Prime Innovation School of South Davao Inc.

Parallel St. Baranggay Tiguman, Digos city

WEEKLY LEARNING PLAN 21ST CENTURY OF LITERATURE IN THE PHILIPPINES

Quarter: 2 Grade Level: Grade 12

Week: 2
Time: 7:50 AM– 3:00 PM
MECLS: Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these,
require from the learner the ability to identify: representative texts and authors from Asia, North America, Europe, Latin America, and Africa.
Day Objectives Topic/s Classroom- Based Activities Home-Based Activities
1 to 2 (Monday to Begin with classroom daily routine:
Tuesday)
. Multime  Classroom management
 Implementation of the classroom
demons dia 
health protocols
Prayer
 Incantation
trate Formats  Reciting the Dok Alternatibo Mindset
of Words

underst in
Checking of Attendance
 Sending of Announcements and
Reminders

anding Interpret
I.Recall
Do a random calling of students to solve
the shuffled words and pictures.
II.Activity
of ing 1.Students will participate in a small
group activity, where they will analyze a piece of
literature from a different culture and present their

a short Literary findings to the class. The presentation should

demonstrate their understanding and appreciation
of the cultural and aesthetic elements present in the

story; Text text.

2. Students will complete a written
response comparing and contrasting two 21st-

2. and its
century literary genres of their choice, identifying
their elements, structures, and traditions. This
assessment will measure their mastery of the
objective and demonstrate their understanding of
the different genres.
analyze Element Guide
a s Questions:
Basic textual and
short 1. What are the
contextual reading
approach in the study

story by major literary

and appreciation of
literature

identify genres?
ing its *Motivation
basic What’s New?
element Directions: Look
s; for the
conventional
3.
literary genres in
appreci the puzzle
ate the IV.Analysis
Definition of literary genre

use of Examples of 21st-century literary genres from

different cultural backgrounds
multim Elements, structures, and traditions commonly
found in these genres

edia in Strategies for comparing and contrasting literary

genres effectively
V.Abstraction

sharing What is the

the
lessons importance
learned of Peer and
at the end of the lesson,
students will be able to
appreciate the cultural and
aesthetic diversity of
Self-
literature from around the
world by analyzing and
discussing examples from
different cultural
Assessment?
backgrounds.

By the end of the lesson,

students will be able to
As a student, it
compare and contrast the
various 21st-century
literary genres and their
is important that
elements, structures, and
traditions from across the
globe.
one must know
how to do peer
and self-
assessment.
Here are the
reasons
according to the
University of
Reading:
1. It
encourages you
to take
responsibility
for your
learning by
encouraging
engagement
with assessment
criteria and
reflection of
your own
performance
and that of
your peers.
Through this,
you can learn
from your
previous
mistakes,
identify your
strengths and
weaknesses and
learn to target
your
learning
accordingly.
2. It makes you
more active in
your learning
which in this
way, it can help
to
change the
perception that
learning is a
passive process
whereby
students
simply listen and
absorb
information for
the sake of
compliance. In
this way,
students are
more likely to
engage with
their learning as
participants
instead
of just
spectators.
3. It enables
you to better
understand
assessment
expectations
and work
towards
improving your
own
performance.
Getting yourself
more actively
involved in your
assessment can
make
assessment itself
a means by
which
you can develop.
Thus, Peer and
Self-assessment
are important to
learn for a
student like you,
and in order to
achieve this, it is
essential that
your assessment
criteria are clear
and fully
described
through the help
of your teacher.
Taking this step
further and
allowing you to
contribute to the
assessment
criteria can serve
to transfer
ownership,
fostering deeper
engagement
with the
assessment and
learning
There are many characteristics common
to traditional literature. These are stories of
unknown origin, containing traditional themes,
simple characters and plot, and an ambiguous
setting.
Prose was primarily written in paragraph
form, poetry was structured in stanzas, and
drama included character names before each
line of dialogue. However, in today's post-
modern literary world, writers often borrow
qualities from many different forms to create
their own unique style of literature.

VI. Application
To summarize what was learned, have a
group discussion where students share their
insights and findings from their comparison and
contrast essays. Ask questions such as:

What were the common elements and structures

you noticed in the literary genres you analyzed?
How did the traditions of each genre contribute
to your understanding and enjoyment of the
texts?
What did you learn from comparing and
contrasting these genres?

V. Evaluation

Directions:
Match the title
of representative
texts in Column
A to name of the
authors
in Column B.
Write only the
letter of your
answer on the
space provided
before the
number.
Column A
Column B
____________1.
My Face
A. David L.
Weatherford
____________2.
The Story of an
Hour B.
Robert Charles
Benchley
____________3.
Just One Thing
C. Kate Chopin
____________4.
When I Was
One-and-Twenty
D. Tess
Almendarez-
Lojacono
____________5.
Slow Dance
E. Alfred
Edward
Housman
____________6.
The Secret Life
of Walter Mitty
F. James Grover
Thurber
G.
Pablo Neruda
Directions:
Match the title
of representative

Day Objectives
Day 3 to 4 (Wednesday Students will be able to
to Thursday) write a critical paper that
analyzes literary texts in
relation to the context of
the reader and the writer
or a critical paper that
interprets literary texts
texts in Column
A to name of the
authors
in Column B.
Write only the
letter of your
answer on the
space provided
before the
number
Match the title of representative texts in
Column A and B. Write the letter on the
blanks provided.
Topic/s Classroom- Based Activities Home-Based Activities
Basic textual and Begin with classroom daily routine: ASSIGNMENT
contextual reading Directions: Reflect on what you
 Classroom management have learned on the use of
approach in the study
 Implementation of the classroom multimedia formats in
and appreciation of interpreting literary texts. On
health protocols
literature  Prayer your Facebook wall, post your
using any of the critical  Incantation thoughts on how multimedia
approaches.  Reciting the Dok Alternatibo Mindset makes studying literature more
of Words exciting and meaningful.
 Checking of Attendance
 Sending of Announcements and
Reminders
I.Recall
Do a random calling of students to solve
the shuffled words and pictures.
II.Activity
Students will write a critical paper
analyzing a literary text of their choice in relation
to the context of the reader and the writer or using
any of the critical approaches discussed in class.
The paper should demonstrate their understanding
of the key points covered in the lesson.

IV.Analysis

Understanding the concept of literary

analysis
Exploring the importance of context in
analyzing literary texts
Introduction to different critical
approaches for interpreting literature
Applying critical approaches to analyze a
literary text

V.Abstraction
This is accomplished by examining the
literary devices, word choices, or writing
structures the author uses within the work. The
purpose of a literary analysis is to demonstrate
why the author used specific ideas, word
choices, or writing structures to convey his or
her message.
V. Application
To summarize what was learned, have a quick
 closing activity where students share one key
insight or surprising finding from their analysis of
the literary text. Encourage them to reflect on how
analyzing literature in relation to context and
through different critical approaches can deepen
their understanding of the text..

V. Evaluation
Encircle the letter of the correct answer. Use
a separate sheet when answering.
Day Objectives Topic/s Classroom- Based Activities Home-Based Activities
Day 5 Long quiz / Weekly Basic textual and Begin with classroom daily routine: As a homework activity, suggest
Test contextual reading that students read a different
• Classroom management literary text of their choice and
approach in the study
• Implementation of the classroom consider how context and critical
and appreciation of health protocols approaches could enrich their
literature • Prayer understanding of the text.
• Incantation Encourage them to take notes and
• Reciting the Dok Alternatibo come prepared to discuss their
Mindset of Words findings in the next class.
• Checking of Attendance
• Sending of Announcements and
Reminders
I.Recall
Do a random calling of students to
solve the shuffled words and pictures.
II. Evaluation
Answer the following questions.
Write your answers on the blank

Prepared by:
JOHARA LEE L. VILLAMOR LPT
Subject Teacher
Checked by:
ROSITO L. ASARAK
School Principal

Noted by:
ELVIE FUENTES
School Administrator