Maryhill College

Lucena City
Senior High School Department
S.Y. 2019-2020

Grade 11- 21ST Century Literature of the Philippines and the

Grade Level/Subject
world
First Semester First Quarter
Pre-colonial to contemporary literature of the Philippines
Topic
and Canonical authors and national artist of the Philippines
The learner demonstrates the understanding of appreciate the
elements and contexts of 21st century Philippine literature
Content Standard
from the regions.

Literary adaptation using multimedia (short film)

Performance Standard
The learner…
1. identifies the geographic, linguistic, and ethnic
dimensions of Philippine literary history from
precolonial to the contemporary.
2. values the contributions of local writers to the
development of regional literary traditions.
3. appreciates the contributions of the canonical
Filipino writers to the development of national
literature.
4. differentiates/compare and contrast the various 21st
century literary genres and the ones from the earlier
genres/periods citing their elements, structures and
traditions.
5. infers literary meaning from literal language based
on usage.
Learning Competencies 6. analyzes the figures of speech and other literary
techniques and devices in the text
7. explains the literary, biographical, linguistic and
sociocultural contexts and discuss how they enhance
the text’s meaning and enrich the reader’s
understanding
8. situate the text in the context of the region and the
nation
9. examines the relationship of context with the text’s
meaning
10. produces a creative representation of a literary text
by applying multimedia skills.
10.1 chooses appropriate multimedia format in
interpreting a literary text.
10.2 Applying ICT skills in crafting an adaptation of
a literary text
 st
Learning Plan in 21
century Literature of the
Philippines and the
World
S.Y. 2019-2020

Prepared by:
Krystall Joy M. Carrido
 Maryhill College
Senior High School Department
School Year 2019-2020

July 8-10, 2019- Homeroom and Subject Orientation

July 11, 2019- Introduction to 21st century literature

At the end of the lesson the students shall have:
1. explained the definition of literature
2. identified the different types of literature
3. created a meaningful essay regarding the important contribution of literature.
Introduction/Motivation
 The teacher groups the students into five where they will brainstorm and share their idea about
literature. They will be provided with a concept map where they will write their answers and after
that they will be sharing their group work in front of the class.
Instruction/Delivery
 The teacher introduces and discusses literature from the work of the students. Its definition,
importance, and types.
Integration
 The student writes a meaningful essay regarding the important contribution of literature to our
society today.
Evaluation
 Essay writing
Infused Values
 Socially Responsible
 Cooperation
Graduate Qualities
 Socially Responsible

July 12, 2019- The regional approach to reading Philippine literature

At the end of the lesson the students shall have:
1. determined the different regions with emerging literature and writers
2. understood the different cultural group in the Philippines
3. appreciated the development of literature in every region
Introduction:
 The teacher presents a Philippine map wherein students locate the different regions and place the
specific color for each.
Instruction/interaction:
 The teacher presents an essay entitled “Building the National” and discusses its essence in the
emergence of Philippine literature
Integration:
 The student writes a short paragraph summarizing Dalisay’s argument.
Evaluation:
 Writing activity
Infused values:
 Cooperation
 Critical Thinking
Graduate qualities
 Critical Thinker
 English Proficient
 Morally Upright
July 15, 2019- An overview of the Philippine Literary History
At the end of the lesson the students shall have:
1. Defined and understood ideology
2. Enumerate the different genres in the early Philippine Literary
3. Compare and contrast the different oral lore genres
Introduction:
 The students recount some historical events of our country particularly during the Japanese and
American Era.
Instruction/interaction:
 The teacher previews Jose Rizal’s Noli Me Tangere and its theme and gear toward the discussion
of ideology and different genres in the early Philippine Literature.
Integration:
 The teacher let the students read the “Green Girl” by Cyan Abad-Jugo and answer the engaging
questions in the book.
Evaluation:
 Seat work
 Homework
Infused values:
 Cooperation
 Critical Thinking
Graduate qualities
 Critical Thinker
 English Proficient
July 16, 2019- Continuation (An overview of the Philippine Literary History)
Introduction:
 The teacher recalls the previews discussion about ideology and early literary genres.
Instruction/interaction:
 The students conduct round table discussion about their observation and opinions about the “Green Girl”
Integration:
 The students create a commercial showcasing the story “Green Girl”
Evaluation:
 Presentation
Infused values:
 Cooperation
 Critical Thinking
Graduate qualities
 Critical Thinker
 English Proficient
July 17, 2019- Pre-colonial Period - Contemporary Period
At the end of the lesson the students shall have:
1. trace the development of Philippines Literature from pre-colonial to contemporary period
2. describe the theme of each era
3. explain how the theme of the literary outputs of the various eras contributed to the national literature of the
Philippines
Introduction:
 The students create a poster of the most iconic happenings in the era assigned to them. Afterwards,
the students display their output for the poster tour activity. Each group’s presenter will briefly
discuss its output. Next, the teacher summarizes the presented outputs and uses these as
springboards for the lesson.
Instruction/interaction:
 The students participate in a U-shaped discussion on a given proposition. The two groups which
comprise the affirmative and the negative side will either affirm or negate on the given issue.
 Proposition: Resolve that Colonialism has been good to the Philippine Literature.
Integration:
 Each student prepares a one-page argument stating his/her personal stand on the proposition
assigned to their group. Each student pleads his/her case before his/her group mates; the members
 will have to choose who has the best plead to represent the group. The chosen plead will have to
state his/her case and the class will raise their hands if they are convinced or not.
Evaluation:
 Seat work
Infused values:
 Cooperation
 Critical Thinking
Graduate qualities
 Critical Thinker
 English Proficient

July 18, 2019-Continuation (Pre-colonial Period - Contemporary Period)

Introduction:
 The teacher reviews the previous lesson about the timeline of Philippine Literature
Instruction/interaction:
 In group the students compare and contrast the theme of the given period using a venn diagram
o Group 1: Pre Colonial and Spanish Colonial Period
o Group 2: Spanish Colonial and American Colonial Period
o Group 3: Japanese Occupation and Contemporary Period
Integration:
 The students prepare for a quiz.
Evaluation:
 Quiz
Infused values:
 Cooperation
 Critical Thinking
Graduate qualities
 Critical Thinker
 English Proficient

July 19, 2019- On National Literature and Its Social Dimension

At the end of the lesson the students shall have:
1. understand the different historical events happened in the Philippines
2. identified the different National Award given to prestigious artists
3. explored different texts: Nick Joaquin’s Summer Solstice and NVM Gonzales’ Bread of salt
Introduction:
 The teacher plays clips from the movie of Rizal’s life and the Philippine Revolution. The teacher
then asks questions about the video clip.
Instruction/interaction:
 The teacher discusses the different historical events that happened in our country. Also, the teacher
discusses the importance of the different national awards given to national artists.
Integration:
 Each group prepares for a skit portraying the different historical events happened in our country.
Evaluation:
 Group presentation
 Seat work
Infused values:
 Cooperation
 Critical Thinking
Graduate qualities
 Critical Thinker
 English Proficient
August 13, 2018 – The Genres and their Elements
At the end of the lesson the students shall have:
1. differentiated the fiction to non-fiction.
2. identified the elements of fiction in the story.
3. create a short story by applying the different elements of fiction.
Introduction:
 The teacher introduces the activity entitled “Charades” and asks questions related to the
topic and activity.
Instruction/interaction:
 The teacher discusses the fiction as well as its elements.
Integration:
 The students will create a short story applying the different elements of fiction.
Evaluation:
 Seat work
Infused values:
 Cooperation
 Critical Thinking
Graduate qualities
 Critical Thinker
 English Proficient