21ST-CENTURY-1

Bayanihan Street, Barangay WanganCalinan, Davao City Website:
pctdavao.edu.ph, Email: pctdvo@yahoo.com

Tel # 287-2258
School PHILIPPINE COLLEGE OF Grade Level 11
SEMI DETAILED TECHNOLOGY
LESSON PLAN Teacher MELDIE ANN B. LEOPOLDO Learning Area 21ST CENTURY LITERATURE
WEEK 1 TIME 7:45-8:45 Quarter 3
I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate the elements and contexts of 21st century
Philippine literature from the regions.
B. Performance The learner will be able to demonstrate understanding and appreciation of 21st Century
Standard Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms of form and
theme, with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning Competency EN12Lit-Ia-21 : Writing a close analysis and critical interpretation of literary texts and doing an
based on MELCs: adaptation of these require from the learner the ability to:
1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from
precolonial to the contemporary canonical authors and works of Philippine National Artists in
Literature:
2. identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/province/ town).
D. Learning Objectives: At the end of this lesson, the students are expected to:
At the end of the lesson, the students are expected to:
a. identify 21st century literary works from Luzon
b. name notable authors from Luzon
c. explain the influence of geographical location to the literary works of various authors
II. CONTENT
A. Topic: Literary Works and Authors from Luzon
B. Time Frame: 60 minutes
C. Learning Resources: K-12 MELC, Supplementary Activity Sheets, Textbook, Pictures, PPT of the lesson, and
Laptop
D. References: 21st Century Literature from the Philippines and the World. Quarter 3 - Module 2: Literary
Works and Authors from Luzon
E.21st Century Skills: Critical-Thinking, Collaboration, Problem Solving and Communication Skills
III. PROCEDURE
A. Routinary Act
1. Prayer
2. Greetings
3. Cleaning
4. Checking of Attendance
5. Important Reminders: Recalling Classroom Rules.
6. Review
B. Activity
Motivation – CHARADES!
1. The class will play the game called “Charades”.

2. They will be divided into two groups.
3. Each group will be given minutes to guess all 5 words assigned to them.
4. The group who can guess all the given words will be declared as the winner.
5. In any case that each group will not be able to guess all the words, the group who has the greatest number of
guessed words will be the winner.
WORDS
GROUP 1 GROUP 2
LITERARTURE AUTHOR
STORY POEM
WRITER READER
INTERNET PAINTER
JOURNALIST ARTIST
C. Analysis – PROCESS QUESTIONS
1. The students will answer the following questions:
 How did you find the activity being done?

 From the activity being done, what do you think are the things we will be talking today?
 What are you prior knowledge about the words you act in the activity?
D. Abstraction
1. The teacher will conduct an interactive discussion on the lesson about the Literary works in Luzon
Literary pieces of Filipino cultures often Three of the country's most influential
depict the setting of the society at various writers in the English language, Jose Garcia
timelines as writers from different regions Villa, Nick Joaquin, and F. Sionil Jose, have
would depict and how the influences from deep associations with the city of Manila-
cultures of colonizers have somewhat melted country's capital city. Villa and Joaquin were
into Philippine culture. They gave us a born in Manila, while Jose, though born in the
foretaste of how life was in the Philippines- region of Pangasinan, has made Manila his
then and now. other home over the decades of his stay in the
city.
2. The class will be divided into 3 groups. Each group will be given a strip of paper that contains the background of the
author as well as its literary works. They will be given 5 minutes to read and comprehend what is written in the paper and
summarize the information afterwards. The group must select one member to present their output to the class. They are
encourage to present their output in a creative way. After which, the teacher will begin the discussion. During the
discussion, the teacher will call the representative of the group to present their output, then the teacher will elaborate the
topic one by one.
Group 1: Jose Garcia Villa and his literary works
Group 2: Nick Joaquinand his literary works
Group 3: FranciscoSionil Joseand his literary works
E. Application
After the discussion, the students will answer the short activity found in the module entitled
"Lengua Para Diablo (The Devil Ate My Words) an excerpt from the Banana Heart Summer
written by MerlindaBobis and answer the following:
 What do you think does "Lengua Para Diablo" symbolizes?
 How does the story mirror issues in reality? Describe at least one example.
 What do you think is the lesson we can get from the story?
 How is the father described in the story?
 What does the story tell us about Philippine society?
F. Generalization
After the activity, the teacher will integrate the importance of giving appreciation to literary works of
Luzon and its impact in our daily life by asking the following questions:
Guide questions:
• Why is it important to learn about the author before reading a story?
• What is the importance of literary works specifically in Luzon in our daily life?
• As a Filipino citizen, why do we need to study the literary works of other regions?
• Why do we need to know the specific geographical location of which the literary works originate? And
how does this affect the literature?
The teacher will then ask the students if they have any questions or clarifications.
IV. EVALUATION – MULTIPLE CHOICE

The teacher will have a short quiz.
Instruction:
In a ¼ sheet of paper, list the 3 notable authors from Luzon and give at least one of their literary work.
V. ASSIGNMENT: RESEARCH ACTIVITY

Research about the literary works and authors from Visayas. Write it on a 1/2 sheet of paper 50-150
words.
Prepared by: Approved by:
MELDIE ANN B. LEOPOLDO JULY BRIAN G. GUHAO, LPT, MAT-ENG

Instructor I School Principal
Tel # 287-2258
II. OBJECTIVES
B. Performance 1.Compare and contrast the various 21st century literary genres and the ones from the earlier
Standard genres/periods citing their elements, structures and traditions
2.Discuss how different contexts enhance the text's meaning and enrich the reader's
understanding
3.Produce a creative representation of a literary text by applying multimedia and ICT skills
C. Learning Competency EN12Lit-Ia-21: Writing a close analysis and critical interpretation of literary texts and doing an
based on MELCs: adaptation of these require from the learner the ability to:
1. identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from
precolonial to the contemporary canonical authors and works of Philippine National Artists in
Literature;
2. identify representative texts and authors from each region (e.g. engage in oral history research
with focus on key personalities from the students’ region/province/ town).
D. Learning Objectives: At the end of the lesson, the students are expected to:
a. identify 21st century literary works from Visayas
b. name notable authors from Visayas
c. write a critical analysis of a of a text written by an author from Visayas
II. CONTENT
A. Topic: Literary Works and Authors from Visayas
Laptop
Works and Authors from Visayas
III. PROCEDURE
A. Routinary Act
1. Prayer
2. Greetings
3. Cleaning
6. Review
B. Activity
Motivation – WORD SEARCH!
1 The class will play the game called “Word Search”.

2. The teacher will present the word search board through the television.
3. The class has to search for the word in the box. They must raise their right hand if they want to answer.
4. The hidden word can be positioned in all directions, written from left to right from right to left, horizontally, vertically and
diagonally, but is always on one straight line.
Words to search:
Visayas, authors, epic, writer, contemporary, poetry, fiction, realism

 What are you prior knowledge about the words you found in the activity?
D. Abstraction
Presentation of the new lesson.
1. The teacher will present the new lesson to the class.

Visayas is a group of island in the Central Philippines, including Cebu, Leyte, Negros, Panay, Samar and
may smaller islands. Its widely spoken languages are Waray, Illongo and Cebuano. Despite their numerous
languages and dialects, the people still speak English and Tagalog.
Common literary themes focus on the examination of human experiences that shows struggles and the
defeats in life and how people faced and triumphed over those adversities.
According to Velasquez, contemporary Cebuano poetry is experimental becoming short, repetition of
words, use of free verse, use of contemporary images and return to concretion.
For contemporary Cebuano fiction, there are stories for children, women writing, queer writing and
anthology of Cebuano short stories.
2. After the discussion, the students will have a short activity.The teacher will show the students the lyrics of the Southern
Leyte’s folk song entitled “U, BulakngaAzucenas” (Oh, Azucena Flower) adapted from Placida Go-Saga. The students will
read the lyrics of the song and answer the following:
1. Who do you think the speaker is talking to?
2. What emotion is projected by the speaker to Azucena?
3. Where do you thinkAzucenas commonly grow?
4. What image is being portrayed in the song?
E. Application
After the activity, the teacher will integrate the importance of giving value of family and relationship
through presenting the poem entitled “MgaLitratongKuspaw” by Corazon Almerino and ask the
following questions:
Do you have the same things in your wallet? If yes, name them.
What common characteristics are there in resibo, sedula, calling card and listahansamga utang?
What makes a litratokuspaw?
What do you think is the connection of these litratongkuspaw to the resibo, sedula, calling card,
and listahan samga utang?
What emotion is projected by these litratong kuspaw? Why you say so?
What common human experience comes to your mind as you read the poem?
What is the connection of this line: “Paraygon pa kaya ko niyaniining panahona”, to the title of the
poem?
How does the text make you feel about time and lover?
F. Generalization
After the activity, the teacher will integrate the importance of giving appreciation to literary works of
Visayas and its impact in our daily life by asking the following questions:
Guide questions:
• Why is it important to learn about the author before reading a story?
• What is the importance of literary works specifically in Visayas in our daily life?
• As a Filipino citizen, why do we need to study the literary works of other regions?
• Why do we need to know the specific geographical location of which the literary works originate? And
how does this affect the literature?

Direction: In a ½ sheet of paper, answer the following questions. (5pts each)
How would you describe literatures from Visayas?
Why is it important that each region province has its own literature?
V. ASSIGNMENT: INDIVIDUAL TASK

The students will create a critical analysis.
Directions: Reread the poem, Mga LitratongKuspaw. In a 1 whole sheet of paper, write a 150-word
critical analysis of the poem using the guide questions below:
1. What is the geographical, historical setting of the poem? How does this affect the poem?
2. What is the poem all about?
3. What is the message/theme of the poem?
4. Do you agree or disagree with the author’s message? Why? Why not? Support your answer with
evidences.
Rubric
Good Adequate Needs Improvement
(5) (3) (1)
Clarity of the Analysis Analyze thoroughly the Analyze parts of the Analyze the poem a
X5 whole parts of the poem poem and some little and the references
and reference are clear. references are clear. are not clear.
Organization Organization is very Organization is very Writing is not organized.

X3 clear with transitions clear. Transitions are The transitions between
that are effective and present at times, but ideas are not clear.
varied throughout the there is little variety.
paragraphs.
Evidences Presented Presents extensive Presents some Presents little evidence
X2 evidences from the evidences from the from the poem and
poem and relevant poem with some relevant supports to
supports to back up relevant supports to back up his/her
his/her interpretation. back up his/her interpretation.
interpretation.

Tel # 287-2258
III. OBJECTIVES
Performance The learner will be able to demonstrate understanding and appreciation of 21st Century
Standard Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms of form and
theme, with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
Learning
EN12Lit-Ie-31.3 Do self- and/or peer-assessment of the creative adaptation of a literary text,
Competency
based on MELCs: based on rationalized criteria, prior to presentation
Learning At the end of the lesson, the students are expected to:
Objectives: a. identify 21st century authors and literary piece from Mindanao (R);
b. analyze and interpret literary text (An); and
c. write an interpretation of a short literary piece from Mindanao (C).
II. CONTENT
A. Topic: Literary Works and Authors from Mindanao

Laptop
Works and Authors from Mindanao
III. PROCEDURE
A. Routinary Act
1. Prayer
2. Greetings
3. Cleaning
6. Review
B. Activity
Motivation – IT IS A BOY OR A GIRL!
1. Before the discussion starts, a game called "Is it a girl thing or a boy thing?!" will be played, where the teacher will
display a table with 3 sections (Male, Both, Female) using a PowerPoint presentation.
2. The students will use the words provided by the teacher and assign them to the appropriate category.

 What do you think is the connection of knowing the gender for our topic this morning?
D. Abstraction
Presentation of the new lesson.

An interactive discussion will be used by the teacher to present the new lesson to the class. The
students will read the information displayed on the screen, while the teacher will provide further
elaboration on the topic.
Gender criticism focuses on construction of gender, sexuality especially LGBT issues.

It has three components: power, perspective, and gender relations. Power can be
explored by looking through social relationships, actions, and dispositional abilities.
Perspective is checking on the author, personal point of view (POV), and characters.
Gender relations is considering the stereotypes, oppression, and social expectation.
E. Application
After the discussion, the students will engage in a group activity, wherein they will receive a
worksheet containing a poem titled "Agua de Viuda," written by Jhoanna Lynn Cruz. The group
members will read the poem and collaborate to answer the questions on a 1 whole sheet of paper.
They will be given 10 minutes for the activity.
F. Generalization
After the activity, the teacher will integrate the importance of knowing gender roles by asking the
following questions:
Guide questions
1. How does gender influence our daily lives?
2. Why is it important to maintain gender equality in our community?

Direction: In a ½ sheet of paper, answer the following questions. (5pts each)
How would you describe literatures from Visayas?
Why is it important that each region province has its own literature?
V. ASSIGNMENT: INDIVIDUAL TASK

The students will create a literary analysis.
Directions: Reread the poem, Agua de Viuda. In a 1 whole sheet of paper, write a 150-wordliterary
analysis of the poem in the lens of gender criticism.
Literary Criticism Rubric
Criteria Expert Developing Novice
(4) (3) (1)
Evidences & Evidence is well- Evidence is well- Evidence is weak.
Reasoning/ Analysis chosen. Reasoning chosen. Reasoning Reasoning is
X5 connects evidence to connects evidence to unclear/incomplete,
claim in clear, claim in clear and but some support
logical, and highly logical way. exists.
effective way.
Organization Well-organized. Response is mostly Response has
X3 Used transitions organized. Ideas are problems in order of
appropriately and mostly clear. ideas. Attempts to
correctly. use transitions.
Ideas are somewhat
clear.
Writing Conventions Almost no errors. Some errors but Sentences are
X2 Sentences are well does not impact repetitive in
constructed and understanding. structure. Some
show variety. sentences are
awkward.


Tel # 287-2258
IV. OBJECTIVES
B. Content Standard The learner will be able to understand and appreciate literary texts in various genres across
national literature and cultures.
Performance The learner will be able to demonstrate understanding and appreciation of 21st century literature
Standard of the world through a written close analysis and critical interpretation of a literary text in terms of
form and theme, with a description of its context derived from research.
Learning EN12Lit-IIa-22- Writing a close analysis and critical interpretation of literary texts, applying a
Competency reading approach, and doing an adaptation of these, require from the learner the ability to
based on MELCs: identify: representative texts and authors from Asia, North America, Europe, Latin America, and
Africa
Learning At the end of the lesson, the students are expected to:
Objectives: a. identify literary works and authors from North America
b. analyze texts from North America; and
c. appreciate the importance of literary works and authors from North America in real life
II. CONTENT
A. Topic: Literary Works and Authors from North America

Laptop
Works and Authors from North America
III. PROCEDURE
A. Routinary Act
1. Prayer
2. Greetings
3. Cleaning
6. Review
B. Activity
Motivation – VIDEO ANALYSIS!
1. The teacher will play a video about North America for the students to watch.
2. While watching the video, the students will be asked to jot down important information that they find
interesting or noteworthy.
3. After the video, the teacher will call random students to share their findings and answer probing
questions related to the video they watched.
4. Probing questions are as follows:
1. What is the most interesting fact you learned after watching the video, and why did it catch
your attention?
2. What surprised you the most about the information presented in the video about North
America, and why was it unexpected?
1. 1 The class will be divided into five groups, and each group will be assigned a different author from
North America.
2. The groups will be given strips of paper containing information about their assigned author, such as their
name, background, notable works, and literary style.
3. The groups will read and comprehend the information provided on their strips of paper, and may
conduct additional research if necessary.
4. After discussing and organizing their findings within the group, each group will share their information
with the class, providing a brief presentation about their assigned author.
5. To encourage efficient and effective use of time, each group will be given three minutes to present their
information to the class.
D. Abstraction.
After the students have completed their research and presentation on their assigned authors, the teacher
will further delve into the discussion, adding their own knowledge and insights about the authors and
their works through providing additional information and insights about the authors from North America
that the students have studied.
E. Application
1. Using the same group, the teacher will facilitate a group task.
2. Each group will receive another strip of paper containing a summary of a literary text written by their
assigned author.
3. The students will read and comprehend the summary of the story and produce an interesting and catchy
one-sentence summary of their own.
4. The students will record their summary on a 1/2 sheet of paper.
5. The allotted time for this activity is 5 minutes.
After the discussion, the students will engage in a group activity, wherein they will receive a
worksheet containing a poem titled "Agua de Viuda," written by Jhoanna Lynn Cruz. The group
members will read the poem and collaborate to answer the questions on a 1 whole sheet of paper.
They will be given 10 minutes for the activity.
F. Generalization
What do you think is the significance of studying literature from North American authors?
After which the teacher will ask clarification to the students.

Directions: Choose the letter of the correct answer. Write your answer in a ¼ sheet of paper.
1. Which among the writers below is not a North American writer?
a. Ernest Hemingway c. Nick Joaquin
b. Mark Twain d. Edgar Allan Poe
2. When did American literature begin?
a. 15th century c. 17th Century
b. 16th century d. 18th Century
3. Which of the following is the work of Ernest Hemingway?
a. The Raven c. Little Women
b. The Old Man and the Sea d. The Cask of Amontillado
4. Which of the following is the work of Louisa May Alcott?
a. Little Men b. Success is Counted Sweetest
c. The Garden of Eden d. Joan of Arc
5. When did Ernest Hemingway get Nobel Prize for literature?
a. 1944 b. 1954 c. 1964 d. 1974
V. ASSIGNMENT:
Instructions: In a 1 whole sheet of paper, research another author from North America and write a short report on their
life, works, and literary style. You can include quotes, images, or other multimedia resources to support your analysis. You
can have it written or printed. Deadline: May 16, 2023. Late submission will be deducted 10 points.


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Bayanihan Street, Barangay WanganCalinan, Davao City Website:

pctdavao.edu.ph, Email: pctdvo@yahoo.com

WEEK 1 TIME 7:45-8:45 Quarter 3

A. Topic: Literary Works and Authors from Luzon

B. Time Frame: 60 minutes

5. Important Reminders: Recalling Classroom Rules.

1. The class will play the game called “Charades”.

C. Analysis – PROCESS QUESTIONS

1. The students will answer the following questions:

 How did you find the activity being done?

IV. EVALUATION – MULTIPLE CHOICE

V. ASSIGNMENT: RESEARCH ACTIVITY

Prepared by: Approved by:

MELDIE ANN B. LEOPOLDO JULY BRIAN G. GUHAO, LPT, MAT-ENG

WEEK 3 TIME 3:15-4:15 Quarter 3

A. Topic: Literary Works and Authors from Visayas

B. Time Frame: 60 minutes

5. Important Reminders: Recalling Classroom Rules.

Motivation – WORD SEARCH!

1 The class will play the game called “Word Search”.

1. The students will answer the following questions:

 How did you find the activity being done?

Presentation of the new lesson.

1. The teacher will present the new lesson to the class.

IV. EVALUATION – MULTIPLE CHOICE

V. ASSIGNMENT: INDIVIDUAL TASK

Organization Organization is very Organization is very Writing is not organized.

Prepared by: Approved by:

MELDIE ANN B. LEOPOLDO JULY BRIAN G. GUHAO, LPT, MAT-ENG

WEEK 3 TIME 3:15-4:15 Quarter 3

A. Topic: Literary Works and Authors from Mindanao

B. Time Frame: 60 minutes

5. Important Reminders: Recalling Classroom Rules.

Motivation – IT IS A BOY OR A GIRL!

1. The students will answer the following questions:

 How did you find the activity being done?

Presentation of the new lesson.

Gender criticism focuses on construction of gender, sexuality especially LGBT issues.

IV. EVALUATION – MULTIPLE CHOICE

V. ASSIGNMENT: INDIVIDUAL TASK

Prepared by: Approved by:

Bayanihan Street, Barangay WanganCalinan, Davao City Website:

WEEK 4 TIME 3:15-4:15 Quarter 3

A. Topic: Literary Works and Authors from North America

B. Time Frame: 60 minutes

5. Important Reminders: Recalling Classroom Rules.

Motivation – VIDEO ANALYSIS!

C. Analysis – PROCESS QUESTIONS

IV. EVALUATION – MULTIPLE CHOICE

Prepared by: Approved by:

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