Disyerto, Agosto 20, 2019, ng mga Agos sa Disyerto, Agosto 20, 2019,
References Printed Materials: References Printed Materials:
https://panitikanatbp.wordpress.com/ https://panitikanatbp.wordpress.com/ https://panitikanatbp.wordpress.com/
Chua, R. G. (2016). 21st Century Literature Chua, R. G. (2016). 21st Century Literature
2009/08/20/salubungin- ang- bagong- 2009/08/20/salubungin- ang- bagong-daluyong- 2009/08/20/salubungin- ang- bagong-
from the Philippines and the World. Makati from the Philippines and the World. Makati
daluyong-ng-mgaagos- ng-mgaagos- daluyong-ng-mgaagos-
City: DIWA Learning Systems City: DIWA Learning Systems
sa-disyerto/ sa-disyerto/ sa-disyerto/
Croghan SJ, Richard V. (1975). The Croghan SJ, Richard V. (1975). The
Velasco, Nel, “CNF Figures of Speech and Velasco, Nel, “CNF Figures of Speech and Velasco, Nel, “CNF Figures of Speech and
Development of Philippine Literature in Development of Philippine Literature in
Literary Devices, February 26, 2020, Literary Devices, February 26, 2020, Literary Devices, February 26, 2020,
B. Other Learning Resources https://versozanelson.blogspot.com/ https://versozanelson.blogspot.com/ https://versozanelson.blogspot.com/
English: Quezon City:Alemar-Phoenix English: Quezon City:Alemar-Phoenix
Publishing House. Publishing House.
Zaide, Gregorio F. (1970). Jose Rizal: Life, Zaide, Gregorio F. (1970). Jose Rizal: Life, Zaide, Gregorio F. (1970). Jose Rizal: Life,
Fosdick, Carolyn, and Tarrosa (1954). Fosdick, Carolyn, and Tarrosa (1954).
Works and Writings. Manila: Villanueva Book Works and Writings. Manila: Villanueva Book Works and Writings. Manila: Villanueva Book
Literature for Philippine High Schools. New Literature for Philippine High Schools. New
Store. Store. Store.
York: Macmillan Company. York: Macmillan Company.
Retrieved from Retrieved from Retrieved from
https://www.scribd.com/doc/26364271/Philippi https://www.scribd.com/doc/26364271/Philippine https://www.scribd.com/doc/26364271/Philippi
ne-Literature-Pre- -Literature-Pre- ne-Literature-Pre-
Spanish- Period. Spanish- Period. Spanish- Period.
IV.PROCEDURE
Recall the previous topic by asking leraners

what they remember learning in the past Recall previous lesson by asking learners:
A. Reviewing Previous Lesson or lesson or the question: What are the What are changes in Literature during the Recall previous lesson. Recall previous lesson. Recall previous lesson.
Presenting New Lesson essential elements of the literary pieces 21st Century?
under different periods of literature?
After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are After going through this lesson, you are
expected to: expected to: expected to: expected to: expected to:
1. Identify geographic, linguistic, and ethnic 1. Identify geographic, linguistic, and ethnic 1. Identify geographic, linguistic, and ethnic 1. Identify geographic, linguistic, and ethnic 1. Identify geographic, linguistic, and ethnic
dimensions of Philippine literary dimensions of Philippine literary dimensions of Philippine literary dimensions of Philippine literary dimensions of Philippine literary
history from pre-colonial to contemporary history from pre-colonial to contemporary and history from pre-colonial to contemporary history from pre-colonial to contemporary history from pre-colonial to contemporary
B. Establishing the Purpose of the Lesson and representative texts from the representative texts from the and representative texts from the and representative texts from the and representative texts from the
regions. regions. regions. regions. regions.
2. Write a close analysis and critical 2. Write a close analysis and critical 2. Write a close analysis and critical 2. Write a close analysis and critical 2. Write a close analysis and critical
interpretation of literary texts. interpretation of literary texts. interpretation of literary texts. interpretation of literary texts. interpretation of literary texts.
3. Show a sense of adaptability of the 3. Show a sense of adaptability of the 3. Show a sense of adaptability of the 3. Show a sense of adaptability of the 3. Show a sense of adaptability of the
Philippine Literary History. Philippine Literary History. Philippine Literary History. Philippine Literary History. Philippine Literary History.
Given below is a sample of a Filipino Introduce the Lesson 2 Identifying Learners will do Activity 2. Outline Learners will do Activity 2. Outline
Introduce the Lesson 2 Identifying
Folktale: THE SUN AND THE MOON Representative Texts from the Regions answering the question: What does the answering the question: What does the
Representative Texts from the Regions
(Tingguian folk tale) in the Pre-Spanish stating that Filipinos have produced varied writer want to say about the use of Filipino writer want to say about the use of Filipino
C. Presenting Examples/ Instances of the Period. Learners will answer the questions
stating that Filipinos have produced varied
texts because of diverse cultural heritage of especially in awakening the social and especially in awakening the social and
Lesson texts because of diverse cultural heritage of
that follow. (page 7) the Filipino people and how they have moral consciousness of the masses? moral consciousness of the masses?
the Filipino people and how they have
produced varied texts because of Outline the main points of the essay Outline the main points of the essay
produced varied texts because of differences.
differences. through the graphic organizer on page 13. through the graphic organizer on page 13.
Answer the following questions: 1. What is

Learners will proceed to Assessment 2. Learners will proceed to Assessment 2.
the concern of the moon regarding his Define what imagery is and instruct learner
Define what imagery is and instruct learner to Theme’s Up by reading the text: Theme’s Up by reading the text:
D. Discussing New Concepts and Practicing stars?
read the poem Gabu by Carlos A. Angeles on
to read the poem Gabu by Carlos A.
"Pananalamin sa Tubig ng Katotohanang "Pananalamin sa Tubig ng Katotohanang
New Skills no. 1 2. Why does the moon anger the sun? Angeles on page 11 silently and orally in
page 11 silently and orally in artistic manner. Panlipunan". Answer the question: 1. What Panlipunan". Answer the question: 1. What
3. What particular phenomenon is artistic manner.
is the central theme of this text? is the central theme of this text?
described in the Filipino Folktale?
poem, Gabu, try to create? 2. Which word
poem, Gabu, try to create? 2. Which word or Learners will read the poem on What I Can Learners will read the poem on What I Can
Learners will Write three words that will or group of words from the poem help you
group of words from the poem help you form Do Activity 1. Verse of the Day with the Do Activity 1. Verse of the Day with the
E. Discussing New Concepts and Practicing highlight the message of the excerpt from
this image? Draw this on a separate sheet of
form this image? Draw this on a separate
title: Dreamweavers Marjorie Evasco but title: Dreamweavers Marjorie Evasco but
New Skills no. 2 one of the most famous literary pieces sheet of paper. Teacher will discuss and
paper. Teacher will discuss and will try to before that, teacher will read the before that, teacher will read the
during Spanish time, Pasyon. (page 8) will try to expound what the poem is all
expound what the poem is all about and a background of the poem and the poet. background of the poem and the poet.
about and a little background about the
little background about the poem.
poem.
Learners will do Activity 1. Graphic Learners will do Activity 1. Graphic
One of the songs in the Post-EDSA I era is
Organizer. They will delve deeper into the Organizer. They will delve deeper into the
the song Ang Bayan Ko. Learners will Teacher will group learners with the Teacher will group learners with the
poem Gabu by Carlos A. Angeles using the poem Gabu by Carlos A. Angeles using the
F. Developing Mastery analyze and interpret the emotions of
graphic organizer. They may re-read the graphic organizer. They may re-read the
assigned leader. They will give the assigned leader. They will give the
Filipinos and situations of the country found meaning of the following verses. meaning of the following verses.
poem to get the details that would complete poem to get the details that would complete
in each paragraph of the song. (page 8)
the organizer. the organizer.
Learners will accomplish What I Can Do Learners will proceed reading the text on Learners will proceed reading the text on
Task 1. Answer the question: As a grade Reflect On Me: Aug 2009 by SIGLIWA Reflect On Me: Aug 2009 by SIGLIWA
Each group will work on the said activity Each group will work on the said activity
G. Finding Practical Applications of 11 Filipino learner, in what way you can Salubungin ang (Bagong) Daluyong ng mga Salubungin ang (Bagong) Daluyong ng
which each group will discuss what they which each group will discuss what they
Concepts and Skills in Daily Living show a sense of adaptability to the diverse Agos sa Disyerto. They will read and answer mga Agos sa Disyerto. They will read and
have worked together. have worked together.
Philippines Literary History? State your the questions. answer the questions.
answer in a 3 -5 paragraph essay.
H. Making Generalizations and Abstractions Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what Wrap up today's lesson. ask learners what
about the Lesson they learned in today's lesson. they learned in today's lesson. they learned in today's lesson. they learned in today's lesson. they learned in today's lesson.
Learners will state the seven learning Learners will accomplish the task/s undone to Learners will accomplish the task/s undone
I. Evaluating Learning points catch up. to catch up.
Learners will state the four learning points Learners will state the four learning points
Learners will answer the fifteen-item Learners will answer the fifteen-item
J. Additional Activities for Application and None None None Assessment test at the end of the two Assessment test at the end of the two
Remediation lessons. lessons.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
VI. REFLECTIONS them. You can ask them relevant questions.
evaluation


Why did this work?



dpf2022-2023
A. Content Standard appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st appreciate the elements and contexts of 21st
century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions. century Philippine literature from the regions.
The learner will be able to demonstrate The learner will be able to demonstrate The learner will be able to demonstrate The learner will be able to demonstrate The learner will be able to demonstrate
understanding and appreciation of 21st understanding and appreciation of 21st understanding and appreciation of 21st understanding and appreciation of 21st understanding and appreciation of 21st
Century Philippine literature from the regions Century Philippine literature from the regions Century Philippine literature from the regions Century Philippine literature from the regions Century Philippine literature from the regions
through: through: through: through: through:
B. Performance Standard 1. a written close analysis and critical 1. a written close analysis and critical 1. a written close analysis and critical 1. a written close analysis and critical 1. a written close analysis and critical
interpretation of a literary text in terms of form interpretation of a literary text in terms of form interpretation of a literary text in terms of form interpretation of a literary text in terms of form interpretation of a literary text in terms of form
and theme, with a description of its context and theme, with a description of its context and theme, with a description of its context and theme, with a description of its context and theme, with a description of its context
derived from research. derived from research. derived from research. derived from research. derived from research.
Compare and contrast the various 21st century Compare and contrast the various 21st century Compare and contrast the various 21st century Compare and contrast the various 21st century Compare and contrast the various 21st century
literary genres and the literary genres and the literary genres and the literary genres and the literary genres and the
C. Learning Competencies/ Objectives ones from the earlier genres/periods citing ones from the earlier genres/periods citing ones from the earlier genres/periods citing ones from the earlier genres/periods citing ones from the earlier genres/periods citing
their elements, structures their elements, structures their elements, structures their elements, structures their elements, structures
and traditions. EN12Lit-Id-25 and traditions. EN12Lit-Id-25 and traditions. EN12Lit-Id-25 and traditions. EN12Lit-Id-25 and traditions. EN12Lit-Id-25
II. CONTENT Lesson 1 21st Century Literacy Genres Lesson 1 21st Century Literacy Genres Lesson 1 21st Century Literacy Genres Lesson 1 21st Century Literacy Genres Lesson 1 21st Century Literacy Genres
Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the Quarter 1 21st Century Literature From the
A. References Philippines and the World Week 1 Philippines and the World Week 1 Philippines and the World Week 1 Philippines and the World Week 1 Philippines and the World Week 1
Resources (LR) Portal References References References References References
Friesen C. 21st Century Literary Genres Friesen C. 21st Century Literary Genres Friesen C. 21st Century Literary Genres Friesen C. 21st Century Literary Genres Friesen C. 21st Century Literary Genres
[PowerPoint slides]. Retrieved from [PowerPoint slides]. Retrieved from [PowerPoint slides]. Retrieved from [PowerPoint slides]. Retrieved from [PowerPoint slides]. Retrieved from
B. Other Learning Resources https://www.slideshare.net/darinjohn2/21st- https://www.slideshare.net/darinjohn2/21st- https://www.slideshare.net/darinjohn2/21st- https://www.slideshare.net/darinjohn2/21st- https://www.slideshare.net/darinjohn2/21st-
century-literary-genres-by- callefriesen century-literary-genres-by- callefriesen century-literary-genres-by- callefriesen century-literary-genres-by- callefriesen century-literary-genres-by- callefriesen
IV.PROCEDURE
LOOKING BACK TO YOUR LESSON LOOKING BACK TO YOUR LESSON LOOKING BACK TO YOUR LESSON LOOKING BACK TO YOUR LESSON LOOKING BACK TO YOUR LESSON
Recall previous by letting learners do a Recall previous by letting learners do a Recall previous by letting learners do a Recall previous by letting learners do a Recall previous by letting learners do a
A. Reviewing Previous Lesson or recap of all activities and whatever learning recap of all activities and whatever learning recap of all activities and whatever learning recap of all activities and whatever learning recap of all activities and whatever learning
Presenting New Lesson there is in the previous lesson (by writing in there is in the previous lesson (by writing in there is in the previous lesson (by writing in there is in the previous lesson (by writing in there is in the previous lesson (by writing in
their notebook). their notebook). their notebook). their notebook). their notebook).
At the end of the lesson, learners are At the end of the lesson, learners are At the end of the lesson, learners are At the end of the lesson, learners are At the end of the lesson, learners are
1. Differentiate the 21st century literary 1. Differentiate the 21st century literary 1. Differentiate the 21st century literary 1. Differentiate the 21st century literary 1. Differentiate the 21st century literary
genres from the original genres; genres from the original genres; genres from the original genres; genres from the original genres; genres from the original genres;
B. Establishing the Purpose of the Lesson 2. Enumerate the elements, structures and 2. Enumerate the elements, structures and 2. Enumerate the elements, structures and 2. Enumerate the elements, structures and 2. Enumerate the elements, structures and
traditions of each genre. traditions of each genre. traditions of each genre. traditions of each genre. traditions of each genre.
3. Appreciate the unique features of each 3. Appreciate the unique features of each 3. Appreciate the unique features of each 3. Appreciate the unique features of each 3. Appreciate the unique features of each
genre. genre. genre. genre. genre.
What is It What is It
What’s New Learners rediscovered the conventional Learners rediscovered the conventional Activity 3 Activity 3
Directions: Look for the conventional literary genres. This part of the module literary genres. This part of the module Directions: Write the similarities and Directions: Write the similarities and
C. Presenting Examples/ Instances of the literary genres in the puzzle below and, on would them learn modern literary genres would them learn modern literary genres differences of the Doodle Fiction, Manga differences of the Doodle Fiction, Manga
Lesson a separate sheet of paper, answer the presently used by 21st century writers. presently used by 21st century writers. and Graphic Novel using the Compare and and Graphic Novel using the Compare and
questions that follow. Introduce one by one the 21st Century Introduce one by one the 21st Century Contrast Graphic Organizer. Contrast Graphic Organizer.
Literature Genres Literature Genres
Assessment 3: Brainstorming Assessment 3: Brainstorming

Ask learners: Group learners accordingly. Instruct them Group learners accordingly. Instruct them
D. Discussing New Concepts and Practicing 1. What are the four conventional literary Give examples in each 21st Century Give examples in each 21st Century to create a blog post based on your answer to create a blog post based on your answer
New Skills no. 1 genres have you found in the puzzle? Literary Genre Literary Genre in Activity 3. Use the rubric below as your in Activity 3. Use the rubric below as your
2. What are their unique features? Guide (Rubric): Content, Sources, and Guide (Rubric): Content, Sources, and
Creativity Creativity
Assessment 3: Planning Assessment 3: Planning

Recall and discuss the major literary Learners will create a blog post based on Learners will create a blog post based on
E. Discussing New Concepts and Practicing genres: Poetry, Drama, Fiction and
Give examples in each 21st Century Give examples in each 21st Century
your answer in Activity 3. Use the rubric your answer in Activity 3. Use the rubric
New Skills no. 2 Literary Genre Literary Genre
Nonfiction below as your Guide (Rubric): Content, below as your Guide (Rubric): Content,
Sources, and Creativity Sources, and Creativity
Continue the activity on: What Can Continue the activity on: What Can
What’s More What’s More
Learners Do: Learners Do:
After learning about different conventional After learning about different conventional
What is It As a 21st century learner, retell the old As a 21st century learner, retell the old
and modern genres of literature, you are and modern genres of literature, you are
Learners rediscovered the conventional Filipino folktale The Sun and the Moon Filipino folktale The Sun and the Moon
now ready to explore more about these now ready to explore more about these
literary genres. This part of the module using one of the genres below and post using one of the genres below and post
concepts by answering the activities that concepts by answering the activities that
F. Developing Mastery would them learn modern literary genres
follow. follow.
your work on your Facebook page with the your work on your Facebook page with the
presently used by 21st century writers. hashtag #folktalesinthe21stcentury. Use hashtag #folktalesinthe21stcentury. Use
Activity 1 Activity 1
Introduce one by one the 21st Century the rubric as your guide. the rubric as your guide.
Direction: Analyze the content of the picture Direction: Analyze the content of the picture
Literature Genres A. 30-word flash fiction A. 30-word flash fiction
below (Tristan Cafe) and identify its literary below (Tristan Cafe) and identify its literary
B. 5-panel comic B. 5-panel comic
genre. genre.
C. One-page doodle fiction C. One-page doodle fiction
Continue the activity on: What Can Continue the activity on: What Can
Learners Do: Learners Do:
Assessment 1 Assessment 1 As a 21st century learner, retell the old As a 21st century learner, retell the old
Write a 5-10 sentence paragraph Write a 5-10 sentence paragraph Filipino folktale The Sun and the Moon Filipino folktale The Sun and the Moon
describing the characteristics of Tristan describing the characteristics of Tristan using one of the genres below and post using one of the genres below and post
G. Finding Practical Applications of Give examples in each 21st Century
Café that qualifies it as a 21st century Café that qualifies it as a 21st century your work on your Facebook page with the your work on your Facebook page with the
Concepts and Skills in Daily Living Literary Genre
literary piece. Use the paragraph writing literary piece. Use the paragraph writing hashtag #folktalesinthe21stcentury. Use hashtag #folktalesinthe21stcentury. Use
rubric as your guide: Content, Organization, rubric as your guide: Content, Organization, the rubric as your guide. the rubric as your guide.
Mechanics and Grammar Mechanics and Grammar A. 30-word flash fiction A. 30-word flash fiction
B. 5-panel comic B. 5-panel comic
C. One-page doodle fiction C. One-page doodle fiction
What Have Learners Learned What Have Learners Learned

What Have Learners Learned What Have Learners Learned
What Have Learners Learned Reflect on what learners have learned by Reflect on what learners have learned by
Reflect on what learners have learned by Reflect on what learners have learned by
Reflect on what learners have learned by answering the questions that follow. answering the questions that follow.
answering the questions that follow. answering the questions that follow.
answering the questions that follow. 1. What 1. What
1. What are the different 21st century 1. What are the different 21st century
1. What are the conventional literary genres? are the conventional literary genres?
H. Making Generalizations and Abstractions are the conventional literary genres? 2. What are the common characteristics of 2. What are the common characteristics of
literary genres? literary genres?
about the Lesson 2. What are the common characteristics of 2. What are the common characteristics of
2. What are the common characteristics of conventional literary genres? conventional literary genres?
modern literary genres? modern literary genres?
conventional literary genres? 3. What are the different 21st century 3. What are the different 21st century
4. What is the difference between 4. What is the difference between
3. What are the different 21st century literary genres? 4. literary genres? 4.
conventional and modern literary genres? conventional and modern literary genres?
literary genres? What are the common characteristics of What are the common characteristics of
modern literary genres? modern literary genres?
Learners will put into writing the responses Learners will put into writing the responses Learners will put into writing the responses Learners will put into writing the responses Learners will put into writing the responses
I. Evaluating Learning to the three questions about what they to the three questions about what they to the three questions about what they to the three questions about what they to the three questions about what they
learned today. learned today. learned today. learned today. learned today.
J. Additional Activities for Application and None None None None None
Remediation
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
TEACHING DATES AND TIME SEPTEMBER 25-29, 2023 QUARTER: FIRST (1ST SEMESTER)
The learner understands that mastery of the The learner understands that mastery of the The learner understands that mastery of the The learner understands that mastery of the
The learner understands the distinction basic forms, types, techniques and devices of basic forms, types, techniques and devices of basic forms, types, techniques and devices of basic forms, types, techniques and devices of
A. Content Standard between and among creative nonfiction type creative nonfiction enables him/her to creative nonfiction enables him/her to creative nonfiction enables him/her to creative nonfiction enables him/her to
and forms. effectively critique and write creative effectively critique and write creative effectively critique and write creative effectively critique and write creative
nonfiction. nonfiction. nonfiction. nonfiction.
The learner competently delivers an artistic
The learner writes a clear and coherent The learner writes a clear and coherent The learner writes a clear and coherent The learner writes a clear and coherent
presentation summarizing and analyzing the
B. Performance Standard form, theme and techniques of a chosen
critique and an interesting and engaging critique and an interesting and engaging critique and an interesting and engaging critique and an interesting and engaging
creative nonfiction. creative nonfiction. creative nonfiction. creative nonfiction.
creative nonfictional text.
Compare and contrast the various 21st century
literary genres and the Discuss how different contexts enhance the Discuss how different contexts enhance the Discuss how different contexts enhance the Discuss how different contexts enhance the
C. Learning Competencies/ Objectives ones from the earlier genres/periods citing text’s meaning and enrich text’s meaning and enrich text’s meaning and enrich text’s meaning and enrich
their elements, structures the reader’s understanding the reader’s understanding the reader’s understanding the reader’s understanding
and traditions. EN12Lit-Id-25
II. CONTENT Lesson 1 21st Century Literacy Genres Lesson 1 Context and Text’s Meaning Lesson 1 Context and Text’s Meaning Lesson 1 Context and Text’s Meaning Lesson 1 Context and Text’s Meaning
A. References Philippines and the World Week 1 Philippines Week 4 Philippines Week 4 Philippines Week 4 Philippines Week 4
Resources (LR) Portal Websites:
Journal Articles: Example of Imagery and Poetry, Your
Huijen, Tim, van de Grift, Wim, van Boxtel, Dictionary, LoveToKnow 2020
Mustofa, Ali, Hill Jonnie Lynn, “Understanding
Carla and Holthuis, Paul, “Promoting https://examples.yourdictionary.com/examples- Remoto, Danton, Goodreads, “Summer
References Cultural Context in Responding to
Historical Contextualization: The Development of-imagery-poems.html Reading”, Goodreads Inc. 2020,
Friesen C. 21st Century Literary Genres Literature”, Researching the Teaching the
and Testing of Pedagogy”, Faura, Federico, In V. Almario (Ed.), Sagisag https://www.goodreads.com/author/show/
[PowerPoint slides]. Retrieved from Literature in EFL Classroom
B. Other Learning Resources https://www.slideshare.net/darinjohn2/21st-
Journal of Curriculum Studies, 50:3, 410-434,
Context English Language Teaching, Vol. 11,
Kultura (Vol. 1). Manila: National Commission 524322.Danton_Remoto
DOI:10.1080/00220272.2018.1435724, 2018, for https://www.merriam-webster.cm/dictionary
century-literary-genres-by- callefriesen No.6; 2006, ISSN 1916-
https://bookspagez.com/blog/reading- Culture and the Arts, 2015. Retrieved from
4742 E-ISSN 1916-4750, Canadian Center of
comprehension-toolkit-identifyingauthors- https://philippineculturaleducation.com.ph/faur
Science and Education
purpose/ afederico/
IV.PROCEDURE
LOOKING BACK TO YOUR LESSON Recall previous lesson. Ask learners about Recall previous lesson. Ask learners about
Recall previous lesson. Ask learners about: Recall previous lesson. Ask learners about:
Recall previous by letting learners do a the four (4) types of contexts: writer's, the four (4) types of contexts: writer's,
A. Reviewing Previous Lesson or recap of all activities and whatever learning reader's, text'x and social or socio-cultural reader's, text'x and social or socio-cultural
imagery, types of imagery discussed last imagery, types of imagery discussed last
Presenting New Lesson there is in the previous lesson (by writing in contexts. This will help learners to contexts. This will help learners to
time: visual, auditory and kinesthetic. Ask time: visual, auditory and kinesthetic. Ask
them what literary techniques is all about. them what literary techniques is all about.
their notebook). understand the text better. understand the text better.
Explain to learners that this lesson will Explain to learners that this lesson will Explain to learners that this lesson will Explain to learners that this lesson will
helps them specifically develop a skill to helps them specifically develop a skill to helps them specifically develop a skill to helps them specifically develop a skill to
discuss how the different literary social and discuss how the different literary social and discuss how the different literary social and discuss how the different literary social and
socio-cultural contexts enhance the text’s socio-cultural contexts enhance the text’s socio-cultural contexts enhance the text’s socio-cultural contexts enhance the text’s
At the end of the lesson, learners are
meaning and enrich the reader’s meaning and enrich the reader’s meaning and enrich the reader’s meaning and enrich the reader’s
expected to:
understanding. That after going through understanding. That after going through understanding. That after going through understanding. That after going through
1. Differentiate the 21st century literary
this lesson, they are expected to: this lesson, they are expected to: this lesson, they are expected to: this lesson, they are expected to:
genres from the original genres;
B. Establishing the Purpose of the Lesson 2. Enumerate the elements, structures and
1. Identify words, ideas, structure, and 1. Identify words, ideas, structure, and 1. Identify words, ideas, structure, and 1. Identify words, ideas, structure, and
purpose of the text purpose of the text purpose of the text purpose of the text
traditions of each genre.
2. Explore the different social and socio- 2. Explore the different social and socio- 2. Explore the different social and socio- 2. Explore the different social and socio-
3. Appreciate the unique features of each
cultural contexts to enhance and enrich the cultural contexts to enhance and enrich the cultural contexts to enhance and enrich the cultural contexts to enhance and enrich the
genre.
understanding of the text. understanding of the text. understanding of the text. understanding of the text.
3. Appreciate the importance of 3. Appreciate the importance of 3. Appreciate the importance of 3. Appreciate the importance of
understanding the literary context and its understanding the literary context and its understanding the literary context and its understanding the literary context and its
meaning to one’s own life experiences. meaning to one’s own life experiences. meaning to one’s own life experiences. meaning to one’s own life experiences.
Recall the previous lesson they have
studied in Module 2. From the conventional
and modern genre of literature: poetry,
Activity 3 In this lesson, tell learners what the Answer the five (5) questions after Answer the five (5) questions after
drama, fiction, non-fiction,
Directions: Write the similarities and structure of the poem refers to, what accomplishing the three (3) drawings about accomplishing the three (3) drawings about
C. Presenting Examples/ Instances of the differences of the Doodle Fiction, Manga
21st-century literary genres were presented
imagery is and that there are types of the poem Padre Faura Witness The the poem Padre Faura Witness The
Lesson and Graphic Novel using the Compare and
to them. They will fill out the organizer by
Imagery that are used in this module: Execution of Rizal is a poem written by Execution of Rizal is a poem written by
writing LETTERS only under column 2 & 3,
Contrast Graphic Organizer. visual, auditory and kinesthetic. Danton Remoto. Danton Remoto.
write WORDS under column 4. Note: two
letters may be repeated as they answer the
grid.
Padre Faura Witness The Execution of

Assessment 3: Brainstorming
Rizal is a poem written by Danton Remoto,
Group learners accordingly. Instruct them
a Filipino author. Read and try to discover Read and reflect on the importance of a Read and reflect on the importance of a
D. Discussing New Concepts and Practicing to create a blog post based on your answer what this poem wants to convey. Then, Discuss what literary techniques is all
biographical context in understanding a text biographical context in understanding a text
New Skills no. 1 in Activity 3. Use the rubric below as your
answer the essential question that follow. A
about.
by answering the three (3) questions. by answering the three (3) questions.
Guide (Rubric): Content, Sources, and
video clip/s related to the poem will be
Creativity
shown.
Reading and appreciating literature can be Reading and appreciating literature can be
made possible by understanding the made possible by understanding the
context and text’s meaning. During the context and text’s meaning. During the
Assessment 3: Planning reading, there was recognition and recall. reading, there was recognition and recall.
E. Discussing New Concepts and Practicing Learners will create a blog post based on
your answer in Activity 3. Use the rubric Answer the nine (9) questions.
Answer the five (5) questions after reading
Finish the seven (7) given sentences.
Explain to learners that values,
Explain to learners that values,
New Skills no. 2 below as your Guide (Rubric): Content,
the poem.
assumptions, political and economic assumptions, political and economic
Sources, and Creativity issues, and events related to the issues, and events related to the
author and reader play a significant role in author and reader play a significant role in
understanding context and the text’s understanding context and the text’s
meaning in a literary piece. meaning in a literary piece.
Continue the activity on: What Can

Learners Do:
As a 21st century learner, retell the old
Write a two-stanza poem using visual Write a two-stanza poem using visual
Filipino folktale The Sun and the Moon
Explain to learners the four (4) types of Read the poem Earnest wish by Lydia S. imagery. Learners will describe their imagery. Learners will describe their
using one of the genres below and post
contexts: writer's, reader's, text'x and social Villanueva and make the necessary surrounding that mostly influence their line surrounding that mostly influence their line
F. Developing Mastery your work on your Facebook page with the
or socio-cultural contexts. This will help responses to the following given of thought. Refer top the given rubrics with of thought. Refer top the given rubrics with
hashtag #folktalesinthe21stcentury. Use
learners to understand the text better. instructions. the following criteria: form, word usage and the following criteria: form, word usage and
the rubric as your guide.
mental image. mental image.
A. 30-word flash fiction
B. 5-panel comic
C. One-page doodle fiction

Learners Do:
Look at each picture. In Column A, each
picture depicts the event presented in the
G. Finding Practical Applications of your work on your Facebook page with the
Play a video with the title: "Mi Ultimo Adios" poem. In Column B, based on their
Continue doing similar activities. Continue doing similar activities.
Concepts and Skills in Daily Living hashtag #folktalesinthe21stcentury. Use
which is related to the poem about Rizal. understanding of the poem, write what
event happened in each picture and how
do theyfeel about it.
B. 5-panel comic
What Have Learners Learned
Reflect on what learners have learned by
answering the questions that follow.
1. What are the different 21st century Key Takeaways: Ask learners what they
Key Takeaways: Ask learners what they
H. Making Generalizations and Abstractions literary genres?
learned and remembered in today's lesson.
learned and remembered in today's lesson. Key Takeaways: Ask learners what they Key Takeaways: Ask learners what they
about the Lesson 2. What are the common characteristics of learned and remembered in today's lesson. learned and remembered in today's lesson.
modern literary genres?
4. What is the difference between
conventional and modern literary genres?
Learners will put into writing the responses
I. Evaluating Learning to the three questions about what they Continue the unfinished activity. Continue the same activity. Continue the same activity. Continue the same activity.
learned today.
Remediation
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
TEACHING DATES AND TIME OCTOBER 2-6, 2023 QUARTER: FIRST (1ST SEMESTER)
MONDAY (OCTOBER 2) TUESDAY (OCTOBER 3) WEDNESDAY (OCTOBER 4) THURSDAY (OCTOBER 5) FRIDAY (OCTOBER 6)
The learner understands that mastery of the The learner understands that mastery of the The learner understands that mastery of the The learner understands that mastery of the The learner understands that mastery of the
basic forms, types, techniques and devices of basic forms, types, techniques and devices of basic forms, types, techniques and devices of basic forms, types, techniques and devices of basic forms, types, techniques and devices of
A. Content Standard creative nonfiction enables him/her to creative nonfiction enables him/her to creative nonfiction enables him/her to creative nonfiction enables him/her to creative nonfiction enables him/her to
effectively critique and write creative effectively critique and write creative effectively critique and write creative effectively critique and write creative effectively critique and write creative
nonfiction. nonfiction. nonfiction. nonfiction. nonfiction.
The learner writes a clear and coherent The learner writes a clear and coherent The learner writes a clear and coherent The learner writes a clear and coherent The learner writes a clear and coherent
B. Performance Standard critique and an interesting and engaging critique and an interesting and engaging critique and an interesting and engaging critique and an interesting and engaging critique and an interesting and engaging
creative nonfiction. creative nonfiction. creative nonfiction. creative nonfiction. creative nonfiction.
Discuss how different contexts enhance the Discuss how different contexts enhance the Discuss how different contexts enhance the Discuss how different contexts enhance the Discuss how different contexts enhance the
C. Learning Competencies/ Objectives text’s meaning and enrich text’s meaning and enrich text’s meaning and enrich text’s meaning and enrich text’s meaning and enrich
the reader’s understanding the reader’s understanding the reader’s understanding the reader’s understanding the reader’s understanding
II. CONTENT Lesson 1 Context and Text’s Meaning Creative Representation of Literary Text Lesson 1 Context and Text’s Meaning Lesson 1 Context and Text’s Meaning Creative Representation of Literary Text
A. References Philippines and the World Week 1 Philippines Week 4 Philippines Week 4 Philippines Week 4 Philippines Week 5
Websites:
Journal Articles: Example of Imagery and Poetry, Your
Huijen, Tim, van de Grift, Wim, van Boxtel, Dictionary, LoveToKnow 2020
Mustofa, Ali, Hill Jonnie Lynn, “Understanding
Carla and Holthuis, Paul, “Promoting https://examples.yourdictionary.com/examples-
References Cultural Context in Responding to References
Historical Contextualization: The Development of-imagery-poems.html
Friesen C. 21st Century Literary Genres Literature”, Researching the Teaching the https://slideplayer.com/slide/6081002/
and Testing of Pedagogy”, Faura, Federico, In V. Almario (Ed.), Sagisag
[PowerPoint slides]. Retrieved from Literature in EFL Classroom https://mlpp.pressbooks.pub/writingsuccess/
B. Other Learning Resources https://www.slideshare.net/darinjohn2/21st-
Journal of Curriculum Studies, 50:3, 410-434,
Context English Language Teaching, Vol. 11,
Kultura (Vol. 1). Manila: National Commission
chapter/8-3-drafting/
DOI:10.1080/00220272.2018.1435724, 2018, for
century-literary-genres-by- callefriesen No.6; 2006, ISSN 1916-
https://bookspagez.com/blog/reading- Culture and the Arts, 2015. Retrieved from
4742 E-ISSN 1916-4750, Canadian Center of
comprehension-toolkit-identifyingauthors- https://philippineculturaleducation.com.ph/faur
Science and Education
purpose/ afederico/
IV.PROCEDURE
Discuss the new lesson by asking learners
the following questions: How do you
interpret literary texts? What methods and
tools do you use in trying to Benitez,
LOOKING BACK TO YOUR LESSON Recall previous lesson. Ask learners about Recall previous lesson. Ask learners about
Recall previous lesson. Ask learners about: Zildjian, “Ang Pipit.” Last uploaded April 13,
Recall previous by letting learners do a the four (4) types of contexts: writer's, the four (4) types of contexts: writer's,
A. Reviewing Previous Lesson or recap of all activities and whatever learning reader's, text'x and social or socio-cultural reader's, text'x and social or socio-cultural
imagery, types of imagery discussed last 2016. Video, 4:09.
Presenting New Lesson time: visual, auditory and kinesthetic. Ask https://www.youtube.com/watch?
there is in the previous lesson (by writing in contexts. This will help learners to contexts. This will help learners to
them what literary techniques is all about. v=hPa0rjDtVMQ
their notebook). understand the text better. understand the text better.
Computer Hope. “Slide show.” Last
modified April 1, 2018.
https://www.computerhope.com/jargon/s/
slidesho.htm
Explain to learners that this lesson will Explain to learners that this lesson will Explain to learners that this lesson will
After going through this lesson, learners
helps them specifically develop a skill to helps them specifically develop a skill to helps them specifically develop a skill to
are expected to:
discuss how the different literary social and discuss how the different literary social and discuss how the different literary social and
1. demonstrate an understanding of the
socio-cultural contexts enhance the text’s socio-cultural contexts enhance the text’s socio-cultural contexts enhance the text’s
At the end of the lesson, learners are anecdote;
meaning and enrich the reader’s meaning and enrich the reader’s meaning and enrich the reader’s
expected to: 2. interpret the anecdote using appropriate
understanding. That after going through understanding. That after going through understanding. That after going through
1. Differentiate the 21st century literary multimedia format;
this lesson, they are expected to: this lesson, they are expected to: this lesson, they are expected to:
genres from the original genres; 3. apply ICT skills in crafting an adaptation
B. Establishing the Purpose of the Lesson 2. Enumerate the elements, structures and
1. Identify words, ideas, structure, and 1. Identify words, ideas, structure, and 1. Identify words, ideas, structure, and
of a literary text; and
purpose of the text purpose of the text purpose of the text
traditions of each genre. 4. show an appreciation on the use of
2. Explore the different social and socio- 2. Explore the different social and socio- 2. Explore the different social and socio-
3. Appreciate the unique features of each multimedia to creatively interpret a literary
cultural contexts to enhance and enrich the cultural contexts to enhance and enrich the cultural contexts to enhance and enrich the
genre. text.
understanding of the text. understanding of the text. understanding of the text.
2. Peer-edit and revise other’s draft based
3. Appreciate the importance of 3. Appreciate the importance of 3. Appreciate the importance of
on a well- written creative nonfiction; and
understanding the literary context and its understanding the literary context and its understanding the literary context and its
3. Write a mini critique of a peer’s work.
meaning to one’s own life experiences. meaning to one’s own life experiences. meaning to one’s own life experiences.
In this module, learners will be learning

that close analysis and critical
interpretations of literary texts could be
Recall the previous lesson they have done through
studied in Module 2. From the conventional the use of varied multimedia formats aside
and modern genre of literature: poetry, from understanding the contexts of a
Activity 3 In this lesson, tell learners what the Answer the five (5) questions after
drama, fiction, non-fiction, literary piece. But before you learn
Directions: Write the similarities and structure of the poem refers to, what accomplishing the three (3) drawings about
C. Presenting Examples/ Instances of the differences of the Doodle Fiction, Manga
21st-century literary genres were presented
imagery is and that there are types of the poem Padre Faura Witness The
something new, try to do the activity below.
Lesson to them. They will fill out the organizer by Answer
and Graphic Novel using the Compare and Imagery that are used in this module: Execution of Rizal is a poem written by
writing LETTERS only under column 2 & 3, the following questions on a piece of paper.
Contrast Graphic Organizer. visual, auditory and kinesthetic. Danton Remoto.
write WORDS under column 4. Note: two 1. Who authored the poem, “Padre Faura
letters may be repeated as they answer the Witnesses the Execution of Rizal”?
grid. 2. What is a biography?
3. Which type of context is formed by the
beliefs, experiences, education and culture
of the author?
Do What’s More : Watch the video of a

group of students interpreting the song of
Levi Celerio, “Ang
Padre Faura Witness The Execution of Pipit.” Video link
Assessment 3: Brainstorming
Rizal is a poem written by Danton Remoto, https://www.youtube.com/watch?
Group learners accordingly. Instruct them
D. Discussing New Concepts and Practicing to create a blog post based on your answer a what
Filipino author. Read and try to discover
this poem wants to convey. Then,
Discuss what literary techniques is all
Read and reflect on the importance of a
biographical context in understanding a text
v=hPa0rjDtVMQ
After watching the video, answer the
New Skills no. 1 in Activity 3. Use the rubric below as your about.
answer the essential question that follow. A by answering the three (3) questions. following questions:
Guide (Rubric): Content, Sources, and
video clip/s related to the poem will be 1. What message does the lyricist, Levi
Creativity
shown. Celerio, convey in his song?
2. How did the students interpret the song?
3. What media platform did the students
use in interpreting the song?
Reading and appreciating literature can be
made possible by understanding the
context and text’s meaning. During the
Assessment 3: Planning reading, there was recognition and recall.
E. Discussing New Concepts and Practicing Learners will create a blog post based on
your answer in Activity 3. Use the rubric Answer the nine (9) questions.
Answer the five (5) questions after reading
Explain to learners that values, Gather learners' reaction about the video.
New Skills no. 2 the poem.
below as your Guide (Rubric): Content, assumptions, political and economic
Sources, and Creativity issues, and events related to the
author and reader play a significant role in
understanding context and the text’s
meaning in a literary piece.

Learners Do:
Write a two-stanza poem using visual
Explain to learners the four (4) types of Read the poem Earnest wish by Lydia S. imagery. Learners will describe their Discuss what multimedia is about and
contexts: writer's, reader's, text'x and social Villanueva and make the necessary surrounding that mostly influence their line some of the multimedia formats that you
F. Developing Mastery your work on your Facebook page with the
or socio-cultural contexts. This will help responses to the following given of thought. Refer top the given rubrics with can use to creatively
learners to understand the text better. instructions. the following criteria: form, word usage and interpret various genres of literary texts.
mental image.
B. 5-panel comic

Learners Do:
Look at each picture. In Column A, each
picture depicts the event presented in the
G. Finding Practical Applications of your work on your Facebook page with the
Play a video with the title: "Mi Ultimo Adios" poem. In Column B, based on their
Continue doing similar activities. Play a video about multimedia.
Concepts and Skills in Daily Living which is related to the poem about Rizal. understanding of the poem, write what
event happened in each picture and how
do theyfeel about it.
B. 5-panel comic
Mind Mapping: Do the following instructions

What Have Learners Learned
below.
Reflect on what learners have learned by
1. Create a cluster map as shown below
answering the questions that follow.
using Microsoft Word.
1. What are the different 21st century Key Takeaways: Ask learners what they
Key Takeaways: Ask learners what they 2. Write related concepts on multimedia
H. Making Generalizations and Abstractions literary genres?
learned and remembered in today's lesson.
learned and remembered in today's lesson. Key Takeaways: Ask learners what they
formats used to interpret literary texts
about the Lesson 2. What are the common characteristics of learned and remembered in today's lesson.
in the cluster map.
modern literary genres?
3. Write a brief explanation of the cluster
4. What is the difference between
map
conventional and modern literary genres?
4. Send your output to your teacher via
messenger.
Activity 2. Mobile Text tula: Do the

following.
1. Read the transcriptions on page 52 or
watch again the video clip, “Ang Pipit”,
Learners will put into writing the responses
by Levi Celerio.
I. Evaluating Learning to the three questions about what they Continue the unfinished activity. Continue the same activity. Continue the same activity.
2. Create a mobile phone text tula reflecting
learned today.
your interpretation on the message
of the song.
3. Send your output to your teacher via text
messaging.
Remediation
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
Discuss how different contexts enhance the Discuss how different contexts enhance the Revise the draft based on desirable qualities of Revise the draft based on desirable qualities of Revise the draft based on desirable qualities of
C. Learning Competencies/ Objectives text’s meaning and enrich text’s meaning and enrich well-written creative nonfiction well-written creative nonfiction well-written creative nonfiction
the reader’s understanding the reader’s understanding HUMSS_CNF11/12-IIg-j-20 HUMSS_CNF11/12-IIg-j-20 HUMSS_CNF11/12-IIg-j-20
II. CONTENT Lesson 1 Context and Text’s Meaning Creative Representation of Literary Text Creative Representation of Literary Text Creative Representation of Literary Text Creative Representation of Literary Text
A. References Philippines Week 4 Philippines Week 5 Philippines Week 5 Philippines Week 5 Philippines Week 5
Websites:
Example of Imagery and Poetry, Your
Dictionary, LoveToKnow 2020
https://examples.yourdictionary.com/examples-
References References References References
of-imagery-poems.html
https://slideplayer.com/slide/6081002/ https://slideplayer.com/slide/6081002/ https://slideplayer.com/slide/6081002/ https://slideplayer.com/slide/6081002/
Faura, Federico, In V. Almario (Ed.), Sagisag
https://mlpp.pressbooks.pub/writingsuccess/ https://mlpp.pressbooks.pub/writingsuccess/ https://mlpp.pressbooks.pub/writingsuccess/ https://mlpp.pressbooks.pub/writingsuccess/
B. Other Learning Resources Kultura (Vol. 1). Manila: National Commission
chapter/8-3-drafting/ chapter/8-3-drafting/ chapter/8-3-drafting/ chapter/8-3-drafting/
for
Culture and the Arts, 2015. Retrieved from
https://philippineculturaleducation.com.ph/faur
afederico/
IV.PROCEDURE
Discuss the new lesson by asking learners Discuss the new lesson by asking learners
the following questions: How do you the following questions: How do you
interpret literary texts? What methods and interpret literary texts? What methods and
Ask learners these questions: Have you
tools do you use in trying to Benitez, tools do you use in trying to Benitez,
applied computer programs and
Recall previous lesson. Ask learners about: Zildjian, “Ang Pipit.” Last uploaded April 13, Zildjian, “Ang Pipit.” Last uploaded April 13,
applications in doing school-related tasks
A. Reviewing Previous Lesson or imagery, types of imagery discussed last 2016. Video, 4:09. 2016. Video, 4:09. Recall previous lesson. Asked learners
like studying literature? What computer
Presenting New Lesson time: visual, auditory and kinesthetic. Ask https://www.youtube.com/watch? https://www.youtube.com/watch? where the lesson stopped last time.
programs and applications have you used?
them what literary techniques is all about. v=hPa0rjDtVMQ v=hPa0rjDtVMQ
Does using these ICT tools make your
Computer Hope. “Slide show.” Last Computer Hope. “Slide show.” Last
learning more meaningful and exciting?
modified April 1, 2018. modified April 1, 2018.
https://www.computerhope.com/jargon/s/ https://www.computerhope.com/jargon/s/
slidesho.htm slidesho.htm
Explain to learners that this lesson will
After going through this lesson, learners After going through this lesson, learners After going through this lesson, learners After going through this lesson, learners
helps them specifically develop a skill to
are expected to: are expected to: are expected to: are expected to:
discuss how the different literary social and
1. demonstrate an understanding of the 1. demonstrate an understanding of the 1. demonstrate an understanding of the 1. demonstrate an understanding of the
socio-cultural contexts enhance the text’s
anecdote; anecdote; anecdote; anecdote;
meaning and enrich the reader’s
2. interpret the anecdote using appropriate 2. interpret the anecdote using appropriate 2. interpret the anecdote using appropriate 2. interpret the anecdote using appropriate
understanding. That after going through
multimedia format; multimedia format; multimedia format; multimedia format;
this lesson, they are expected to:
3. apply ICT skills in crafting an adaptation 3. apply ICT skills in crafting an adaptation 3. apply ICT skills in crafting an adaptation 3. apply ICT skills in crafting an adaptation
B. Establishing the Purpose of the Lesson 1. Identify words, ideas, structure, and
of a literary text; and of a literary text; and of a literary text; and of a literary text; and
purpose of the text
4. show an appreciation on the use of 4. show an appreciation on the use of 4. show an appreciation on the use of 4. show an appreciation on the use of
2. Explore the different social and socio-
multimedia to creatively interpret a literary multimedia to creatively interpret a literary multimedia to creatively interpret a literary multimedia to creatively interpret a literary
cultural contexts to enhance and enrich the
text. text. text. text.
understanding of the text.
2. Peer-edit and revise other’s draft based 2. Peer-edit and revise other’s draft based 2. Peer-edit and revise other’s draft based 2. Peer-edit and revise other’s draft based
3. Appreciate the importance of
on a well- written creative nonfiction; and on a well- written creative nonfiction; and on a well- written creative nonfiction; and on a well- written creative nonfiction; and
understanding the literary context and its
3. Write a mini critique of a peer’s work. 3. Write a mini critique of a peer’s work. 3. Write a mini critique of a peer’s work. 3. Write a mini critique of a peer’s work.
meaning to one’s own life experiences.
In this module, learners will be learning In this module, learners will be learning
that close analysis and critical that close analysis and critical
Tell learners that in the previous lesson,
interpretations of literary texts could be interpretations of literary texts could be
What I Can Do (this can be accomplished they have learned about the multimedia
done through done through
by a group). Instruct learners to follow the formats that they can use to creatively
the use of varied multimedia formats aside the use of varied multimedia formats aside
Directions: understand and interpret a literary text.
from understanding the contexts of a from understanding the contexts of a
Answer the five (5) questions after 1. Read the poem, “Apo On the Wall” by Bj Lesson 2 will introduce them to an analysis
literary piece. But before you learn literary piece. But before you learn
accomplishing the three (3) drawings about Patino. of an anecdote with the use of multimedia
C. Presenting Examples/ Instances of the the poem Padre Faura Witness The
something new, try to do the activity below. something new, try to do the activity below.
2. Interview people about their experiences in furtherance of their ICT skills. Before
Lesson Answer Answer
Execution of Rizal is a poem written by during the Martial Law. they learn something new, learners will try
the following questions on a piece of paper. the following questions on a piece of paper.
Danton Remoto. 3. Create a collage of photos using to do the activity below. Follow the
1. Who authored the poem, “Padre Faura 1. Who authored the poem, “Padre Faura
PowerPoint depicting the experiences of directions: Identify the type of multimedia
Witnesses the Execution of Rizal”? Witnesses the Execution of Rizal”?
people during Martial Law. Write a brief format described in each of the statements
2. What is a biography? 2. What is a biography?
description to your work. below. Write the answer on a piece of
3. Which type of context is formed by the 3. Which type of context is formed by the
paper.
beliefs, experiences, education and culture beliefs, experiences, education and culture
of the author? of the author?
Do What’s More : Watch the video of a Do What’s More : Watch the video of a
group of students interpreting the song of group of students interpreting the song of
Levi Celerio, “Ang Levi Celerio, “Ang
What’s New
Pipit.” Video link Pipit.” Video link
Show the picture of children playing. Read
https://www.youtube.com/watch? https://www.youtube.com/watch?
to learners the Directions: Study the picture
Read and reflect on the importance of a v=hPa0rjDtVMQ v=hPa0rjDtVMQ
D. Discussing New Concepts and Practicing biographical context in understanding a text After watching the video, answer the After watching the video, answer the
Play the videos about the poem "Apo on below. Post on your Facebook wall a
New Skills no. 1 the Wall". personal experience related to the picture
by answering the three (3) questions. following questions: following questions:
below. Then, invite your FB friends to give
1. What message does the lyricist, Levi 1. What message does the lyricist, Levi
their comments and to share their own
Celerio, convey in his song? Celerio, convey in his song?
experiences as well.
2. How did the students interpret the song? 2. How did the students interpret the song?
3. What media platform did the students 3. What media platform did the students
use in interpreting the song? use in interpreting the song?

read an anecdote? Have you ever retold a
reading, there was recognition and recall.
personal experience to someone? How do
E. Discussing New Concepts and Practicing Explain to learners that values, Gather learners' reaction about the video. Gather learners' reaction about the video.
Ask learners about their reaction on the you find recalling past experiences? Read
New Skills no. 2 video/s. the anecdote: "Home of the Ashfall"(an
assumptions, political and economic
excerpt) by John Jack G. Wigley. A video
issues, and events related to the
presentation will be played after reading the
anecdote

imagery. Learners will describe their Discuss what multimedia is about and Discuss what multimedia is about and
surrounding that mostly influence their line some of the multimedia formats that you some of the multimedia formats that you Answer the Assessment Test on pages 43-
F. Developing Mastery of thought. Refer top the given rubrics with can use to creatively can use to creatively 45.
Explain the four purposes of anecdotes.
the following criteria: form, word usage and interpret various genres of literary texts. interpret various genres of literary texts.
mental image.
Activity 1
1. Watch the short video on YouTube
entitled “Salbabida Story”.
Video Link:
Additional Activities
(http://www.youtube.com/watch?
Directions: Create a character sketch of the
v=xYNv32ZqwmQ)
persona’s father in the poem, “Apo On
2. Pick out some lines (at least three)
the Wall”. The character sketch must
G. Finding Practical Applications of Continue doing similar activities. Play a video about multimedia. Play a video about multimedia. highlight the physical and behavioral
wherein the speakers look back at
Concepts and Skills in Daily Living some of their experiences. 3. After writing
attributes
down some of the lines about their
as described in the poem. Choose an
memories, they will compose their own
appropriate multimedia format in creating a
interpretation of what they think the video is
character sketch.
about. Write a text tula as a
tribute to the people in the video and
acknowledge their share in the society
by helping other people.
Mind Mapping: Do the following instructions Mind Mapping: Do the following instructions
below. below.
1. Create a cluster map as shown below 1. Create a cluster map as shown below
using Microsoft Word. using Microsoft Word.
2. Write related concepts on multimedia 2. Write related concepts on multimedia
H. Making Generalizations and Abstractions Key Takeaways: Ask learners what they
formats used to interpret literary texts formats used to interpret literary texts
Ask again learners about their take aways Ask again learners about their take aways
about the Lesson learned and remembered in today's lesson. in today's lesson. in today's lesson.
in the cluster map. in the cluster map.
3. Write a brief explanation of the cluster 3. Write a brief explanation of the cluster
map map
4. Send your output to your teacher via 4. Send your output to your teacher via
messenger. messenger.
Activity 2. Mobile Text tula: Do the Activity 2. Mobile Text tula: Do the
following. following.
1. Read the transcriptions on page 52 or 1. Read the transcriptions on page 52 or
watch again the video clip, “Ang Pipit”, watch again the video clip, “Ang Pipit”,
by Levi Celerio. by Levi Celerio. Continue the same or other tasks that need Continue the same or other tasks that need
I. Evaluating Learning Continue the same activity.
2. Create a mobile phone text tula reflecting 2. Create a mobile phone text tula reflecting to be accomplished. to be accomplished.
your interpretation on the message your interpretation on the message
of the song. of the song.
3. Send your output to your teacher via text 3. Send your output to your teacher via text
messaging. messaging.
Remediation
V. REMARKS
evaluation



Why did this work?


dpf2022-2023
Discuss how different contexts enhance the Discuss how different contexts enhance the Revise the draft based on desirable qualities of Revise the draft based on desirable qualities of Revise the draft based on desirable qualities of
C. Learning Competencies/ Objectives text’s meaning and enrich text’s meaning and enrich well-written creative nonfiction well-written creative nonfiction well-written creative nonfiction
the reader’s understanding the reader’s understanding HUMSS_CNF11/12-IIg-j-20 HUMSS_CNF11/12-IIg-j-20 HUMSS_CNF11/12-IIg-j-20
II. CONTENT Lesson 1 Context and Text’s Meaning Creative Representation of Literary Text Creative Representation of Literary Text Creative Representation of Literary Text Creative Representation of Literary Text
A. References Philippines Week 4 Philippines Week 5 Philippines Week 5 Philippines Week 5 Philippines Week 5
Websites:
Example of Imagery and Poetry, Your
Dictionary, LoveToKnow 2020
https://examples.yourdictionary.com/examples-
References References References References
of-imagery-poems.html
https://slideplayer.com/slide/6081002/ https://slideplayer.com/slide/6081002/ https://slideplayer.com/slide/6081002/ https://slideplayer.com/slide/6081002/
Faura, Federico, In V. Almario (Ed.), Sagisag
https://mlpp.pressbooks.pub/writingsuccess/ https://mlpp.pressbooks.pub/writingsuccess/ https://mlpp.pressbooks.pub/writingsuccess/ https://mlpp.pressbooks.pub/writingsuccess/
B. Other Learning Resources Kultura (Vol. 1). Manila: National Commission
chapter/8-3-drafting/ chapter/8-3-drafting/ chapter/8-3-drafting/ chapter/8-3-drafting/
for
Culture and the Arts, 2015. Retrieved from
https://philippineculturaleducation.com.ph/faur
afederico/
IV.PROCEDURE
Discuss the new lesson by asking learners Discuss the new lesson by asking learners
the following questions: How do you the following questions: How do you
interpret literary texts? What methods and interpret literary texts? What methods and
tools do you use in trying to Benitez, tools do you use in trying to Benitez,
applied computer programs and
Recall previous lesson. Ask learners about: Zildjian, “Ang Pipit.” Last uploaded April 13, Zildjian, “Ang Pipit.” Last uploaded April 13,
applications in doing school-related tasks
A. Reviewing Previous Lesson or imagery, types of imagery discussed last 2016. Video, 4:09. 2016. Video, 4:09. Recall previous lesson. Asked learners
like studying literature? What computer
Presenting New Lesson time: visual, auditory and kinesthetic. Ask https://www.youtube.com/watch? https://www.youtube.com/watch? where the lesson stopped last time.
programs and applications have you used?
them what literary techniques is all about. v=hPa0rjDtVMQ v=hPa0rjDtVMQ
Does using these ICT tools make your
Computer Hope. “Slide show.” Last Computer Hope. “Slide show.” Last
learning more meaningful and exciting?
modified April 1, 2018. modified April 1, 2018.
https://www.computerhope.com/jargon/s/ https://www.computerhope.com/jargon/s/
slidesho.htm slidesho.htm
Explain to learners that this lesson will
After going through this lesson, learners After going through this lesson, learners After going through this lesson, learners After going through this lesson, learners
helps them specifically develop a skill to
are expected to: are expected to: are expected to: are expected to:
discuss how the different literary social and
1. demonstrate an understanding of the 1. demonstrate an understanding of the 1. demonstrate an understanding of the 1. demonstrate an understanding of the
socio-cultural contexts enhance the text’s
anecdote; anecdote; anecdote; anecdote;
meaning and enrich the reader’s
2. interpret the anecdote using appropriate 2. interpret the anecdote using appropriate 2. interpret the anecdote using appropriate 2. interpret the anecdote using appropriate
understanding. That after going through
multimedia format; multimedia format; multimedia format; multimedia format;
this lesson, they are expected to:
3. apply ICT skills in crafting an adaptation 3. apply ICT skills in crafting an adaptation 3. apply ICT skills in crafting an adaptation 3. apply ICT skills in crafting an adaptation
B. Establishing the Purpose of the Lesson 1. Identify words, ideas, structure, and
of a literary text; and of a literary text; and of a literary text; and of a literary text; and
purpose of the text
4. show an appreciation on the use of 4. show an appreciation on the use of 4. show an appreciation on the use of 4. show an appreciation on the use of
2. Explore the different social and socio-
multimedia to creatively interpret a literary multimedia to creatively interpret a literary multimedia to creatively interpret a literary multimedia to creatively interpret a literary
cultural contexts to enhance and enrich the
text. text. text. text.
understanding of the text.
2. Peer-edit and revise other’s draft based 2. Peer-edit and revise other’s draft based 2. Peer-edit and revise other’s draft based 2. Peer-edit and revise other’s draft based
3. Appreciate the importance of
on a well- written creative nonfiction; and on a well- written creative nonfiction; and on a well- written creative nonfiction; and on a well- written creative nonfiction; and
understanding the literary context and its
3. Write a mini critique of a peer’s work. 3. Write a mini critique of a peer’s work. 3. Write a mini critique of a peer’s work. 3. Write a mini critique of a peer’s work.
meaning to one’s own life experiences.
In this module, learners will be learning In this module, learners will be learning
that close analysis and critical that close analysis and critical
Tell learners that in the previous lesson,
interpretations of literary texts could be interpretations of literary texts could be
What I Can Do (this can be accomplished they have learned about the multimedia
done through done through
by a group). Instruct learners to follow the formats that they can use to creatively
the use of varied multimedia formats aside the use of varied multimedia formats aside
Directions: understand and interpret a literary text.
from understanding the contexts of a from understanding the contexts of a
Answer the five (5) questions after 1. Read the poem, “Apo On the Wall” by Bj Lesson 2 will introduce them to an analysis
literary piece. But before you learn literary piece. But before you learn
accomplishing the three (3) drawings about Patino. of an anecdote with the use of multimedia
C. Presenting Examples/ Instances of the the poem Padre Faura Witness The
something new, try to do the activity below. something new, try to do the activity below.
2. Interview people about their experiences in furtherance of their ICT skills. Before
Lesson Answer Answer
Execution of Rizal is a poem written by during the Martial Law. they learn something new, learners will try
the following questions on a piece of paper. the following questions on a piece of paper.
Danton Remoto. 3. Create a collage of photos using to do the activity below. Follow the
1. Who authored the poem, “Padre Faura 1. Who authored the poem, “Padre Faura
PowerPoint depicting the experiences of directions: Identify the type of multimedia
Witnesses the Execution of Rizal”? Witnesses the Execution of Rizal”?
people during Martial Law. Write a brief format described in each of the statements
2. What is a biography? 2. What is a biography?
description to your work. below. Write the answer on a piece of
3. Which type of context is formed by the 3. Which type of context is formed by the
paper.
beliefs, experiences, education and culture beliefs, experiences, education and culture
of the author? of the author?
Do What’s More : Watch the video of a Do What’s More : Watch the video of a
group of students interpreting the song of group of students interpreting the song of
Levi Celerio, “Ang Levi Celerio, “Ang
What’s New
Pipit.” Video link Pipit.” Video link
Show the picture of children playing. Read
https://www.youtube.com/watch? https://www.youtube.com/watch?
to learners the Directions: Study the picture
Read and reflect on the importance of a v=hPa0rjDtVMQ v=hPa0rjDtVMQ
D. Discussing New Concepts and Practicing biographical context in understanding a text After watching the video, answer the After watching the video, answer the
Play the videos about the poem "Apo on below. Post on your Facebook wall a
New Skills no. 1 the Wall". personal experience related to the picture
by answering the three (3) questions. following questions: following questions:
below. Then, invite your FB friends to give
1. What message does the lyricist, Levi 1. What message does the lyricist, Levi
their comments and to share their own
Celerio, convey in his song? Celerio, convey in his song?
experiences as well.
2. How did the students interpret the song? 2. How did the students interpret the song?
3. What media platform did the students 3. What media platform did the students
use in interpreting the song? use in interpreting the song?

read an anecdote? Have you ever retold a
reading, there was recognition and recall.
personal experience to someone? How do
E. Discussing New Concepts and Practicing Explain to learners that values, Gather learners' reaction about the video. Gather learners' reaction about the video.
Ask learners about their reaction on the you find recalling past experiences? Read
New Skills no. 2 video/s. the anecdote: "Home of the Ashfall"(an
assumptions, political and economic
excerpt) by John Jack G. Wigley. A video
issues, and events related to the
presentation will be played after reading the
anecdote
imagery. Learners will describe their Discuss what multimedia is about and Discuss what multimedia is about and
surrounding that mostly influence their line some of the multimedia formats that you some of the multimedia formats that you Answer the Assessment Test on pages 43-
F. Developing Mastery of thought. Refer top the given rubrics with can use to creatively can use to creatively 45.
Explain the four purposes of anecdotes.
the following criteria: form, word usage and interpret various genres of literary texts. interpret various genres of literary texts.
mental image.
Activity 1
1. Watch the short video on YouTube
entitled “Salbabida Story”.
Video Link:
Additional Activities
(http://www.youtube.com/watch?
Directions: Create a character sketch of the
v=xYNv32ZqwmQ)
persona’s father in the poem, “Apo On
2. Pick out some lines (at least three)
the Wall”. The character sketch must
G. Finding Practical Applications of Continue doing similar activities. Play a video about multimedia. Play a video about multimedia. highlight the physical and behavioral
wherein the speakers look back at
Concepts and Skills in Daily Living some of their experiences. 3. After writing
attributes
down some of the lines about their
as described in the poem. Choose an
memories, they will compose their own
appropriate multimedia format in creating a
interpretation of what they think the video is
character sketch.
about. Write a text tula as a
tribute to the people in the video and
acknowledge their share in the society
by helping other people.
Mind Mapping: Do the following instructions Mind Mapping: Do the following instructions
below. below.
1. Create a cluster map as shown below 1. Create a cluster map as shown below
using Microsoft Word. using Microsoft Word.
2. Write related concepts on multimedia 2. Write related concepts on multimedia
H. Making Generalizations and Abstractions Key Takeaways: Ask learners what they
formats used to interpret literary texts formats used to interpret literary texts
Ask again learners about their take aways Ask again learners about their take aways
about the Lesson learned and remembered in today's lesson. in today's lesson. in today's lesson.
in the cluster map. in the cluster map.
3. Write a brief explanation of the cluster 3. Write a brief explanation of the cluster
map map
4. Send your output to your teacher via 4. Send your output to your teacher via
messenger. messenger.
Activity 2. Mobile Text tula: Do the Activity 2. Mobile Text tula: Do the
following. following.
1. Read the transcriptions on page 52 or 1. Read the transcriptions on page 52 or
watch again the video clip, “Ang Pipit”, watch again the video clip, “Ang Pipit”,
by Levi Celerio. by Levi Celerio. Continue the same or other tasks that need Continue the same or other tasks that need
I. Evaluating Learning Continue the same activity.
2. Create a mobile phone text tula reflecting 2. Create a mobile phone text tula reflecting to be accomplished. to be accomplished.
your interpretation on the message your interpretation on the message
of the song. of the song.
3. Send your output to your teacher via text 3. Send your output to your teacher via text
messaging. messaging.
Remediation
V. REMARKS
evaluation



Why did this work?


dpf2022-2023
A. Content Standard Review for the PERIODICAL TEST Summative Test FIRST PERIODICAL TEST (DAY 1) FIRST PERIODICAL TEST (DAY 2) Checking and Analysis of Item and Score
B. Performance Standard
C. Learning Competencies/ Objectives
II. CONTENT
A. References
1. Teacher's Guide Page
2. Learner's Material Page
3. Textbook Page
4. Additional Materials for Learning
B. Other Learning Resources
IV.PROCEDURE
A. Reviewing Previous Lesson or
Presenting New Lesson
B. Establishing the Purpose of the Lesson
C. Presenting Examples/ Instances of the
Lesson
D. Discussing New Concepts and Practicing
New Skills no. 1
E. Discussing New Concepts and Practicing
New Skills no. 2
F. Developing Mastery
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
J. Additional Activities for Application and
Remediation
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
TEACHING DATES AND TIME OCTOBER 30-NOVEMBER 3, 2023 QUARTER: FIRST (1ST SEMESTER)
MONDAY (OCTOBER 30) TUESDAY (OCTOBER 31) WEDNESDAY (NOVEMBER 1) THURSDAY (NOVEMBER 2) FRIDAY (NOVEMBER 3)
MODULAR DELIVERY MODE for learners MODULAR DELIVERY MODE for learners
A. Content Standard BARANGAY ELECTIONS
with incomplete outputs
ALL SAINTS' DAY (HOLIDAY) ALL SOULS' DAY (HOLIDAY)
with incomplete outputs
B. Performance Standard
C. Learning Competencies/ Objectives
II. CONTENT
A. References
1. Teacher's Guide Page
2. Learner's Material Page
3. Textbook Page
4. Additional Materials for Learning
B. Other Learning Resources
IV.PROCEDURE
A. Reviewing Previous Lesson or
Presenting New Lesson
B. Establishing the Purpose of the Lesson
C. Presenting Examples/ Instances of the
Lesson
D. Discussing New Concepts and Practicing
New Skills no. 1
E. Discussing New Concepts and Practicing
New Skills no. 2
F. Developing Mastery
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and Abstractions
about the Lesson
I. Evaluating Learning
J. Additional Activities for Application and
Remediation
V. REMARKS
evaluation



Why did this work?



TEACHING DATES AND TIME NOVEMBER 6-10, 2023 QUARTER: SECOND (2nd SEMESTER)
MONDAY (NOVEMBER 6) TUESDAY (NOVEMBER 7) WEDNESDAY (NOVEMBER 8) THURSDAY (NOVEMBER 9) FRIDAY (NOVEMBER 10)
A. Content Standard appreciate literary texts in various genres appreciate literary texts in various genres appreciate literary texts in various genres appreciate literary texts in various genres appreciate literary texts in various genres
across national literature and cultures. across national literature and cultures. across national literature and cultures. across national literature and cultures. across national literature and cultures.
understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century
literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written
close close close close close
B. Performance Standard analysis and critical interpretation of a literary analysis and critical interpretation of a literary analysis and critical interpretation of a literary analysis and critical interpretation of a literary analysis and critical interpretation of a literary
text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a
description of its context derived from description of its context derived from description of its context derived from description of its context derived from description of its context derived from
research. research. research. research. research.
Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
interpretation of literary texts, applying a interpretation of literary texts, applying a interpretation of literary texts, applying a interpretation of literary texts, applying a interpretation of literary texts, applying a
reading approach, and doing an adaptation of reading approach, and doing an adaptation of reading approach, and doing an adaptation of reading approach, and doing an adaptation of reading approach, and doing an adaptation of
C. Learning Competencies/ Objectives these, require from the learner the ability to these, require from the learner the ability to these, require from the learner the ability to these, require from the learner the ability to these, require from the learner the ability to
identify: representative texts and authors from identify: representative texts and authors from identify: representative texts and authors from identify: representative texts and authors from identify: representative texts and authors from
Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America,
and Africa. EN12Lit-IIa-22 and Africa. EN12Lit-IIa-23 and Africa. EN12Lit-IIa-24 and Africa. EN12Lit-IIa-25 and Africa. EN12Lit-IIa-26
Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis
II. CONTENT and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts
Applying a Reading Approach Applying a Reading Approach Applying a Reading Approach Applying a Reading Approach Applying a Reading Approach
Critical Analysis:
Marra, Anthony, Chechnya, Narrative Sanchez et al. (2001) 21st Century Literature
https://www2.southeastern.edu/Academics/Fac
Magazine(2003), from the Philippines and the World
ulty/elejeune/critique.htm Kumagai, Naoko, Shimenawa, Banana Writers
Malik, Rasaq, In Another World, New https://www.narrativemagazine.com/issues/fall- Thety Anggraini, Lianasari, A Teaching
https://www2 Online Magazine by PP
Generation African Poets: A ChapbookBox Set 2009/springcontest-winners/chechnya- Method: Reading Approach English
.southeastern.edu/Academics/Faculty/elejeune Wong
A. References /critique.htm https://www.bananawriters.com/japanesedarks
(Tano), Used with permission of Akashic anthony-marra Education Study Program Sriwijaya University,
Books, 2018 Maya, Angelou, Equality, Family Friend June 12, 2011
Ibbotson, Eva, The Journey to the River, tory
https://lithub.com/three-poems-from-new- Poems, 2006 FFP Inc. https://novaekasari09.wordpress.com/
MacMillan, 2001,
generation-african-poets/ https://www.familyfriendpoems.com/poem/equ 2011/06/12/a-teaching-methodreading-
https://en.wikipedia/wiki/Journey_to_the_River
ality-by-maya-angelou approach/
_Sea
1. Teacher's Guide Page Pages 1-17 Pages 1-17 Pages 1-17 Pages 1-17 Pages 1-17
2. Learner's Material Page Pages 1-18 Pages 1-18 Pages 1-18 Pages 1-18 Pages 1-18
3. Textbook Page Pages 1-19 Pages 1-19 Pages 1-19 Pages 1-19 Pages 1-19
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module,
B. Other Learning Resources PPT PPT PPT PPT PPT
IV.PROCEDURE
What I Need to Know: Introduce the new
lesson: Lesson 1 – Writing a Close
Analysis and Critical Interpretation of
Ask learners what they learned in Day 1 or
A. Reviewing Previous Lesson or Literary Texts applying a Reading
Ask learners what they learned in Day 1 2 (because Payard has no class every
Ask learners what they learned in Day 2 or Ask learners what they learned in Day 3 or
Presenting New Lesson Approach and doing 3 (Weber has no class every Thursday). 4
Tuesday).
an adaptation of texts to identify
representative texts and authors from Asia
and Africa
Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected
of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this
module, you are expected to: module, you are expected to: module, you are expected to: module, you are expected to: module, you are expected to:
a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical
interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a
reading approach and identify reading approach and identify reading approach and identify reading approach and identify reading approach and identify
B. Establishing the Purpose of the Lesson representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia;
b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation
of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media
skills; and skills; and skills; and skills; and skills; and
c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different
representative literary texts representative literary texts representative literary texts representative literary texts representative literary texts
Learners will read the poem: IN

ANOTHER WORLD By Rasaq Malik: B.
Activity 4: Critical Analysis of the Poem Direction: Analyze the verse and explore
Direction: Read the poem with the content, theme, setting, and message
Begin by answering the test in: What I Assessment 1. Comprehension Check
Do the next task: Assessment 2.2. Critical understanding. Write a critical essay of the poem by creating a visual poem.
C. Presenting Examples/ Instances of the Know. Choose the letter of the best Direction: The story was quite interesting.
Reading Check of the text: Shimenawa By about the poem by completing the guide in Include a short background of the author in
Lesson answer. Write the chosen letter on a Now answer the questions
Naoko Kumagai. the grid. the visual poem. Search for images that
separate sheet of paper. that follow to test you understanding.
Equality support the required elements of the poem.
By Maya Angelou You may select any multi-media tools that
suits your skills and availability of gadget.
What’s In Activity 2. Scan Me! Direction: Read and

1. What are ICT skills? understand the story below and answer the
D. Discussing New Concepts and Practicing 2. What are the essential elements of the questions that follow: Adaptation from The A video presentation will be played for A video presentation will be played for A video presentation will be played for
New Skills no. 1 literary piece “Sinigang”? Journey to the River Sea By Eva Ibbotson. better understanding of the text. better understanding of the text. better understanding of the text.
3. What is the use of multimedia to A video clip will be played for better
relatively interpret a literary text? understanding of the text.
Do the task on: Critical Essay:

I. Background Information
A. Information about the Work
1. Title
2. Author
3. Purpose of the poem. Provide evidence;
Answer the task in: What’s New: extract
Configuration. Follow the given Direction: lines from the poem
Guess the hidden words that are 4. Theme of the poem
associated with reading through Do the task: Direction: Fill out the table with II. Summary- Write the issues being raised
E. Discussing New Concepts and Practicing configuration. After doing the task, the point of view, conflict and theme. Use Answer the fill in the blank task. in
Show the Rubrics for the DIGITAL
New Skills no. 2 PICTURE STORY ASSESSMENT.
teacher needs to explain the given words or Scanning as a reading technique. the poem
terms in discussing: What is It: 1. Reading III. Interpretation and Evaluation
Approach; 2. Skimming; 3. Scanning; and A. Discuss the style of the author in
4. Extensive reading. presenting the
issues
B. Discuss if the was author successful in
persuading
the audience regarding the issues.
IV. Reflection: How the issues presented
affect you?
Do the task on: Critical Essay:
I. Background Information
A. Information about the Work
1. Title
2. Author
3. Purpose of the poem. Provide evidence;
extract
Read the text in: What’s More: Activity 1. Do the task: Activity 3. Newly Learned lines from the poem
Read Me! Direction: Read the selection Direction: Fill out the table with words you 4. Theme of the poem
Assessment 2.1. Comprehension Check
Chechnya by Anthony Marra and answer don’t know the meaning II. Summary- Write the issues being raised
Direction: The story was quite interesting.
F. Developing Mastery the questions that follows.
Now answer the questions
of from the two selections Chechnya by in Answer the Assessment Test.
Chechnya by Anthony Marra. A video clip Anthony Marra and the poem
that follow to test your understanding.
will be played for better understanding of Adaptation from The Journey to the River III. Interpretation and Evaluation
the text. Sea by Eva Ibbotson A. Discuss the style of the author in
presenting the
issues
B. Discuss if the was author successful in
persuading
the audience regarding the issues.
IV. Reflection: How the issues presented
affect you?
Do the next task after reading the literary Do the Additional Activities: Direction:
Do a further analysis of the text with Do a further analysis of the text with Do a further analysis of the text with
G. Finding Practical Applications of text and watching the video: Direction: Fill
learners to further understand today's text learners to further understand today's text learners to further understand today's text
Complete the following table below with
Concepts and Skills in Daily Living out the table with setting and character. definitions from the module and your own
and lesson. and lesson. and lesson.
Use skimming as a reading technique. definition.
Accomplish the task in: What I Can Do

A. Direction: Complete the following
sentences below.
1. In this lesson, I learned that skimming is
Wrap up today's lesson by asking learners
H. Making Generalizations and Abstractions Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners
what they have learned that day through:
___________________.
about the Lesson what they have learned that day. what they have learned that day. what they have learned that day. 2. I learned that scanning is
What I Have Learned.
__________________________________
__.
3. I learned that extensive reading is
_________________________________.
Learners will write on a sheet opf paper Learners will write on a sheet opf paper Learners will write on a sheet opf paper Learners will write in their notebook the Learners will write in their notebook the
I. Evaluating Learning what they learned or remember learning what they learned or remember learning what they learned or remember learning following pointers on what they learned or following pointers on what they learned or
that day. that day. that day. remember learning that day. remember learning that day.
J. Additional Activities for Application and Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following
Remediation day. day. day. day. day.
V. REMARKS
evaluation


Why did this work?


dpf2022-2023
Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical Writing a close analysis and critical
interpretation of literary texts, applying a interpretation of literary texts, applying a interpretation of literary texts, applying a interpretation of literary texts, applying a interpretation of literary texts, applying a
reading approach, and doing an adaptation of reading approach, and doing an adaptation of reading approach, and doing an adaptation of reading approach, and doing an adaptation of reading approach, and doing an adaptation of
C. Learning Competencies/ Objectives these, require from the learner the ability to these, require from the learner the ability to these, require from the learner the ability to these, require from the learner the ability to these, require from the learner the ability to
identify: representative texts and authors from identify: representative texts and authors from identify: representative texts and authors from identify: representative texts and authors from identify: representative texts and authors from
Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America, Asia, North America, Europe, Latin America,
and Africa. EN12Lit-IIa-22 and Africa. EN12Lit-IIa-23 and Africa. EN12Lit-IIa-24 and Africa. EN12Lit-IIa-25 and Africa. EN12Lit-IIa-26
Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis Quarter 2 – Module 6: Writing a Close Analysis
II. CONTENT and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts and Critical Interpretation of Literary Texts
Applying a Reading Approach Applying a Reading Approach Applying a Reading Approach Applying a Reading Approach Applying a Reading Approach
Critical Analysis: Marra, Anthony, Chechnya, Narrative

Sanchez et al. (2001) 21st Century Literature
https://www2.southeastern.edu/Academics/ Magazine
from the Philippines and the World
Faculty/elejeune/critique.htm Kumagai, Naoko, Shimenawa, Banana Writers (2003),
Malik, Rasaq, In Another World, New Thety Anggraini, Lianasari, A Teaching
https://www2 Online Magazine by PP https://www.narrativemagazine.com/issues/fall-
Generation African Poets: A ChapbookBox Set Method: Reading Approach English
.southeastern.edu/Academics/Faculty/elejeune Wong 2009/springcontest-winners/chechnya-
A. References /critique.htm https://www.bananawriters.com/japanesedarks
(Tano), Used with permission of Akashic
anthony-marra
Education Study Program Sriwijaya University,
Books, 2018 June 12, 2011
Ibbotson, Eva, The Journey to the River, tory Maya, Angelou, Equality, Family Friend
https://lithub.com/three-poems-from-new- https://novaekasari09.wordpress.com/
MacMillan, 2001, Poems, 2006 FFP Inc.
generation-african-poets/ 2011/06/12/a-teaching-methodreading-
https://en.wikipedia/wiki/ https://www.familyfriendpoems.com/poem/
approach/
Journey_to_the_River_Sea equality-by-maya-angelou
IV.PROCEDURE
What I Need to Know: Introduce the new
lesson: Lesson 1 – Writing a Close
Analysis and Critical Interpretation of
A. Reviewing Previous Lesson or Literary Texts applying a Reading
Ask learners what they learned in Day 1 2 (because Payard has no class every
Presenting New Lesson Approach and doing 3 (Weber has no class every Thursday). 4
Tuesday).
an adaptation of texts to identify
representative texts and authors from Asia
and Africa
Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected
of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this
module, you are expected to: module, you are expected to: module, you are expected to: module, you are expected to: module, you are expected to:
a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical
interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a
reading approach and identify reading approach and identify reading approach and identify reading approach and identify reading approach and identify
B. Establishing the Purpose of the Lesson representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia;
b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation
of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media
skills; and skills; and skills; and skills; and skills; and
c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different
representative literary texts representative literary texts representative literary texts representative literary texts representative literary texts
Learners will read the poem: IN

ANOTHER WORLD By Rasaq Malik: B.
Activity 4: Critical Analysis of the Poem Direction: Analyze the verse and explore
Direction: Read the poem with the content, theme, setting, and message
Begin by answering the test in: What I Assessment 1. Comprehension Check
Do the next task: Assessment 2.2. Critical understanding. Write a critical essay of the poem by creating a visual poem.
C. Presenting Examples/ Instances of the Know. Choose the letter of the best Direction: The story was quite interesting.
Reading Check of the text: Shimenawa By about the poem by completing the guide in Include a short background of the author in
Lesson answer. Write the chosen letter on a Now answer the questions
Naoko Kumagai. the grid. the visual poem. Search for images that
separate sheet of paper. that follow to test you understanding.
Equality support the required elements of the poem.
By Maya Angelou You may select any multi-media tools that
suits your skills and availability of gadget.
What’s In Activity 2. Scan Me! Direction: Read and

1. What are ICT skills? understand the story below and answer the
D. Discussing New Concepts and Practicing 2. What are the essential elements of the questions that follow: Adaptation from The A video presentation will be played for A video presentation will be played for A video presentation will be played for
New Skills no. 1 literary piece “Sinigang”? Journey to the River Sea By Eva Ibbotson. better understanding of the text. better understanding of the text. better understanding of the text.
3. What is the use of multimedia to A video clip will be played for better
relatively interpret a literary text? understanding of the text.
Do the task on: Critical Essay: I.

Background Information A. Information
Answer the task in: What’s New: about the Work 1. Title 2. Author 3.
Configuration. Follow the given Direction: Purpose of the poem. Provide evidence;
Guess the hidden words that are extract lines from the poem
associated with reading through Do the task: Direction: Fill out the table with 4. Theme of the poem II. Summary- Write
E. Discussing New Concepts and Practicing configuration. After doing the task, the point of view, conflict and theme. Use Answer the fill in the blank task. the issues being raised in the poem III.
Show the Rubrics for the DIGITAL
teacher needs to explain the given words or Scanning as a reading technique. Interpretation and Evaluation A. Discuss
terms in discussing: What is It: 1. Reading the style of the author in presenting the
Approach; 2. Skimming; 3. Scanning; and issues B. Discuss if the was author
4. Extensive reading. successful in persuading the audience
regarding the issues. IV. Reflection: How
the issues presented affect you?
Do the task on: Critical Essay: I.

Background Information A. Information
about the Work 1. Title 2. Author 3.
Read the text in: What’s More: Activity 1. Do the task: Activity 3. Newly Learned Purpose of the poem. Provide evidence;
Read Me! Direction: Read the selection Direction: Fill out the table with words you extract lines from the poem
Assessment 2.1. Comprehension Check
Chechnya by Anthony Marra and answer don’t know the meaning 4. Theme of the poem II. Summary- Write
Direction: The story was quite interesting.
F. Developing Mastery the questions that follows.
Now answer the questions
of from the two selections Chechnya by the issues being raised in the poem III. Answer the Assessment Test.
Chechnya by Anthony Marra. A video clip Anthony Marra and Interpretation and Evaluation A. Discuss
that follow to test your understanding.
will be played for better understanding of Adaptation from The Journey to the River the style of the author in presenting the
the text. Sea by Eva Ibbotson issues B. Discuss if the was author
successful in persuading the audience
regarding the issues. IV. Reflection: How
the issues presented affect you?
Do the next task after reading the literary Do the Additional Activities: Direction:
Do a further analysis of the text with Do a further analysis of the text with Do a further analysis of the text with
G. Finding Practical Applications of text and watching the video: Direction: Fill
learners to further understand today's text learners to further understand today's text learners to further understand today's text
Complete the following table below with
Concepts and Skills in Daily Living out the table with setting and character. definitions from the module and your own
and lesson. and lesson. and lesson.
Use skimming as a reading technique. definition.

sentences below.
H. Making Generalizations and Abstractions Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners
___________________.
about the Lesson what they have learned that day. what they have learned that day. what they have learned that day. 2. I learned that scanning is
__________________________________
__.
_________________________________.
Learners will write on a sheet opf paper Learners will write on a sheet opf paper Learners will write on a sheet opf paper Learners will write in their notebook the Learners will write in their notebook the
I. Evaluating Learning what they learned or remember learning what they learned or remember learning what they learned or remember learning following pointers on what they learned or following pointers on what they learned or
that day. that day. that day. remember learning that day. remember learning that day.
J. Additional Activities for Application and Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following
Remediation day. day. day. day. day.
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
Writing a close analysis and critical

interpretation of literary texts, applying a
Compare and contrast the various 21st century Compare and contrast the various 21st century Compare and contrast the various 21st century Compare and contrast the various 21st century
reading approach, and doing an adaptation of
literary genres and their elements, structures, literary genres and their elements, structures, literary genres and their elements, structures, literary genres and their elements, structures,
C. Learning Competencies/ Objectives these, require from the learner the ability to
and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit-
identify: representative texts and authors from
IId-25 IId-25 IId-25 IId-25
Asia, North America, Europe, Latin America,
and Africa. EN12Lit-IIa-26
Quarter 2 – Module 6: Writing a Close Analysis

II. CONTENT and Critical Interpretation of Literary Texts
Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st
Century Literary Genres Century Literary Genres Century Literary Genres Century Literary Genres
Applying a Reading Approach
Reedsy Ltd., “25 Flash Fiction Stories Worth Smith, Joanna, “Everything You Need To
Sanchez et al. (2001) 21st Century Literature
Dean, Demecia. 2014. “My Freaking Alarm.” Your Time.” Last posted April Know About Flash Fiction.” Last updated
from the Philippines and the World Johnson, Nicky. 2019. “The Unlucky Winners.”
Published April 2014.https://www. 23, 2020. Mar. 21, 2018.
Thety Anggraini, Lianasari, A Teaching Published August 2, 2019. https://
familyfriendpoems.com/poem/my-freaking- https://reedsy.com/discovery/blog/best-flash- https://medium.com/@joannasmith008/everythi
Method: Reading Approach English www.fridayflashfiction.com/100-word-stories
alarm fiction ng-you-needto-know-about-flash-fiction-
A. References Education Study Program Sriwijaya University,
Freisen, Calle, “21st Century Literary Genres.”
Gacusan, Pauleen, “21st Century Literary
Singh, Xavier Pradheep, “Graphic Fiction.” 29e2513b4f4a
June 12, 2011 Genre.” Last uploaded May 25, 2018.
Last uploaded Oct. 19, 2011. Last uploaded Nov. 22, Sustana, Catherine, “Flash Fiction Definition
https://novaekasari09.wordpress.com/ https://www.slideshare.net/lhengacusan/21st-
https://www.slideshare.net/darinjohn2/21st- 2012 and History.” Last updated March
2011/06/12/a-teaching-methodreading- century-literary-genre
century-literary-genresby-calle-friesen https://www.slideshare.net/pradheepxing/graph 29, 2020. https://www.thoughts.com/what-is-
approach/
ic-fiction flash-fiction-2990523
IV.PROCEDURE
Learners will start working on: What I
A. Reviewing Previous Lesson or Ask learners what they learned in Day 3 or Choose the letter of the best answer. Write
2 (because Payard has no class every
Presenting New Lesson 4 the chosen letter on a separate sheet of 3 (Weber has no class every Thursday). 4
Tuesday).
paper.
Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected
After going through this module, you are
of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this
expected to:
module, you are expected to: module, you are expected to: module, you are expected to: module, you are expected to:
1. describe graphic fiction and flash fiction;
a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical
2. read and respond critically to texts read;
interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a
3. write in one of the genres;
reading approach and identify reading approach and identify reading approach and identify reading approach and identify
B. Establishing the Purpose of the Lesson representative text from Africa and Asia;
4. present similarities and differences of
representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia;
basic graphic fiction and
b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation
flash fiction; and
of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media
5. show an appreciation on modern literary
skills; and skills; and skills; and skills; and
genres as an
c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different
appealing medium to literary conventions.
representative literary texts representative literary texts representative literary texts representative literary texts
Learners will read the poem: IN After going through this module, you are After going through this module, you are After going through this module, you are After going through this module, you are
ANOTHER WORLD By Rasaq Malik: B. expected to: expected to: expected to: expected to:
Direction: Analyze the verse and explore 1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction;
the content, theme, setting, and message 2. read and respond critically to texts read; 2. read and respond critically to texts read; 2. read and respond critically to texts read; 2. read and respond critically to texts read;
of the poem by creating a visual poem. 3. write in one of the genres; 3. write in one of the genres; 3. write in one of the genres; 3. write in one of the genres;
C. Presenting Examples/ Instances of the Include a short background of the author in 4. present similarities and differences of 4. present similarities and differences of 4. present similarities and differences of 4. present similarities and differences of
Lesson the visual poem. Search for images that basic graphic fiction and basic graphic fiction and basic graphic fiction and basic graphic fiction and
support the required elements of the poem. flash fiction; and flash fiction; and flash fiction; and flash fiction; and
You may select any multi-media tools that 5. show an appreciation on modern literary 5. show an appreciation on modern literary 5. show an appreciation on modern literary 5. show an appreciation on modern literary
suits your skills and availability of gadget. genres as an genres as an genres as an genres as an
appealing medium to literary conventions. appealing medium to literary conventions. appealing medium to literary conventions. appealing medium to literary conventions.
Do the next task: What I Can Do on page

13: Direction: You have examined
similarities and differences of Graphic
Fiction and Flash Fiction. Further explore
Assessment 2: Write a three to five-
the genres by writing the 30-word story
sentence paragraph explaining the
D. Discussing New Concepts and Practicing A video presentation will be played for
Discuss Lesson 1: Literary Genres
Discuss What is It: Graphic fiction or a
difference of the graphic fiction and flash
below as a 3-panel comic. Use the rubrics
New Skills no. 1 better understanding of the text. graphic novel. below as your guide. Twelve hours,
fiction. Refer to Rubric in Paragraph
fourteen hours, sixteen hours, even a
Writing.
whole day. Try as I might, I can never
extinguish this tiredness I feel. This
unmade bed… It's just not for me. 30-word
story by Frances Pelismino
Do the task: What’s In

Module 2 allowed you to dive into various
21st literary genres such as digifiction,
illustrated novel, manga, chick lit, doodle
fiction and text-talk novels. What’s More Activity 3 Comparing and Contrasting
In this module you will be learning the Activity 1 Finding Similarities between Genres
different structures and features of Directions: The previous activities Do the task with the Direction on page 12:
E. Discussing New Concepts and Practicing Show the Rubrics for the DIGITAL
other two modern literary genres, graphic discussed graphic fiction and flash You read two stories previously, My Do the Assessment Test on pages 14-16
fiction and flash fiction. But before fiction. Write down the characteristics of Freaking Alarm and The Unlucky Winners.
learning something new, try to do the 21st Century Literature Write their similarities and differences using
following activity. present in both genres. a Venn Diagram
Directions: Determine what is being
described in each of the
following statements. Write your answer on
a piece of paper.
1. Stories are told in dialogue thru social
networks.
2. In telling a story, writers usually combine
Assessment 3
three media platforms like
Based on your answer in Activity 3, answer Do the Additional Activities on page 17. Try
books, movies and an internet website. Assessment 1: Expound your answer from
the questions below. your knowledge of the genres and look for
3. Blog, email and IM are used as narrative the previous activity by writing a three to
F. Developing Mastery Answer the Assessment Test.
formats. five sentence paragraph about it. Refer to
1. What characteristics of the stories make the stories listed below.Complete the table
them similar? by identifying its genre and its
4. It is a humorous fictional genre dealing Rubric in Paragraph Writing.
2. What characteristics of the stories make distinctcharacteristics.
with issues on modern
them different?
womanhood.
5. Comic books originally published in
Japan.
Do the next task on page 12: What I Have

Learned: The previous activities allowed
you to learn more about graphic fiction and
Read: What’s New flash fiction. Reflect on what you have
Let us discover a lighthearted tale learned by answering the questions that
Do the Additional Activities: Direction: Activity 2 Finding Differences
presented below. follow: 1. What are 21st century genres
G. Finding Practical Applications of Complete the following table below with
My Freaking Alarm! Written by: Demecia
Directions: Complete the graphic
discussed? 2. What distinct characteristics
Accomplish all unfinished tasks. Prepare
Concepts and Skills in Daily Living definitions from the module and your own organizers by writing down elements the outputs for checking.
Dean Published: 2014: Literary structure: does graphic fiction have? 3. What
definition. unique to each genre.
Graphic fiction is a creative piece written in different features does flash fiction have?
comic form. 4. What literary pieces have you read that
would classify as graphic fiction? 5. What
literary pieces have you read that would
classify as flash fiction?
Accomplish the task in: What I Can Do Accomplish the task in: What I Can Do
A. Direction: Complete the following A. Direction: Complete the following
sentences below. sentences below.
1. In this lesson, I learned that skimming is 1. In this lesson, I learned that skimming is
H. Making Generalizations and Abstractions ___________________. Discuss the literary text My Freaking Alarm Wrap up today's lesson by asking learners
___________________.
about the Lesson 2. I learned that scanning is and what flash fiction is. what they have learned that day. 2. I learned that scanning is
__________________________________ __________________________________
__. __.
3. I learned that extensive reading is 3. I learned that extensive reading is
_________________________________. _________________________________.
Processing Questions
1. What is Pete always wearing whenever
Jim sees him?
2. After Jim won, Pete went missing. Who
Learners will write in their notebook the Learners will write on a sheet opf paper Learners will write in their notebook the Learners will write in their notebook the
convinced Jim to spend Pete’s
I. Evaluating Learning following pointers on what they learned or
half of the money for house renovations?
what they learned or remember learning following pointers on what they learned or following pointers on what they learned or
remember learning that day. that day. remember learning that day. remember learning that day.
3. What is the “familiar red” Jim unearthed
in the garden one spring that
made him horrified?
4. What happened to Jim in the end?
J. Additional Activities for Application and Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following
None.
Remediation day. day. day. day.
V. REMARKS
evaluation



Why did this work?


dpf2022-2023
TEACHING DATES AND TIME NOVEMBER 27-DECEMBER 1, 2023 QUARTER: SECOND (2nd SEMESTER)
MONDAY (NOVEMBER 27) TUESDAY (NOVEMBER 28) WEDNESDAY (NOVEMBER 29) THURSDAY (NOVEMBER 30) FRIDAY (DECEMBER 1)
The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and
NO CLASSES (SWITCHING OF NOVEMBER
A. Content Standard 30: BONIFACIO DAY)
appreciate literary texts in various genres BOOK MONTH CELEBRATION appreciate literary texts in various genres appreciate literary texts in various genres
across national literature and cultures. across national literature and cultures. across national literature and cultures.
The learner will be able to demonstrate The learner will be able to demonstrate The learner will be able to demonstrate
understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century
literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written
Activities: Reader's Theater, Bigsayawit and Book
close close close
B. Performance Standard analysis and critical interpretation of a literary
Character Parade; Announcement of Winners of
analysis and critical interpretation of a literary analysis and critical interpretation of a literary
the Book Month Contests
text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a
description of its context derived from description of its context derived from description of its context derived from
research. research. research.
Compare and contrast the various 21st century Compare and contrast the various 21st century Compare and contrast the various 21st century
literary genres and their elements, structures, literary genres and their elements, structures, literary genres and their elements, structures,
C. Learning Competencies/ Objectives and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit-
IId-25 IId-25 IId-25
II. CONTENT Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st
Reedsy Ltd., “25 Flash Fiction Stories Worth Smith, Joanna, “Everything You Need To
Dean, Demecia. 2014. “My Freaking Alarm.” Your Time.” Last posted April Know About Flash Fiction.” Last updated
Johnson, Nicky. 2019. “The Unlucky Winners.”
Published April 2014.https://www. 23, 2020. Mar. 21, 2018.
Published August 2, 2019. https://
familyfriendpoems.com/poem/my-freaking- https://reedsy.com/discovery/blog/best-flash- https://medium.com/@joannasmith008/everythi
www.fridayflashfiction.com/100-word-stories
alarm fiction ng-you-needto-know-about-flash-fiction-
A. References Freisen, Calle, “21st Century Literary Genres.”
Singh, Xavier Pradheep, “Graphic Fiction.” 29e2513b4f4a
Genre.” Last uploaded May 25, 2018.
Last uploaded Oct. 19, 2011. Last uploaded Nov. 22, Sustana, Catherine, “Flash Fiction Definition
https://www.slideshare.net/lhengacusan/21st-
https://www.slideshare.net/darinjohn2/21st- 2012 and History.” Last updated March
century-literary-genre
century-literary-genresby-calle-friesen https://www.slideshare.net/pradheepxing/graph 29, 2020. https://www.thoughts.com/what-is-
ic-fiction flash-fiction-2990523
1. Teacher's Guide Page Pages 1-17 Pages 1-17 Pages 1-17 Pages 1-17
2. Learner's Material Page Pages 1-17 Pages 1-17 Pages 1-17 Pages 1-17
3. Textbook Page Pages 1-17 Pages 1-17 Pages 1-17 Pages 1-17
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module,
B. Other Learning Resources PPT PPT PPT PPT
IV.PROCEDURE
A. Reviewing Previous Lesson or Choose the letter of the best answer. Write
Presenting New Lesson the chosen letter on a separate sheet of 3 (Weber has no class every Thursday). 4
Tuesday).
paper.
Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected
of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this
expected to:
module, you are expected to: module, you are expected to: module, you are expected to:
1. describe graphic fiction and flash fiction;
a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical
2. read and respond critically to texts read;
interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a
3. write in one of the genres;
reading approach and identify reading approach and identify reading approach and identify
B. Establishing the Purpose of the Lesson 4. present similarities and differences of
representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia;
basic graphic fiction and
b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation
flash fiction; and
of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media
5. show an appreciation on modern literary
skills; and skills; and skills; and
genres as an
c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different
representative literary texts representative literary texts representative literary texts
After going through this module, you are After going through this module, you are After going through this module, you are After going through this module, you are
expected to: expected to: expected to: expected to:
1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction;
2. read and respond critically to texts read; 2. read and respond critically to texts read; 2. read and respond critically to texts read; 2. read and respond critically to texts read;
3. write in one of the genres; 3. write in one of the genres; 3. write in one of the genres; 3. write in one of the genres;
C. Presenting Examples/ Instances of the 4. present similarities and differences of 4. present similarities and differences of 4. present similarities and differences of 4. present similarities and differences of
Lesson basic graphic fiction and basic graphic fiction and basic graphic fiction and basic graphic fiction and
flash fiction; and flash fiction; and flash fiction; and flash fiction; and
5. show an appreciation on modern literary 5. show an appreciation on modern literary 5. show an appreciation on modern literary 5. show an appreciation on modern literary
genres as an genres as an genres as an genres as an
appealing medium to literary conventions. appealing medium to literary conventions. appealing medium to literary conventions. appealing medium to literary conventions.
Do the next task: What I Can Do on page

13: Direction: You have examined
similarities and differences of Graphic
Fiction and Flash Fiction. Further explore
the genres by writing the 30-word story
D. Discussing New Concepts and Practicing Discuss Lesson 1: Literary Genres
below as a 3-panel comic. Use the rubrics
New Skills no. 1 graphic novel. below as your guide. Twelve hours,
fourteen hours, sixteen hours, even a
Writing.
whole day. Try as I might, I can never
extinguish this tiredness I feel. This
unmade bed… It's just not for me. 30-word
story by Frances Pelismino

E. Discussing New Concepts and Practicing other two modern literary genres, graphic discussed graphic fiction and flash You read two stories previously, My Do the Assessment Test on pages 14-16
New Skills no. 2 fiction and flash fiction. But before fiction. Write down the characteristics of Freaking Alarm and The Unlucky Winners.
a piece of paper.
networks.
Assessment 3
Based on your answer in Activity 3, answer Do the Additional Activities on page 17. Try
the questions below. your knowledge of the genres and look for
F. Developing Mastery formats. five sentence paragraph about it. Refer to
1. What characteristics of the stories make the stories listed below.Complete the table
them similar? by identifying its genre and its
2. What characteristics of the stories make distinctcharacteristics.
them different?
womanhood.
Japan.

Activity 2 Finding Differences
G. Finding Practical Applications of My Freaking Alarm! Written by: Demecia
Accomplish all unfinished tasks. Prepare
Concepts and Skills in Daily Living organizers by writing down elements the outputs for checking.
unique to each genre.

sentences below.
H. Making Generalizations and Abstractions Discuss the literary text My Freaking Alarm Wrap up today's lesson by asking learners
___________________.
about the Lesson and what flash fiction is. what they have learned that day. 2. I learned that scanning is
__________________________________
__.
_________________________________.
Jim sees him?
Learners will write on a sheet opf paper Learners will write in their notebook the Learners will write in their notebook the
I. Evaluating Learning half of the money for house renovations?
what they learned or remember learning following pointers on what they learned or following pointers on what they learned or
that day. remember learning that day. remember learning that day.
made him horrified?
J. Additional Activities for Application and Continuation of the lesson the following Continuation of the lesson the following Continuation of the lesson the following
None.
Remediation day. day. day.
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
TEACHING DATES AND TIME DECEMBER 4-8, 2023 QUARTER: SECOND (2nd SEMESTER)
MONDAY (DECEMBER 4) TUESDAY (DECEMBER 5) WEDNESDAY (DECEMBER 6) THURSDAY (DECEMBER 7) FRIDAY (DECEMBER 8)
The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and
A. Content Standard appreciate literary texts in various genres appreciate literary texts in various genres appreciate literary texts in various genres appreciate literary texts in various genres FEAST OF IMMACULATE CONCEPTION
across national literature and cultures. across national literature and cultures. across national literature and cultures. across national literature and cultures.
understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century
literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written
close close close close FACULTY GENDER AND DEVELOPMENT TEAM
B. Performance Standard analysis and critical interpretation of a literary analysis and critical interpretation of a literary analysis and critical interpretation of a literary analysis and critical interpretation of a literary BUILDING
text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a
description of its context derived from description of its context derived from description of its context derived from description of its context derived from
research. research. research. research.
C. Learning Competencies/ Objectives and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit-
II. CONTENT Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st
Century Literary Genres Century Literary Genres Century Literary Genres
Reedsy Ltd., “25 Flash Fiction Stories Worth

Dean, Demecia. 2014. “My Freaking Alarm.” Dean, Demecia. 2014. “My Freaking Alarm.” Your Time.” Last posted April
Published April 2014.https://www. Published April 2014.https://www. 23, 2020.
familyfriendpoems.com/poem/my-freaking- familyfriendpoems.com/poem/my-freaking- https://reedsy.com/discovery/blog/best-flash-
alarm alarm fiction
A. References Freisen, Calle, “21st Century Literary Genres.” Freisen, Calle, “21st Century Literary Genres.”
Singh, Xavier Pradheep, “Graphic Fiction.”
Last uploaded Oct. 19, 2011. Last uploaded Oct. 19, 2011. Last uploaded Nov. 22,
https://www.slideshare.net/darinjohn2/21st- https://www.slideshare.net/darinjohn2/21st- 2012
century-literary-genresby-calle-friesen century-literary-genresby-calle-friesen https://www.slideshare.net/pradheepxing/graph
ic-fiction
IV.PROCEDURE
A. Reviewing Previous Lesson or Review learners on what they have learned Choose the letter of the best answer. Write
Presenting New Lesson last week. the chosen letter on a separate sheet of 3 (Weber has no class every Thursday).
Tuesday).
paper.
Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected Learners need to know what are expected
of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this of them by stating: After going through this
module, you are expected to: module, you are expected to: module, you are expected to: module, you are expected to:
a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical a. Write a close analysis and critical
interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a interpretation of literary texts using a
reading approach and identify reading approach and identify reading approach and identify reading approach and identify
B. Establishing the Purpose of the Lesson representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia; representative text from Africa and Asia;
b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation b. Create/produce a creative representation
of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media of a literary text by applying multi-media
skills; and skills; and skills; and skills; and
c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different c. Show appreciation of different
representative literary texts representative literary texts representative literary texts representative literary texts
After going through this module, you are After going through this module, you are After going through this module, you are
expected to: expected to: expected to:
1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction; 1. describe graphic fiction and flash fiction;
2. read and respond critically to texts read; 2. read and respond critically to texts read; 2. read and respond critically to texts read;
3. write in one of the genres; 3. write in one of the genres; 3. write in one of the genres;
C. Presenting Examples/ Instances of the 4. present similarities and differences of 4. present similarities and differences of 4. present similarities and differences of
Lesson basic graphic fiction and basic graphic fiction and basic graphic fiction and
flash fiction; and flash fiction; and flash fiction; and
5. show an appreciation on modern literary 5. show an appreciation on modern literary 5. show an appreciation on modern literary
genres as an genres as an genres as an
appealing medium to literary conventions. appealing medium to literary conventions. appealing medium to literary conventions.

D. Discussing New Concepts and Practicing Discuss Lesson 1: Literary Genres
New Skills no. 1 graphic novel.
Writing.

E. Discussing New Concepts and Practicing other two modern literary genres, graphic discussed graphic fiction and flash You read two stories previously, My
New Skills no. 2 fiction and flash fiction. But before fiction. Write down the characteristics of Freaking Alarm and The Unlucky Winners.
a piece of paper.

networks.
Assessment 3
Based on your answer in Activity 3, answer
the questions below.
F. Developing Mastery formats. five sentence paragraph about it. Refer to
1. What characteristics of the stories make
them similar?
them different?
womanhood.
Japan.

G. Finding Practical Applications of My Freaking Alarm! Written by: Demecia
Concepts and Skills in Daily Living organizers by writing down elements

H. Making Generalizations and Abstractions Discuss the literary text My Freaking Alarm Wrap up today's lesson by asking learners
about the Lesson and what flash fiction is. what they have learned that day.
Jim sees him?
Learners will write on a sheet opf paper Learners will write in their notebook the
I. Evaluating Learning half of the money for house renovations?
what they learned or remember learning following pointers on what they learned or
that day. remember learning that day.
made him horrified?
J. Additional Activities for Application and Continuation of the lesson the following Continuation of the lesson the following
Checking of all activities.
Remediation day. day.
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
TEACHING DATES AND TIME DECEMBER 11-15, 2023 QUARTER: SECOND (2nd SEMESTER)
MONDAY (DECEMBER 11) TUESDAY (DECEMBER 12) WEDNESDAY (DECEMBER 13) THURSDAY (DECEMBER 14) FRIDAY (DECEMBER 15)
The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and The learner will be able to understand and
A. Content Standard appreciate literary texts in various genres appreciate literary texts in various genres appreciate literary texts in various genres appreciate literary texts in various genres CHRISTMAS PARTY
across national literature and cultures. across national literature and cultures. across national literature and cultures. across national literature and cultures.
understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century understanding and appreciation of 21st century
literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written literature of the world through: 1. a written
close close close close
B. Performance Standard analysis and critical interpretation of a literary analysis and critical interpretation of a literary analysis and critical interpretation of a literary analysis and critical interpretation of a literary
text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a text in terms of form and theme, with a
description of its context derived from description of its context derived from description of its context derived from description of its context derived from
research. research. research. research.
C. Learning Competencies/ Objectives and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit-
II. CONTENT Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st Quarter 2 – Module 7: Differentiating 21st
Reedsy Ltd., “25 Flash Fiction Stories Worth

Dean, Demecia. 2014. “My Freaking Alarm.” Dean, Demecia. 2014. “My Freaking Alarm.” Your Time.” Last posted April
Published April 2014.https://www. Published April 2014.https://www. 23, 2020.
familyfriendpoems.com/poem/my-freaking- familyfriendpoems.com/poem/my-freaking- https://reedsy.com/discovery/blog/best-flash-
alarm alarm fiction
A. References Freisen, Calle, “21st Century Literary Genres.” Freisen, Calle, “21st Century Literary Genres.”
Singh, Xavier Pradheep, “Graphic Fiction.”
Last uploaded Oct. 19, 2011. Last uploaded Oct. 19, 2011. Last uploaded Nov. 22,
https://www.slideshare.net/darinjohn2/21st- https://www.slideshare.net/darinjohn2/21st- 2012
century-literary-genresby-calle-friesen century-literary-genresby-calle-friesen https://www.slideshare.net/pradheepxing/graph
ic-fiction
IV.PROCEDURE
A. Reviewing Previous Lesson or Discuss Lesson 1: Literary Genres
Presenting New Lesson graphic novel. 3 (Weber has no class every Thursday).
Writing.
Learners need to know what are expected
of them by stating: After going through this
module, you are expected to:
a. Write a close analysis and critical
interpretation of literary texts using a
reading approach and identify
B. Establishing the Purpose of the Lesson other two modern literary genres, graphic discussed graphic fiction and flash You read two stories previously, My
representative text from Africa and Asia;
fiction and flash fiction. But before fiction. Write down the characteristics of Freaking Alarm and The Unlucky Winners.
b. Create/produce a creative representation
of a literary text by applying multi-media
skills; and
c. Show appreciation of different
representative literary texts
a piece of paper.

networks.
expected to:
Assessment 3 1. describe graphic fiction and flash fiction;
Based on your answer in Activity 3, answer 2. read and respond critically to texts read;
the questions below. 3. write in one of the genres;
C. Presenting Examples/ Instances of the 3. Blog, email and IM are used as narrative the previous activity by writing a three to
1. What characteristics of the stories make 4. present similarities and differences of
Lesson formats. five sentence paragraph about it. Refer to
them similar? basic graphic fiction and
2. What characteristics of the stories make flash fiction; and
them different? 5. show an appreciation on modern literary
womanhood.
genres as an
Japan.

Let us discover a lighthearted tale learned by answering the questions that Assessment 2: Write a three to five-
presented below. follow: 1. What are 21st century genres sentence paragraph explaining the
D. Discussing New Concepts and Practicing My Freaking Alarm! Written by: Demecia
discussed? 2. What distinct characteristics difference of the graphic fiction and flash
New Skills no. 1 organizers by writing down elements
Dean Published: 2014: Literary structure: does graphic fiction have? 3. What fiction. Refer to Rubric in Paragraph
Graphic fiction is a creative piece written in different features does flash fiction have? Writing.
Activity 3 Comparing and Contrasting

between Genres
Wrap up today's lesson by asking learners Do the task with the Direction on page 12:
E. Discussing New Concepts and Practicing Discuss the literary text My Freaking Alarm Wrap up today's lesson by asking learners
what they have learned that day through: You read two stories previously, My
New Skills no. 2 and what flash fiction is. what they have learned that day.
What I Have Learned. Freaking Alarm and The Unlucky Winners.
Write their similarities and differences using
a Venn Diagram
Assessment 3
Jim sees him?
Based on your answer in Activity 3, answer
Learners will write on a sheet opf paper Learners will write in their notebook the the questions below.
F. Developing Mastery half of the money for house renovations?
what they learned or remember learning following pointers on what they learned or 1. What characteristics of the stories make
that day. remember learning that day. them similar?
them different?
made him horrified?

flash fiction. Reflect on what you have
learned by answering the questions that
follow: 1. What are 21st century genres
G. Finding Practical Applications of Continuation of the lesson the following Continuation of the lesson the following
Checking of all activities. discussed? 2. What distinct characteristics
Concepts and Skills in Daily Living day. day.
does graphic fiction have? 3. What
different features does flash fiction have?
4. What literary pieces have you read that
H. Making Generalizations and Abstractions Discuss the literary text My Freaking Alarm Discuss the literary text My Freaking Alarm Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners
about the Lesson and what flash fiction is. and what flash fiction is. what they have learned that day.
Processing Questions Processing Questions

1. What is Pete always wearing whenever 1. What is Pete always wearing whenever
Jim sees him? Jim sees him?
2. After Jim won, Pete went missing. Who 2. After Jim won, Pete went missing. Who
Learners will write on a sheet opf paper Learners will write in their notebook the
convinced Jim to spend Pete’s convinced Jim to spend Pete’s
I. Evaluating Learning half of the money for house renovations? half of the money for house renovations?
what they learned or remember learning following pointers on what they learned or
that day. remember learning that day.
3. What is the “familiar red” Jim unearthed 3. What is the “familiar red” Jim unearthed
in the garden one spring that in the garden one spring that
made him horrified? made him horrified?
4. What happened to Jim in the end? 4. What happened to Jim in the end?
Checking of all activities.
V. REMARKS
evaluation



Why did this work?


dpf2022-2023
TEACHING DATES AND TIME JANUARY 01-05, 2024 QUARTER: SECOND (2nd SEMESTER)
MONDAY (JANUARY 01) TUESDAY (JANUARY 02) WEDNESDAY (JANUARY 03) THURSDAY (JANUARY 04) FRIDAY (JANUARY 05)
The learner will be able to understand and The learner will be able to understand and
A. Content Standard NEW YEAR'S DAY HOLIDAY appreciate literary texts in various genres appreciate literary texts in various genres CHRISTMAS PARTY
across national literature and cultures. across national literature and cultures.
The learner will be able to demonstrate The learner will be able to demonstrate
understanding and appreciation of 21st century understanding and appreciation of 21st century
literature of the world through: 1. a written literature of the world through: 1. a written
close close
B. Performance Standard analysis and critical interpretation of a literary analysis and critical interpretation of a literary
text in terms of form and theme, with a text in terms of form and theme, with a
description of its context derived from description of its context derived from
research. research.
Compare and contrast the various 21st century
Produce a creative representation of a literary literary genres and their elements, structures,
C. Learning Competencies/ Objectives text by applying multimedia and ICT skills. and traditions from across the globe. EN12Lit-
IId-25
II. CONTENT Quarter 2 – Module 8: Creative Literary Quarter 2 – Module 7: Differentiating 21st
Adaptations Century Literary Genres
https://www.mobal.com/blog/travel-talk/
destination-guides/customs-andtraditions-from-
around-the-world/.
https://www.sprachcaffe.com/english/
https://www.bing.com/images/search? magazine-article/amazing-culturalfacts.
A. References https://www.bing.com/images/. q=Pen+and+Paper+Clip. https://www.thefreedictionary.com/essay.
https://www.bing.com/search?. https://www.typesof.com/types-of-multimedia/.
https://www1.udel.edu/edtech/multimedia/
index.html.
Kwan, Kevin. Rich People Problems. New
York: Anchor Books, 2017.
1. Teacher's Guide Page Pages 7-36 Pages 7-36 Pages 7-36

2. Learner's Material Page Pages 7-36 Pages 7-36 Pages 7-36
3. Textbook Page Pages 7-36 Pages 7-36 Pages 7-36
4. Additional Materials for Learning Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website Learning Resources (LR) Portal Website
Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module, Video clips, Teaching videos, Resized module,
B. Other Learning Resources PPT PPT PPT
IV.PROCEDURE
What I Know: Directions: Choose the letter
A. Reviewing Previous Lesson or of the correct answer. Write the chosen
Ask learners what they learned in Day 2 Ask learners what they learned in Day 2
Presenting New Lesson letter on a separate sheet of paper. (pages
8-9)
After going through this module, you are After going through this module, you are After going through this module, you are
expected to: expected to: expected to:
1. demonstrate ability to interpret specific 1. demonstrate ability to interpret specific 1. demonstrate ability to interpret specific
literary genre; literary genre; literary genre;
2. create a unique literary adaptation 2. create a unique literary adaptation 2. create a unique literary adaptation
B. Establishing the Purpose of the Lesson through multimedia presentation; through multimedia presentation; through multimedia presentation;
3. illustrate a creative literary adaptation 3. illustrate a creative literary adaptation 3. illustrate a creative literary adaptation
with one’s ICT skills; and with one’s ICT skills; and with one’s ICT skills; and
4. appreciate the use of multimedia to 4. appreciate the use of multimedia to 4. appreciate the use of multimedia to
enhance ICT skills. enhance ICT skills. enhance ICT skills.
Introduce the lesson: Literary genre, also Introduce the lesson: Literary genre, also Introduce the lesson: Literary genre, also
known as type of literary composition, is known as type of literary composition, is known as type of literary composition, is
easy to understand with the right amount of easy to understand with the right amount of easy to understand with the right amount of
knowledge gained from the previous knowledge gained from the previous knowledge gained from the previous
modular lessons that reflect essential modular lessons that reflect essential modular lessons that reflect essential
literary contexts about cultural diversities of literary contexts about cultural diversities of literary contexts about cultural diversities of
21st Century Literature from across the 21st Century Literature from across the 21st Century Literature from across the
C. Presenting Examples/ Instances of the globe. In this lesson, you will encounter a globe. In this lesson, you will encounter a globe. In this lesson, you will encounter a
Lesson new literary piece - a parable, as related to new literary piece - a parable, as related to new literary piece - a parable, as related to
literary genre. Incorporated in this lesson is literary genre. Incorporated in this lesson is literary genre. Incorporated in this lesson is
the use of multimedia that plays an the use of multimedia that plays an the use of multimedia that plays an
important role in presenting a creative important role in presenting a creative important role in presenting a creative
version of a certain literary piece. You have version of a certain literary piece. You have version of a certain literary piece. You have
to learn how to use these multimedia to to learn how to use these multimedia to to learn how to use these multimedia to
further alleviate the quality of your learning further alleviate the quality of your learning further alleviate the quality of your learning
outputs. outputs. outputs.
What’s In: In the previous module, you What’s In: In the previous module, you What’s In: In the previous module, you
have learned about an anecdote that tells a have learned about an anecdote that tells a have learned about an anecdote that tells a
short entertaining and interesting story of a short entertaining and interesting story of a short entertaining and interesting story of a
person. Anecdotes and other literary person. Anecdotes and other literary person. Anecdotes and other literary
genres have made it possible to present genres have made it possible to present genres have made it possible to present
creative literary adaptations. However, creative literary adaptations. However, creative literary adaptations. However,
there is stilla better way of interpreting them there is stilla better way of interpreting them there is stilla better way of interpreting them
with the use of varied multimedia formats. with the use of varied multimedia formats. with the use of varied multimedia formats.
They will also help you present more They will also help you present more They will also help you present more
compelling learning outputs. Before you compelling learning outputs. Before you compelling learning outputs. Before you
D. Discussing New Concepts and Practicing learn another interesting literary genre and learn another interesting literary genre and learn another interesting literary genre and
New Skills no. 1 other multimedia presentation tools, take other multimedia presentation tools, take other multimedia presentation tools, take
time to answer the following questions: time to answer the following questions: time to answer the following questions:
1. What is an anecdote? 1. What is an anecdote? 1. What is an anecdote?
2. What are the different purposes of telling 2. What are the different purposes of telling 2. What are the different purposes of telling
an anecdote? an anecdote? an anecdote?
3. What other literary genres do you like to 3. What other literary genres do you like to 3. What other literary genres do you like to
read? Why does it interest you read? Why does it interest you read? Why does it interest you
most? most? most?
4. Can you name varied multimedia formats 4. Can you name varied multimedia formats 4. Can you name varied multimedia formats
being used to better interpret being used to better interpret being used to better interpret
literary text? Mention few of them. literary text? Mention few of them. literary text? Mention few of them.
Read a parable entitled, “The Story of the Read a parable entitled, “The Story of the Read a parable entitled, “The Story of the
Pencil” which is an excerpt from the novel Pencil” which is an excerpt from the novel Pencil” which is an excerpt from the novel
written by Paulo Coelho, “Like the Flowing written by Paulo Coelho, “Like the Flowing written by Paulo Coelho, “Like the Flowing
River”. It is a thought-provoking story about River”. It is a thought-provoking story about River”. It is a thought-provoking story about
a nondescript object that gives a powerful a nondescript object that gives a powerful a nondescript object that gives a powerful
E. Discussing New Concepts and Practicing message. Read the story aloud to yourself message. Read the story aloud to yourself message. Read the story aloud to yourself
New Skills no. 2 and find out how the author creatively and find out how the author creatively and find out how the author creatively
portrays the parable. portrays the parable. portrays the parable.
Before you read, familiarize yourself first Before you read, familiarize yourself first Before you read, familiarize yourself first
with the author’s achievements. with the author’s achievements. with the author’s achievements.
F. Developing Mastery Ask learners questions about the story. Ask learners questions about the story. Ask learners questions about the story.
Compare fable from parable. Ask learners Compare fable from parable. Ask learners Compare fable from parable. Ask learners
G. Finding Practical Applications of about stories that they can consider as about stories that they can consider as about stories that they can consider as
Concepts and Skills in Daily Living fable and parable. fable and parable. fable and parable.
Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners
H. Making Generalizations and Abstractions what they have learned that day through: what they have learned that day through: what they have learned that day through:
about the Lesson What I Have Learned. What I Have Learned. What I Have Learned.
What’s More: Enrichment Activities: Activity What’s More: Enrichment Activities: Activity What’s More: Enrichment Activities: Activity
1: Directions: Choose an emoji from the 1: Directions: Choose an emoji from the 1: Directions: Choose an emoji from the
I. Evaluating Learning box below to describe the feeling that fits box below to describe the feeling that fits box below to describe the feeling that fits
each pencil description. Write your answer each pencil description. Write your answer each pencil description. Write your answer
before each number. before each number. before each number.
V. REMARKS
evaluation



Why did this work?



dpf2022-2023
TEACHING DATES AND TIME JANUARY 08-12, 2024 QUARTER: SECOND (2nd SEMESTER)
MONDAY (JANUARY 08) TUESDAY (JANUARY 09) WEDNESDAY (JANUARY 10) THURSDAY (JANUARY 11) FRIDAY (JANUARY 12)
Compare and contrast the various 21st century Compare and contrast the various 21st century
Produce a creative representation of a literary Produce a creative representation of a literary Produce a creative representation of a literary literary genres and their elements, structures, literary genres and their elements, structures,
C. Learning Competencies/ Objectives text by applying multimedia and ICT skills. text by applying multimedia and ICT skills. text by applying multimedia and ICT skills. and traditions from across the globe. EN12Lit- and traditions from across the globe. EN12Lit-
IId-25 IId-25
II. CONTENT Quarter 2 – Module 8: Creative Literary Quarter 2 – Module 8: Creative Literary Quarter 2 – Module 8: Creative Literary Quarter 2 – Module 8: Creative Literary Quarter 2 – Module 8: Creative Literary
Adaptations Adaptations Adaptations Adaptations Adaptations
https://www.mobal.com/blog/travel-talk/ https://www.mobal.com/blog/travel-talk/
destination-guides/customs-andtraditions-from- destination-guides/customs-andtraditions-from-
around-the-world/. around-the-world/.
https://www.sprachcaffe.com/english/ https://www.sprachcaffe.com/english/
https://www.bing.com/images/search? magazine-article/amazing-culturalfacts. https://www.bing.com/images/search? magazine-article/amazing-culturalfacts.
A. References https://www.bing.com/images/. q=Pen+and+Paper+Clip. https://www.thefreedictionary.com/essay. q=Pen+and+Paper+Clip. https://www.thefreedictionary.com/essay.
https://www.bing.com/search?. https://www.typesof.com/types-of-multimedia/. https://www.bing.com/search?. https://www.typesof.com/types-of-multimedia/.
https://www1.udel.edu/edtech/multimedia/ https://www1.udel.edu/edtech/multimedia/
index.html. index.html.
Kwan, Kevin. Rich People Problems. New Kwan, Kevin. Rich People Problems. New
York: Anchor Books, 2017. York: Anchor Books, 2017.
IV.PROCEDURE
What is It: Multimedia is an essential

avenue to transform unique adaptations of
a literary genre, thus, making learning
outputs interesting and productive. To have
A. Reviewing Previous Lesson or a creative adaptation of literary genres, the
Ask learners what they learned in Day 2. 3 (Payard has no class every Tuesday Ask learners what they learned in Day 3. Ask learners what they learned in Day 3.
Presenting New Lesson following concepts have to take into
while Weber has no class every Thursday).
considerations. A. Multimedia and its
Concepts; B. Uses of Multimedia and its
Formats; C. Characteristic of a Multimedia;
D. Benefits of Using Multimedia
After going through this module, you are After going through this module, you are After going through this module, you are After going through this module, you are After going through this module, you are
1. demonstrate ability to interpret specific 1. demonstrate ability to interpret specific 1. demonstrate ability to interpret specific 1. demonstrate ability to interpret specific 1. demonstrate ability to interpret specific
literary genre; literary genre; literary genre; literary genre; literary genre;
2. create a unique literary adaptation 2. create a unique literary adaptation 2. create a unique literary adaptation 2. create a unique literary adaptation 2. create a unique literary adaptation
B. Establishing the Purpose of the Lesson through multimedia presentation; through multimedia presentation; through multimedia presentation; through multimedia presentation; through multimedia presentation;
3. illustrate a creative literary adaptation 3. illustrate a creative literary adaptation 3. illustrate a creative literary adaptation 3. illustrate a creative literary adaptation 3. illustrate a creative literary adaptation
with one’s ICT skills; and with one’s ICT skills; and with one’s ICT skills; and with one’s ICT skills; and with one’s ICT skills; and
4. appreciate the use of multimedia to 4. appreciate the use of multimedia to 4. appreciate the use of multimedia to 4. appreciate the use of multimedia to 4. appreciate the use of multimedia to
enhance ICT skills. enhance ICT skills. enhance ICT skills. enhance ICT skills. enhance ICT skills.
What I Can Do: Create a digital picture What I Can Do: Create a digital picture
story of “The Rich People Problem” story of “The Rich People Problem”
showcasing your ICT skills, for a creative showcasing your ICT skills, for a creative
and unique presentation. Follow the steps and unique presentation. Follow the steps
What’s New: Read the short story entitled,
in creating a digital in creating a digital
“Rich People Problem” by Kevin Kwan.
picture story. Steps in Creating a Digital picture story. Steps in Creating a Digital
Find out significant characters, places,
Picture Story: Picture Story:
events that may refer to the elements of a
What I Know 1. Use the story, “The Rich People 1. Use the story, “The Rich People
story. Before you read, you have to unlock
C. Presenting Examples/ Instances of the Discuss: C. Characteristic of a Multimedia; Direction: Choose the letter of the correct
first word difficulty. A table is presented
Problem” for your digital picture story. Problem” for your digital picture story.
Lesson D. Benefits of Using Multimedia answer. Write the chosen letter 2. Note the sequence of events for the 2. Note the sequence of events for the
below. There are jumbled letters on the first
on a separate sheet of paper. creative adaptation of the literary text. creative adaptation of the literary text.
column; its definition on the second
3. Import images and music to your slides. 3. Import images and music to your slides.
column; and you have to write the correct /
4. Apply appropriate template designs. 4. Apply appropriate template designs.
exact words on the third column (The first
5. Record a voice-over. 5. Record a voice-over.
letter is given to serve as a clue.)
6. Add transitions. 6. Add transitions.
7. Adjust the timeline. 7. Adjust the timeline.
8. Save your output. Present the Digital 8. Save your output. Present the Digital
Picture Rubric. Picture Rubric.
What I Have Learned

Read the fable entitled “The Ants and a
Grasshopper” and have an artistic and
interesting way of presenting its story and
moral lesson using multimedia. You can Assessment Assessment
D. Discussing New Concepts and Practicing refer to the given multimedia formats Reveal and discuss the answers to the Read the full story. Watch the video about Direction: Choose the letter of the correct Direction: Choose the letter of the correct
New Skills no. 1 below. Refer to the format/file table to questions. the story. answer. Write the chosen letter on answer. Write the chosen letter on
clarify a separate sheet of paper. a separate sheet of paper.
their descriptions.
 MP4
 AVI
 WMA
Creative adaptation of a certain literary

genre is easy to deal with if you have
satisfying ICT skills that can help you
enhance learning outputs in studying
literary What is It
E. Discussing New Concepts and Practicing Discuss the fable: The Ant and the genres, its elements, and essential literary A. The Basic Elements of a Short Story; B.
Provide the answers to the questions. Provide the answers to the questions.
New Skills no. 2 Grasshopper. contexts about cultural diversities of 21st Information and Communication
Century Literature from across the globe. Technology or ICT;
In this lesson, you will read a story entitled,
“Rich People Problem” and apply your
ICT skills to generate a digital picture
emphasizing the story elements.
What’s In: In the previous module, you
have learned about short story and its basic
elements. Creative transformation of
contemporary books on short story and
other literary
genres has evolve over the digital
Ask learners about the story's moral: The
technology today. The literary digital
Lesson: There’s a time for work and a time
adaptations will make interesting and fun Additional Activities: Direction: Get five (5) Additional Activities: Direction: Get five (5)
for play! Just because you don’t think
way of learning. Before reading the short words from the ICT ArtWord image. Define words from the ICT ArtWord image. Define
something is important right now, doesn’t Discuss: C. ICT Skills; D. Components of
F. Developing Mastery mean you should ignore it or put it off. It’s
story and learning how to integrate your
ICT
each word each word
ICT skills in this lesson, take time to recall of your own and use them in your own of your own and use them in your own
okay to have fun, but make sure your work
important details from the previous lesson sentences. sentences.
is done before! Always be prepared for
to help you answer the following questions:
what’s ahead!
1. What is a short story?
2. Name the basic elements of the story.
3. Why do you read a short story?
4. Aside from books, are there any
electronic resources to obtain a
particular story to read? What are they?
What’s New: Read the short story entitled,

“Rich People Problem” by Kevin Kwan.
Find out
What’s More: Enrichment Activities: Activity
What I Can Do: Group learners by four and significant characters, places, events that
1: Direction: Fill out the elements of a story
give this instruction: Create an mp4-video may refer to the elements of a story. Before
entitled, “Rich People Problem”. Generate
G. Finding Practical Applications of format adaptation of “The Story of the you read, you have to unlock first word
slides presentation using Microsoft
Allow learners to accomplish all unfinished Allow learners to accomplish all unfinished
Concepts and Skills in Daily Living Pencil”. Integrate text, audio clips and difficulty. A table is presented below. There activities. activities.
PowerPoint or simply have the same
image file to your video presentation. are jumbled letters on the first column; its
graphic organizer in your WORD.doc file
Present the criteria in judging. definition on the second column; and you
format.
have to write the correct / exact words on
the third column (The first letter is given to
serve as a clue.)
What I Have Learned

H. Making Generalizations and Abstractions Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners Reflect on the sequence of events in the
story. Have a creative digital picture
Wrap up today's lesson by asking learners Wrap up today's lesson by asking learners
about the Lesson what they have learned that day. what they have learned that day. what they have learned that day. what they have learned that day.
presentation; import images and music,
and add voice over. Save your file.
To check your comprehension, answer the

following questions on a
Assessment: Direction: Choose the letter of separate sheet of paper. Activity 2: Fill up the graphic organizer
Allow learners to accomplish all unfinished Allow learners to accomplish all unfinished
I. Evaluating Learning the correct answer. Write the chosen letter 1. Who are the characters in the story? about the story: Rich People Problem by
activities. activities.
on a separate sheet of paper. 2. Can you tell the significant places kevin Kwa
reflected in the story?
3. What is the theme of the story?
Additional Activities: Direction: What word

from the wordArt image the description may
suggest?________________________1.
relating to an audio recording method in Direction: Insert a table using your
which sound WORD.doc file format and fill in the
waves are represented doubleentry journal based on the story.
J. Additional Activities for Application and ________________________2. the Continuation of the lesson the following Save your file. Allow learners to accomplish all unfinished Allow learners to accomplish all unfinished
Remediation preparation of animated cartoons day. From the Text From my Mind activities. activities.
________________________3. connected Example: Bettina Ortiz y Meña was not
to, served by, or available through a system accustomed to waiting.
________________________4. programs Patience is a virtue.
for a computer
________________________5. to send
message from one cellphone to another
V. REMARKS
evaluation



Why did this work?




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ANNEX1B OF DEPED ORDER NO. 42, S.

III. LEARNING RESOURCES \

Ask learners the questions in What’s In: 1.

Instruct learners to do the What's New task

Share to leaners the trivia about the

Instead of a task, discuss to learners about

Give a ten-item short quiz coming from the

A. No. of learners who earned 80% in the

B. No. of learners who required additional

C. Did the remedial lesson work? No. of learners

D. No. of learners who require remediation

E. Which of my teaching strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or local materials did I use

Prepared by: Checked by: Noted by:

AMIHAN C. GRANDE FLORDELIZA F. MERCURIO ROLLY B. CAIDIC

III. LEARNING RESOURCES \

Answer the following questions: 1. What is

Teacher will ask: 1. What image does the

Learners will do Activity 1. Graphic

Learners will answer the fifteen-item

C. Did the remedial lesson work? No. of learners

D. No. of learners who require remediation

F. What difficulties did I encounter which my

G. What innovation or local materials did I use

Prepared by: Checked by: Noted by:

III. LEARNING RESOURCES \

Recall the previous topic by asking leraners

Answer the following questions: 1. What is

B. No. of learners who required additional

C. Did the remedial lesson work? No. of learners

F. What difficulties did I encounter which my

G. What innovation or local materials did I use

Prepared by: Checked by: Noted by:

Assessment 3: Brainstorming Assessment 3: Brainstorming

Assessment 3: Planning Assessment 3: Planning

What Have Learners Learned What Have Learners Learned

B. No. of learners who required additional

C. Did the remedial lesson work? No. of learners

D. No. of learners who require remediation

F. What difficulties did I encounter which my

G. What innovation or local materials did I use

Prepared by: Checked by: Noted by:

Padre Faura Witness The Execution of

Continue the activity on: What Can

Continue the activity on: What Can

B. No. of learners who required additional

C. Did the remedial lesson work? No. of learners

D. No. of learners who require remediation

F. What difficulties did I encounter which my

G. What innovation or local materials did I use

Prepared by: Checked by: Noted by:

In this module, learners will be learning

Do What’s More : Watch the video of a

Continue the activity on: What Can

Continue the activity on: What Can

Mind Mapping: Do the following instructions

Activity 2. Mobile Text tula: Do the

B. No. of learners who required additional

C. Did the remedial lesson work? No. of learners

D. No. of learners who require remediation

F. What difficulties did I encounter which my

G. What innovation or local materials did I use