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: 7
Time: 7:50 AM– 3:00 PM
MECLS: compare and contrast the various 21st century literary genres and their elements, structures, and traditions from across the globe.
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
 Checking of Attendance
underst in  Sending of Announcements and
Reminders

anding Interpret
I.Recall
Let the students solve the puzzle about the
previous topic.
II.Activity
of ing 1. Students will write a critical
paper analyzing a selected 21st-
century literary text in relation to

a short Literary the context of the reader and the

writer or applying a critical
approach discussed in class.

story; Text 2. Students will individually select

a 21st-century literary text and
write a critical paper applying

2. and its either the contextual analysis

approach or a critical approach
discussed in class. The

analyze Element assignment will be designed to

demonstrate mastery of the
 learning objective.
a s Guide
Basic textual and
short contextual reading
approach in the study Questions:
story by and appreciation of
literature 1. What are the
identify major literary
ing its genres?
basic *Motivation
element What’s New?
s; Directions: Look
3. for the
conventional
appreci
literary genres in
ate the the puzzle
use of IV.Analysis
 Understanding the context of the reader
and the writer when analyzing literary
multim texts
 Applying critical approaches to
 interpret literary texts effectively
edia in  Developing a well-structured critical
paper with clear arguments and
evidence
sharing V.Abstraction
Context provides meaning and clarity to the
intended message. Context clues in a literary

the work create a relationship between the writer

and reader, giving a deeper understanding of the
intent and direction of the writing.

lessons Some of the most common theoretical

approaches to criticism that you find in literary
studies are: New Criticism, Reader Response

learned Criticism, Structuralism, Deconstruction,

Psychoanalytic Criticism, Feminist Criticism,
Marxist Criticism, and New Historicism.
The learner will be
How to Write a Critical Analysis Essay
able to demonstrate Read Thoroughly and Carefully. ...
understanding and Choose a Thesis Statement. ...
appreciation of 21st Write an Introductory Paragraph. ...
century literature of Carefully Organize the Body of Your Essay. ...
the world through: Craft Clear Topic Sentences. ...
Populate Your Essay With Evidence. ...
critical paper that
Summarize Your Analysis in a Concluding
analyzes literary texts Paragraph. ...
in relation to the Revise as Necessary.
context of the reader
and the writer or a
critical paper that
interprets literary
texts using any of the
What is the
critical approaches.
importance
of Peer and
Self-
Assessment?
As a student, it
is important that
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
VI. Application
To summarize the lesson, students will
participate in a think-pair-share activity where
they will share one new insight they gained
about analyzing 21st-century literature.
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
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
Write the word of the correct answer.

Day Objectives Topic/s Classroom- Based Activities Home-Based Activities

Day 3 to 4 (Wednesday produce a creative Basic textual and Begin with classroom daily routine: ASSIGNMENT
to Thursday) representation of a contextual reading Directions: Reflect on what you
literary text by approach in the study  Classroom management have learned on the use of
 Implementation of the classroom multimedia formats in
applying multimedia and appreciation of interpreting literary texts. On
health protocols
skills: literature  Prayer your Facebook wall, post your
apply ICT skills in  Incantation thoughts on how multimedia
crafting an makes studying literature more
 Reciting the Dok Alternatibo Mindset
adaptation of a exciting and meaningful.
of Words
literary text
 Checking of Attendance
 Sending of Announcements and
 Reminders
I.Recall
Let the students solve the jigsaw puzzle
about the previous lesson.
II.Activity
1. Students will create a multimedia
adaptation of a literary text,
incorporating various ICT skills to
showcase their understanding and
creativity.
2. Students will work independently to
create their multimedia adaptation,
applying the concepts discussed in
class. They will have the freedom to
choose the format (video, animation,
podcast, etc.) that best suits their
interpretation.

IV.Analysis

 Identify key themes and elements of

the literary text
 Select appropriate multimedia tools for
the adaptation
 Incorporate ICT skills effectively in the
creative process
 Demonstrate understanding of the text
through the adaptation

V.Abstraction
Literary elements include plot, conflict,
character, setting, point of view, and theme.
They are essential because they provide a
framework for the writer to tell their story. They
give the reader a way to follow the story and
understand what is happening.
First, it is stated by McDonough and
Shaw (2003:86) who offer list of techniques that
may be used when adapting materials better to
fit a specific class. These techniques are:
 Adding; extending and expanding, Deleting;
subtracting and abridging, Simplifying,
Reordering, Replacing material.
Specifically, the use of ICT can
promote learners' creativity by growing ideas,
leading connections by collaboration and
communication, creating and doing with
effective technology tools

V. Application
For the closing activity, have students
present their adaptations to the class. Encourage
peer feedback and reflection on how multimedia
elements enhanced their understanding of the
literary 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 homework, students can write a
Test contextual reading reflection on the challenges and
• Classroom management benefits of using multimedia in
approach in the study
• Implementation of the classroom literary adaptations, citing examples
and appreciation of health protocols from their own project experiences.
literature • Prayer
• Incantation
• Reciting the Dok Alternatibo
Mindset of Words
• 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