School Maronquillo National High School Semester/Quarter First – 2nd

DAILY ABM/STEM – 12, GAS – 11, HUMMS -

LESSON Teacher Ms. Joan E. Mina SHS Track/Grade Level
11
LOG 21st Century Literature from the
SENIOR HIGH SCHOOL Inclusive Dates October 21 – October 25, 2024 Learning Area
Philippines and the World
12 - STEM/ABM : Mon/Tues – 2:00pm-3:00pm; Wed. – 7:30am-8:30am; Thurs. – 2:00pm – 3:00pm;
Scheduled Time 11 – HUMMS : Mon/Wed – 12:00pm – 1:00pm; Wed – 10:00am; Fri – 7:30am – 8:30am
11 – GAS : Tues – 9:00am – 10:00am; Wed/Thurs – 1:00pm – 2:00pm; Fri – 9:00am–10:00am

I. OBJECTIVES SESSION I SESSION II SESSION III SESSION IV

A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
B. Performance Standards The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world 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;
C. Learning Competencies / The learners: The learners:
Objectives (Write the LC Code)  identify representative texts and authors from Asia, North America, Europe, Latin America, and Africa (EN12Lit-IIa-
22);
 identify and apply various critical approaches to literary texts (EN12Lit-IIb-32);
 explain the texts in terms of literary elements, genres, and traditions (EN12Lit-IIb-32);
 situate the texts in the context of the region, nation, and the world (EN12Lit-IIc-29);
II. Content Critical Approaches to Literature
Basic textual and contextual reading
World Literature Classification (Formalism, Feminism, Marxism,
approaches in literature.
Historical, etc.)
III. Learning resources
A. References
1. Teacher’s Guide pages none none none none
2. Learners’ Materials pages none none none none
3. Textbook pages none none none none
4. Additional Materials from
Learning Resources Portals none none none none

B. Other Learning Resources https://www.scribd.com/document/ E-texts of selected literary works E-texts of selected literary works none
II. PROCEDURES

A. Revising previous lesson or

Review of the previous lesson. Review of the previous lesson. Review of the previous lesson. Review of the previous lesson.
presenting the new lesson
Ask: “How does our worldview influence
Discuss how understanding different Introduce the new lesson on textual and Introduce the day's objectives focused on
B. Establishing a purpose for the the way we understand stories?”
classification enhances appreciation contextual reading approaches. shooting the short film.
lesson Introduce the idea of critical approaches
for global literature.
to literature.
C. Presenting examples/ instances Present short descriptions of several Discuss the importance of understanding
Explain the importance of teamwork in
of the new lesson Point out some famous literary works critical approaches (e.g., Feminism, both textual and contextual elements in
filmmaking and how each role
and ask learners if its familiar to Marxism, Formalism). Provide an excerpt literature to enhance appreciation and
contributes to the final product.
them. of a literary text (e.g., Things Fall Apart by analysis.
Chinua Achebe).
D. Discussing new concepts and Point out some famous literary works Group Activity: Define textual analysis; discuss its Show a short clip from a well-known film
 practicing new skills #1 Assign each group a different critical to illustrate key filmmaking concepts
and ask learners if its familiar to approach (e.g., Feminist, Marxist, components such as diction, imagery, and (e.g., camera angles, lighting).
them. Formalist) and ask them to analyze the themes.
excerpt based on that perspective.
E. Discussing concepts and Introduce key figures of speech: Presentation:
Define contextual analysis; explore how
practicing new skills #2 metaphor, simile, personification, Each group presents their analysis,
historical, cultural, and authorial contexts Discuss camera techniques, including
hyperbole. explaining how their assigned approach
influence understanding. shot composition, angles, and movement
Provide definitions and examples for affects the interpretation of the text.
each.
F. Developing mastery Short reflection: "Which approach do you Each group will assign their members to
Group activity: Assign each group a
(Leads to Formative Assessment think provides the most insightful Analyze the “Road Not Taken” by Robert different roles (director, camera
text excerpt to identify figures of
3) understanding of the text, and why?" Frost through both textual and contextual operator, actors, etc.) for their short
speech used within it and discuss
lenses. films.
their significance.
G. Finding practical applications of The students will share their point of Discuss how understanding context can
view on the importance of world Discuss how critical approaches can be Allow time for groups to shoot their
concepts and skills in daily living enhance comprehension in everyday
used to analyze media and social issues, scenes for the film.
literature when it comes to reading (e.g., news articles, social media).
not just literature.
understanding of diverse cultures.
H. Making generalizations and Summarize key takeaways: The interplay
Summarize key takeaways about
abstractions about the lesson Give the summary of all the Periods Ask: “Why is it useful to look at literature between text and context enriches
collaboration and creativity in
and different national literatures from different critical lenses?” literary appreciation.
filmmaking.
I. Evaluating learning Performance Task:
Performance Task: Read a short story "The Lottery" by
Write a reflective essay connecting a Shirley Jackson. Apply one critical
theme from a selected work of world approach (Feminism, Marxism, or
literature to a real-life situation or Psychoanalytic approach) to analyze its Administer a 10-item multiple-choice Observe group dynamics during filming;
personal experience. meaning. Write a 200-word reflection. quiz to assess understanding of concepts provide feedback on collaboration and
discussed in class. adherence to the script.
Criteria Criteria
Theme Understanding – 5points Content – 5points
Real-Life Application – 5points Critical Thinking – 5points
Writing Quality – 5points Textual Evidence – 5points
Organization – 5points Organization – 5 points

Textual and contextual analysis of the

poem by Marthin Luther King Jr. “I Have a
Dream”
Assign students to edit their footage at
J. Additional activities for The performance tasks will continue The performance tasks will continue to Criteria home as homework or during the next
application or remediation to be done by the students at home. be done by the students at home. Textual Analysis – 5 points class session.
Contextual Analysis – 5 points
Integration of Concepts – 5 points
Critical Thinking – 5 points
III. REMARKS

IV. REFLECTION Proceed to the next lesson. Proceed to the next lesson. Proceed to the next lesson. Proceed to the next lesson.
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson.

D. No. of learners who continue to

require remediation.

E. Which of my teaching strategies Collaboration. Collaboration. Collaboration.

worked well? Why did it work? The students feel at ease and belong The students feel at ease and belong to The students feel at ease and belong to
to the class. the class. the class.
Collaboration.
The students feel at ease and belong to
Socratic method. Socratic method. Socratic method.
the class.
The teacher makes the class feel The teacher makes the class feel The teacher makes the class feel
comfortable so that they won’t feel comfortable so that they won’t feel comfortable so that they won’t feel
intimidated whenever they need to intimidated whenever they need to intimidated whenever they need to
participate in class discussion. participate in class discussion. participate in class discussion.
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized The use of multimedia and excerpts

materials did I used/discover Using technology like PowerPoint facilitated deeper engagement with Using technology like PowerPoint Using technology like PowerPoint
which I wish to share with other presentation. complex themes like magical realism and presentation. presentation.
learners? existentialism.