LESSON PLAN IN ENGLISH GRADE 7

GRADE AND SECTION: G11 Combi 1-D

TIME: 7:30am – 8:30am
DATE: January 27, 2022
NAME OF MENTOR: Hazel-Ann l. Kong (SST-I)

A. Content Standard: The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.
B. Performance Standard: The learner will be able to demonstrate understanding and
appreciation of 21st century literature 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; 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 using any
of the critical approaches; and an adaptation of a text into other creative forms using
multimedia.
I. OBJECTIVES:
C. Learning Competency: EN12Lit-IIa-22 Identify representative texts and authors from Asia,
North America, Europe, Latin America, and Africa.
D. Learning Objectives: Within the 60-minute session, the G11 Combi 1-D students are
expected to do the following:
a). identify the predominant themes of 21st Century African literature;
b). deduct a literary text theme from a 21st Century African literature
entitled “Ancestor Stones” by Aminatta Forna; and
c). relate the theme of the story to a particular event in one’s life or present
events.
II. CONTENT A. Subject Matter:
Anthology of 21st Century World Literature: Africa
B. Interdisciplinary Integration:
Science: River Formation
Indicator 1: Applies knowledge of content within and across curriculum teaching
areas
A. Learning Resources  21st Century Literature – Quarter 2 Module 1 Day 2: Anthology of 21st Century World
Literature pp. 5-10
 Video Presentation
III. PROCEDURE Indicator 2: Plan and deliver teaching strategies that are responsive to the special
Teaching Method: 4As educational needs of the learners in difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict; urban resettlement or disasters; child
abuse and child labor practices.
A. Activity River Formation Experiment (5 minutes)

Do you know how rivers are formed? Some of them form with underground springs and
others start when rain falls over mountains.

Materials:
1. 1 sheet of paper
2. 1 cardboard
3. Tape
4. Washable pen markers
5. Water
6. A small spray bottle
Method:
Stack two sheets of paper on top of each other.
 Make your hand into a fist and cover your fist
with the two sheets of paper.
 Crumple them around your fist, then remove your
fist and crumple them even more.
 Unfold the crumpled sheets a bit and stick them
down to the remaining one with tape.
  Take your pen and color in the ridges of your mountains. The ridges are the long and
narrow parts of the mountains, usually they’re quite high up.
 Now using the spray bottle, spray some water over your mountains until drops start to
trickle down. The drops on the sheets show you the path rivers would take on your
mountains! The big drops at the bottom could be lakes.

PREDICT Before doing the experiment, imagine what will happen in the
experiment.
ASK As you do the experiment, list down questions about the
activity.
GUESS As you do the experiment, list down unclear concepts in the
activity.
FOCUS As you do the experiment, list down the important parts of the
experiment.

Explanation for the Experiment:

 As rain falls over the mountains, the water trickles down the ridges of the mountains
into streams. As the streams grow bigger and bigger, they become rivers. These rivers
take up speed and run all the way down the mountains! Because of this, the riverside
became settlement for civilization.

Facts about Africa

1. The world's longest river -- the Nile, is in
Africa.
2. Africa has 54 countries.
3. Africa is the second-largest continent in the
world both in size and population.
4. Around 2,000 different languages are spoken
in Africa and each of them have different
dialects while Arabic is the language that is
most widely spoken in the African continent.
5. The continents terrain was inhabitable and
remained unknown for thousands of years,
earning it the name of 'Dark Continent'.
B. Analysis Strategy: Probing Questions (5 minutes)

Just like The Philippines, Africa is home to diverse cultures.

 What do you think contributed to that?

 What events in African history are you familiar with?
 Were there events in African history that is similar to historical events in the
Philippines?

C. Abstraction Strategy: Explicit Teaching (15 minutes)

 Hearing-impaired learners are instructed to seat closer to the television or provided

a separate audio device to be able to listen better.
 Learners that are displaced due to COVID-19; under Home Quarantine are
provided with SLM for 21st Century Literature Quarter 2 – Week 1 – Day 2

 The teacher discusses the different text themes that are prominent in African 21st
Century Literature or also known as Post-Colonial Literature.

Most African literature is a reflection of social change –cultural and political influences
coupled by awareness of a national identity and modern problems.
1. Colonialism – This pertains to the effects of European colonization to African
societies.
- The missionaries gain a foothold in Umofia, and it doesn't take long before
they have converted most of the tribe to Christianity. (Things Fall Apart by
Chinua Achebe)
 2. Liberation - This pertains to themes of the war and conflict for independence.
- Some go and never return. Others sometimes come to see the wives they left
behind, make them round-bellied, and quickly go away as if driven from
Ilmorog by Uhere or Mutung’u. (Petals of Blood by Ngugi wa Thiong'o)
3. Nationalism - the struggle between Communism and democracy, and the rise
of dictatorships.
- is the white men’s wish to take us from our way. ...to move us on to their
road; to void us of our soul and put their spirit, the worship of their, creature
god, in us. (Two Season by A.K. Armah)
4. Tradition - precolonial African fables, legends, and myths.
- The child of the Dead Woman, who was never allowed to live, as his mother
was killed before he was born, exists in an indeterminate middle space
between the dead and the living. (A Dance of the Forest by Wole Soyinka)
5. Displacement - the experiences of refugees or those who have to leave Africa
because of war or conflict.
- “How is America today, Stephanos?” Joseph asks me. …“I’ve told you,” he
says. “This country is like a little bastard child. You can’t be angry when it
doesn’t give you what you want.” (The Beautiful Things That Heaven Bears By
Dinaw Mengestu)
6. Rootlessness – Themes of the narratives of Africans who grow up in a foreign
country and their feelings of being foreign to both their adoptive country and
their African heritage.
- A regime in which you saw a fellow cursed in the morning for stealing a blind
man's stick and later in the evening saw him again mounting the altar of the
new shrine in the presence of all the people to whisper into the ear of the chief
celebrant--- (A Man of People by Chinua Achebe)

D. Application Identifying Text Themes (10 minutes)

Directions: Identify which of the themes of 21st Century African literature are the following
lines from the excerpt of Ancestor Stones exemplifying.

THEME LINES
TRADITION 1. A country that seemed to have disappeared, returned to an
earlier time, like the great unfilled spaces on old maps here once
map makers drew illustrations of mythical beasts and untold riches.
COLONIALISM 2. And for a time that’s what Europeans thought Africa was
Paradise.
COLONIALISM 3. About how Europeans discovered us and we stopped being a
blank space on a map.
NATIONALISM 4. In our country a person might enquire of another after the health
of a third. And the respondent, wishing to convey that the individual
was less than well, requiring the help of God or man, might reply:
‘O yi di.’
LIBERATION 5. A spectator, I had watched on my television screen images of
my country bloodied and bruised.
Strategy: Differentiated Tasks (15 minutes)

 The teacher provides 4 categories in which the students can choose from:
Category 1: Create a picture collage using the one of the text themes.
Category 2: Create a poem using the one of the text themes.
Category 3: Select a song that reflects one of the text themes.
Category 4: Write a slogan using the one of the text themes.
 Relate the chosen theme of the story to a particular event in one’s life or
present events
 Provide a short explanation for the output.
 The students are tasked to utilize Google Docs for their output and to be sent
to the teacher’s email address.
 Indicator 3: Select, develop, organize, and use appropriate teaching and learning
resources, including ICT, to address learning goals.
IV. ASSESSMENT Identification (5 minutes)
Direction: Identify the type of text theme in each subject matter.
_______________ 1. Civil war evacuees
_______________ 2. A teenager of Nigerian parents born and raised in Germany
_______________ 3. A Kenyan migrant who speaks English
_______________ 4. Human trafficking victims from Northern Africa
_______________ 5. Tunisian writer who identifies himself as French because he studied in
France
_______________ 6. A child of a Portuguese father and an Ethiopian mother
_______________ 7. Focuses on the impact of European colonization on Africa
_______________ 8. This centers on African identity
_______________ 9. Victims of terrorist attacks in Somalia
_______________ 10. Displaced farmers because of a dam project in Sudan
V. AGREEMENT Advance Reading: Anthology of 21st Century World Literature: Europe

Prepared by:

Hazel-Ann L. Kong, LPT

Secondary School Teacher I

Observed by:

Jovie R. Cuz
Master Teacher II

Jessica B. Cariaga
Master Teacher I

Aileen R. Locson
Master Teacher I

Ma. Theresa B. Borgonia, Ed. D.

OIC-PSDS/Concurrent Principal IV

Date Observed: January 27, 2022