st

21 Century
Literature from
the Philippines
and the World

(UBD Unit Plan)

1st and 2nd Quarter

Miss Giecel Ann Hormiguera

Subject Teacher
SCOPE AND SEQUENCE FOR 21ST CENTURY LITERATURE FROM THE
PHILIPPINES AND THE WORLD

WEEK MEETING LEARNING COMPETENCIES

1 1 Review the objectives of the English subject.
2 Explain the Introduction of 21st Century literature from
the region where the school is based in relation to the
 literature of other regions in various genres and forms.
2 3 Compare and contrast the various 21st century literary
genres and the ones from earlier era/periods citing their
elements, structures, and traditions.
4 Compare and contrast the various 21st century literary
genres and the ones from earlier era/periods citing their
elements, structures, and traditions.
3 5 Analyze figurative languages and other literary
techniques and devise in the text.
6 Demonstrate understanding and appreciation of 21st
Century Philippine Literature
4 7 Analyze a literary text and appreciating the contributions
of the canonical Filipino writers o the development of
national literature.
8 Identify the symbolism used in the literary piece.
9 Critique how the author tries to twist the mind of the
readers by reading the literary piece.
5 10 identify representative texts used from the region.
11 interpret and appreciate the works of authors from
different Philippine regions.
12 Demonstrate understanding and appreciation of 21 st
Century Philippine Literature from the regions through a
critical interpretation of a literary text.
6 13 Read a meta-fiction in 21st Century Literature
14 Read a spoken word poetry in 21st Century Literature
15 Read a textual and poetic prose in 21st Century
Literature
7 16 Identify representative texts used from the region.
17 Interpret and appreciate the works of authors from
different Philippine regions.
18 Demonstrate understanding and appreciation of 21st
Century Philippine Literature from the regions through a
critical interpretation of a literary text.
8 19 Identify representative texts used from the
20
region.
21 Demonstrate understanding and appreciation of 21st
Century Philippine Literature from the regions through a
critical interpretation of a literary text.
9 22 Identify representative texts used from the region.
23 Read/sing a song from the local band in Philippine 21st
Century Literature
24 Summative test

21st CENTURY LITERATURE FROM THE WORLD

10 1 identify representative text and authors from Asia, North

America, Europe, Latin America, and Africa.
2, 3, 4 Demonstrate understanding of the World Literature through a
critical film viewing.
11 5 Construct any kinds of literary piece using the different themes
in 21st Century Literature.
6, 7 Explain the biographical, linguistic, and sociocultural contexts
and discuss how they enhance the text’s meaning and the
reader’s understanding.
 12 8 Provide an action plan for their presentation.
9 Appreciate the cultural and aesthetic diversity of literature of
10 the world.
11 Examine and understand the literary meanings in context and
the use of critical reading strategies.
13 12 identify the representative texts and authors of Anglo-American
Literature.
13 Demonstrate understanding and appreciation of 21st Century
World Literature.
14 identify the representative texts and authors of European
Literature.
15 Examine the relationship between the text and context.
14 16 Identify the representative texts and authors of Latin American
Literature.
17 Produce a creative presentation of a literary text by applying
outwrite an essay talking about exploring or traveling another
place. Media skills.
15 18 Summative test.
19 Do self or peer assessment of the creative adaptation of a
literary text, based on rationalization criteria.

16 21, 22 identify the elements of a short story and other subparts.

23 Summative Test
17 24 Explain the texts in terms of literary elements, genres,
biographical linguistic, and sociocultural contexts in enhancing
the text’s meaning and reader’s understanding.
25 Understand the literary meanings in context and the use of
critical reading strategies. (Perormance Task)

21st Century Literature from the Philippines and the World

Quarter 1 Week 1 Meeting 1 Date: ___________________
I. Objectives:
The learners will be able to:
a) learn the S.O.P.s of the English 9 subject.
b) review the objectives of the English subject.
c) gain confidence in speaking English.
II. A. Subject Matter: Subject Orientation
B. Gender Issues/ Concepts/ Values: Each member of the group has a
significant role to play in order for the task to succeed. Each one is important regardless
of being a male of a female.
C Strategy Used: Direct Instruction/ Discussion during Subject area
Orientation
III. Reference Material: Teacher’s manual for subject area SOP’s
IV. Procedure:
A. Motivation:
Do you consider yourself ready for Grade 11? What made you say so?
B. Presentation of the lesson:
 EQs
 Do you have certain rules that you follow at home?
 Who implemented them? What do you think are the reasons why we have
these set of rules at home?
 The teacher will explain how the following of rules and regulations achieve
one’s goals in life.
 The teacher will explain the no. 1 SOP which is to speak English at
all times.
 The students will enumerate the significance of speaking English at
all times.
 Each RT will come up with 5 other important SOP for the English
Subject and reporting to the big group follows.
 The teacher will review the objectives of the English subject.
C. Comparison & Abstraction:
The learners need to follow certain rules in order to achieve maximum
understanding of the subject
D. Value/Gender Integration:
We need to follow rules to have a disciplined community. If one does not
follow it will create chaos we cannot live peacefully. Following rules help
one achieve his/her goals in life.
E. Generalization:
What are some of your plans for this school year to become an effective
learner?
V. Evaluative Assessment:
What are the advantages of speaking English at all times?

Quarter 1 Week 2 Meeting 2 Date: ___________________

I. Objectives:
The learners will be able to:
a.) explain the Introduction of 21st Century literature from the region where the
school is based in relation to the literature of other regions in various
genres and forms.
b.) identify the major genres used in Philippines Literature
c.) demonstrate appreciation of 21st Century Philippine Literature from the
regions.
II. A. Subject Matter: Introduction to 21st Century Literature
B. Gender Issues/ Concepts/ Values: Respect to Women’s rights.
As traced in the literary works from the past, women were not equally
treated like men. They are considered lower class citizens and their major
role is to serve men, stay at home, and bear children.
C. Strategy Used: Direct Instruction/ Recalling Past Learning’s
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
 IV. Procedure:
A. Motivation:
The teacher will ask the learners what they know about 21 st Century
Literature.
 The learners share their understanding of 21st Century Literature.
B. Presentation of the lesson:
1. The teacher will show photos of forms of literature that millennials
enjoy reading or watching.
Ex. Illustrated novel’s, digital fiction, graphic novels, manga
magazines, comics, chick-lit, samples of spoken poetry, trending social
media posts, etc.
2. The learners share their observation regarding the commonalities of
the photos/literature shown.

Deepening: 21st Century literature means literary works created within

the last decade. It makes use of imaginative writing, deals with current
themes, and reflects technological culture. It often breaks traditional
writing.
C. Comparison & Abstraction:
The teacher will define 21st Century Literature in comparison to previous
literature lessons the students had. (Phil.Lit, Anglo-Saxon Lit., World Lit.)
D. Value/Gender Integration:
Our review in Philippine literature reminds us of our rich culture and it also
serves as a reminder to Respect to Women’s rights. As traced in the
literary works from the past, women were not equally treated like men.
They are considered lower class citizens and their major role is to serve
men, stay at home, and bear children. As a learner of HSST you are
challenged to change this belief and be advocates to respect the rights of
women.
E. Generalization:
Reading literature gives one a better understanding of human nature and
the complexity of human condition. It makes one less judgemental and
more sympathetic.

Quarter 1 Week 2 Meeting 3 Date: ___________________

I. Objectives:
The learners will be able to:
a.) compare and contrast the various 21 st century literary genres and the
ones from earlier era/periods citing their elements, structures, and
traditions.
b.) identify the geographic, linguistic, and ethnic, dimensions of Philippine
literary history from pre-colonial to the contemporary.
c.) appreciate the 21st Century Philippine Literature from the regions.
II. A. Subject Matter: The Literary Forms in Philippine Literature
B. Gender Issues/ Concepts/ Values: Constant Communication.
For one to be a part of human society, it is critical that one take part in the
evolution and self-realization of literature.
 C Strategy Used: Direct Instruction/ Effective Questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
The learners will view a short video about the development of Philippine
Literature featuring the literature of the Philippines during the Pre-colonial,
Spanish Colonial, and American Colonial to the Contemporary.
B. Presentation of the lesson:
The teacher will discuss the highlights of each period and the significant
people that contributed in the development of our literature.
C. Comparison & Abstraction:
What are the significant differences between the 21 st Century Literature
and the ancient literature? (Pre-colonial, Spanish Colonial, American
Colonial era)
D. Value/Gender Integration:
Most of the famous figures in the history of our literature are very familiar
to us because they are our heroes. Their intention to write is not only to
share their giftedness but for the common cause and that is to ignite the
spirit of patriotism among Filipinos.
E. Generalization:
The Philippine literature is rich and diverse.

Quarter 1 Week 2 Meeting 4 Date: ___________________

(Continuation of the previous meeting)
A. Motivation:
The teacher will review the different literary forms in Pre-colonial and
Spanish Colonial era.
B. Presentation of the lesson:
The teacher will discuss the highlights of American and Contemporary
period and the significant people that contributed in the development of
our literature.
C. Comparison & Abstraction:
Compare and contrast the major differences of the different periods
including the different literary forms.
D. Value/Gender Integration:
Most of the famous figures in the history of our literature are very familiar
to us because they are our heroes. Their intention to write is not only to
share their giftedness but for the common cause and that is to ignite the
spirit of patriotism among Filipinos.
E. Generalization:
The Philippine literature is rich and diverse.

Quarter 1 Week 3 Meeting 5 Date: ___________________

 I. Objectives:
The learners will be able to:
a) analyze figurative languages and other literary techniques and devise
in the text.
b) explain the relationship of a context with the text’s meaning.
c) use figurative language meaningfully in sentences.
II. A. Subject Matter: Figurative Language
B. Gender Issues/ Concepts/ Values: Constant Communication
C Strategy Used: Direct Instruction/ Recalling Past Learning’s/Effective
Questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:

A. Motivation:
The teacher will show wonderful pictures of nature that are colored. On
the other side are pictures of nature that are in plain black and white.
 Which of the pictures are more attractive than the other? Why?

B. Presentation of the lesson:

The teacher compares the photo to Figurative language that adds color to
a written text. Figurative Language is a type of language that varies from the
norms of literal language, in which words mean exactly what they say.
 The teacher will show examples of Figurative language and the
learners will identify the kind.
 The learners will make a sentence using the new Figurative
Languages they learned.
C. Comparison & Abstraction:
How is a paragraph with the use of Figurative Language different from a
paragraph that uses a simple language?
D. Value/Gender Integration:
A figure of speech is an ornament to language and it does not mean
exactly what it says. It must only be used to add beauty and color to a
written text but not to ridicule and hurt other’s feelings.
E. Generalization:
Figures of speech are the palette from which the author works. Through
the use of figurative language, the author makes significant the
insignificant, makes seem less important to overemphasized, brings color
to a written text.

Quarter 1 Week 3 Meeting 6 Date: ___________________

I. Objectives:
The learners will be able to:
a) answer a summative test honestly.
 b) demonstrate understanding and appreciation of 21st Century Philippine
Literature
c) practice the value of honesty.
(summative test attached at the back)

Quarter 1 Week 4 Meeting 7 Date: ___________________

I. Objectives:
The learners will be able to:
a.) analyze a literary text and appreciating the contributions of the
canonical Filipino writers o the development of national literature.
b.) demonstrate understanding and appreciation of 21st Century Philippine
Literature from the regions through a critical interpretation of a literary
text.
c.) drove out the moral from a piece of literary work.
II. A. Subject Matter: 21st Century Literature from the region where the
school is based in relation to the literature of other regions in various genres
and forms.
B. Gender Issues/ Concepts/ Values: Constant
Communication/Respect to each one’s opinion
C Strategy Used: Reporting of “Sodom Gomorra”
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
Ask the learners what they remembered about Historical and Biographical
Criticism
 Elicit answers from the class.
B. Presentation of the lesson:
 The teacher will have a short discussion of Historical and
Biographical Criticism.
 Discussion of the literary piece, “Sodom Gomorra”
 Introduction of the author (his life, from what region, etc.)
 Creative reading of the poem/stories.
 Own interpretation of the flash fiction “Sodom Gomorra”
 Effective questioning.
C. Comparison & Abstraction:
  Compare and contrast the literary piece and the biblical story of
“Sodom Gomorra”.
 How does the story in the textbook differ from the biblical version?
Cite differences.
D. Value/Gender Integration
Sin always has consequences, and you should take sin and God's wrath
seriously.

E. Generalization:
Similar to the time of Sodom and Gomorra, evil is all around us in today's
society, from lying and stealing to pornography, drugs, illicit sex, and
violence. God calls us to be holy people set apart, not influenced by our
wicked culture.

Quarter 1 Week 4 Meeting 8 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a literary piece in 21st Century
b.) identify the symbolism used in the literary piece.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) value the importance of friendship.
II. A. Subject Matter: Sweet Summer
B. Gender Issues/ Concepts/ Values: Constant
Communication/Valuing Friendship
C. Strategy Used: Creative reading of the story/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:

 Do you lose some of your friends and tend to make new ones?
 Have you shared a wonderful bond with someone but in the end
he/she left you hanging with a lot of questions in your mind?
 How does it feel?

B. Presentation of the lesson:

 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Creative reading of the story.
 Own interpretation of the flash fiction “Sweet Summer”
 Effective questioning.
  How does Camilla and Faye show their reaction as
they saw Frederick?
 What do you mean by the last paragraph when Felix
told Fred that there some real yummies over there?
 If you are going to provide your own ending in the
story, what would it be and why?
 Identifying the symbolisms used in the literary piece.
 Two creamy long-legged eclairs – describing
Camilla and Faye
 Nut-brown fudge - describing Sara
 Real yummies – attractive girls

C. Comparison & Abstraction:

How does the story, “Sweet Summer”, relates and differ in your life? What
are some teenage issues in your life that can be similar to the story? Cite
experiences.
D. Value/Gender Integration
In our present time, most people find the physical aspect as the first thing
they put into consideration rather than a person’s personality. we must not
set standards especially when we’re dealing with people, without knowing
their background and treasure the growing friendship you had.
E. Generalization:
Decisions found in the story are made by men who makes standards for
the new and younger generations to follow. Like Frederick, he was
influenced by his brother to follow him in choosing beautiful and cute girls
rather than the simple yet still beautiful girls like Sara.
V. Evaluative Assessment:
What message does the story bring to its readers?

Quarter 1 Week 4 Meeting 9 Date: ___________________

II. Objectives:
The learners will be able to:
a.) read a 21st Century Literature
b.) critique how the author tries to twist the mind of the readers by reading
the literary piece.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) internalize how the author wrote the literary piece by valuing the
significance of concentration without curiosity.
II. A. Subject Matter: Touchmove
 B. Gender Issues/ Concepts/ Values: Constant
Communication/Concentration in achieving one’s goal
C. Strategy Used: Creative reading of the story/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Have you ever made a decision and regretted it later?
 How did it make you feel?
 What are the things you do next to fix it up?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Creative reading of the story.
 Own interpretation of the short story “Touchmove””
 Effective questioning.
 What does the narrator do for a living? What type of
work does he do?
 When the narrator asks why he’s chosen by the lady
client, what is her answer? Relate the significance of
this answer to what happens later in the story.
 Is the title related to the story? Why and how?
C. Comparison & Abstraction:
How does the man’s story relate in playing the chess game? Cite
similarities and differences.
D. Value/Gender Integration
Life is a decision. Everyone must be in focus to achieve a goal. Innocence
could help us to walk straightly towards our aim but curiosity could be our
distraction.
E. Generalization:
Every person must be responsible or at least do something if he or she
already saw what happened. Touchmove. We are obliged on what we touched.
V. Evaluative Assessment:
What insights have you gained from our lesson?

Quarter 1 Week 5 Meeting 10 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a young adult fiction in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
 d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: There Was This Really Fat Girl
B. Gender Issues/ Concepts/ Values: Constant Communication/Self-
contentment
C. Strategy Used: Creative reading of the story/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What part of your body that you would like to change? Why?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Creative reading of the story.
 Own interpretation of the short story “There Was This Really
Fat Girl””
 Show a video of the importance of physical health.
 Effective questioning.
 Why does Ana badly wanted to lose 10 pounds in
30days?
 Who gave the diet pills to Ana?
 If you were in Ana’s situation, will you take the pills to
lose weight in as fast as 30 days? Why or why not?
C. Comparison & Abstraction:
How can you compare the social issues nowadays to Ana’s problem?
What is the best solution in facing this kind of problem esp. to the teenage
nowadays who wants to have instant effect in their body?
D. Value/Gender Integration
Think about what’s really important to us and what makes us come alive.
We’ll discover it’s not our weight, hair color, or how much money we
make. When we uncover these questions and discover that self-love and
acceptance are the keys to living a life of love, we’ll be consumed with joy.

E. Generalization:
Life is a process. We can design a life of less—and more. More of what
you love, less of what you don’t. Let’s appreciate on how many wonderful
gifts we already have in our life and be able to take good care of our
physical health.
V. Evaluative Assessment:
“When I loved myself enough, I began leaving whatever wasn’t healthy.
This meant people, jobs, my own beliefs and habits—anything that kept me small.
My judgment called it disloyal. Now I see it as self-loving.” ~Kim McMillen
 What insight that you can get from this quote?
Quarter 1 Week 5 Meeting 11 Date: ___________________
I. Objectives:
The learners will be able to:
a.) read a short story in 21st Century Literature
b.) identify different symbolisms used in the short story.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Of Fish, Flies, Dogs, and Women
B. Gender Issues/ Concepts/ Values: Constant
Communication/Respect/Self-worth/Woman empowerment
C. Strategy Used: Creative reading of the story/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What will you do if there are some people who are spreading
rumors about you?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Identify the different symbols used in the story
Fish- Maria Lab-asera
Flies- Toxic people
Dogs- Good for nothing husband
Woman- Angelica Disgrasyada
 Creative reading of the story.
 Own interpretation of the short story “Of Fish, Flies, Dogs,
and Women
 Effective questioning.
 Why Maria Lab-asera can’t leave her good for nothing and abusive
husband?
 What is the reaction of Angelica Disgrasyada to Maria after her
encounter with the dogs?
 How did Maria Lab-asera fight the attorney’s five dogs?
 How can you avoid those toxic people which keep on ruining your
life?
 Why does fish attract so many flies?
C. Comparison & Abstraction:
 Who are the fishes, flies, and dogs in your life? Why?
D. Value/Gender Integration
Let’s know our self-worth and remove those toxic people in our life such
as the people who keeps on dragging as down. And we’ll also respect the
economical status of others.
E. Generalization:
The story will tell the reader how the woman had become
successful by selling fish on foot by going through a lot of obstacles
and it also shows that letting your fear take over you and listening to
gossips will achieve nothing.
V. Evaluative Assessment:
Short roleplay on the story. (3-5mins.)
Criteria:
Content – 8 pts.
Voice Modulation (Clarity of speech) – 3 pts.
Delivery (Facial gestures and Body language)- 4pts.
Presentation (Believability and accuracy of the role) - 5pts.

Quarter 1 Week 5 Meeting 12 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a young adult fiction in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.

II. A. Subject Matter: The Last Days of Magic

B. Gender Issues/ Concepts/ Values: Constant Communication
C. Strategy Used: Creative reading of the story/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What kind of magic would you like to have? Why?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Creative reading of the story.
  Own interpretation of the short story “The Last Days of
Magic””
 Effective questioning.
 Who are the characters in the story?
 What are those magics that give colors to the town of
Daguet?
 Why they have decided to leave their magics behind
and turn into practical changes?
 What happened to the old town of Daguet after their
magic slowly faded away?
 How did they finally get back their magics after they
came to their senses?
C. Comparison & Abstraction:
What are those magics in the old town of Daguet which we can compare
nowadays?
D. Value/Gender Integration
We must not forget the simple things that we have before the modern era
wherein presence of technologies in our society is very evident. The purity
of the different folk songs, waning of the moon with poetry, baking cakes
and pastries from old and secret recipes from great-grandmother, and
childhood games like tagu-taguan, piko, luksong-baka, etc. which already
forgotten of how technologies trying to invade us.
E. Generalization:
This is a story of a boy, and how that boy grew up to be a wise man,
simply because he knew magic. Most of all, he knew how magic could
make everyone’s lives the stuff of stories with a happy ending.
V. Evaluative Assessment:
“You can be everything and anything you want in your life – but it will take
our own little magic deep within ourselves to give all of us a life of color, of
energy and motion, of glow. To forget our magic is to forget what makes us
who we are.”

What have you understood from this quote? Explain.

Quarter 1 Week 6 Meeting 13 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a meta-fiction in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: 19
B. Gender Issues/ Concepts/ Values: Constant
Communication/Awareness of the different social issues in the society/
Openmindedness/ Stop Violence
C. Strategy Used: Creative reading of the story/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What part of your body that you would like to change? Why?
B. Presentation of the lesson:
 Metafiction occurs in fictional stories when the story examines the
elements of fiction itself. For example, a story that explores how
stories are made by commenting on character types, how plots are
formed, or other aspects of storytelling is engaged in an example of
metafiction. Metafiction can be playful or dramatic, but it always
forces the reader to think about the nature of storytelling itself and
how fictional stories are made.
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Proust - A rather impressive poke to the upper body.
A cross between a poke and a joust.
 Erpat – Filipino slang word of “father.”
 Chauvinist - showing or relating to excessive or prejudiced loyalty
or support for a particular group or cause.
 Excursionist - a tourist or traveler.
 Cacophony - a harsh discordant mixture of sounds
 Creative reading of the story.
 Own interpretation of the short story “19.”
 Effective questioning:
 Who are the main characters of the story?
 What makes Mr.Zorilla wrote that kind of story?
 Why is it titled “19?”
 What happened at the end part of the story?
 Do you think that Esme will be happy after what she
did to Don?
 Consider Don’s feelings after what had happened, will
he commit same mistakes again? Why or why not?
C. Comparison & Abstraction:
Based in the story, compare and contrast the main character (Mr. Zorilla)
and leading character of his story (Don/Al). How are they the same and
differ based on their respective personality?
D. Value/Gender Integration

It reveals MAN, in general, in modern contexts of reality and the meaning

of being yourself. Despite having past standards but also having the past
and future generations understand the current generation in real time. A
call to decency in terms of being open and being accepted.
E. Generalization:
The story entitled 19 written by Jesus Cruz was somehow a wide depiction
of the change that is happening to the mind of a teenager as it is fully
developed through experiences and influences. This story had showcased
the way a teenager interacts with an adult one. The story symbolizes the
 transition of the transition of the intellectual and emotional aspect in a
human mind as it undergoes the adolescent stage.
V. Evaluative Assessment:
What are the different social issues mentioned in the story, “19”? As a
learner in HSST, how will you be able to solve these social issues which
are very rampant to our society? E.g. rape, suicide, women’s abuse,
gangs/frats hazing, etc.
.
Quarter 1 Week 6 Meeting 14 Date: ___________________
I. Objectives:
The learners will be able to:
a.) read a spoken word poetry in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Ang Huling Tula Na Isusulat Ko Para Sa’yo
B. Gender Issues/ Concepts/ Values: Constant Communication/Self-
love/ Moving on
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Group sharing of experiences
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What is the difference between a priority and an option? Have you
experienced being treated as his/her priority? How about an
option? How does it feel?
B. Presentation of the lesson:
 A spoken word poetry is a performance art that is word-based. It
is an oral art that focuses on the aesthetics of word play such as
intonation and voice inflection. It is a “catchall’ term that includes
any kind of poetry recited aloud including poetry readings, poetry
slams, jazz poetry, and hip-hop, and can include comedy routines
and prose monologues.
 Introduction of the author (his life, from what region, etc.)
 Creative reading of the poem.
 The desperation and sadness can be felt in the poem esp. in
the first stanza. Great pain was already so evident. How the
poet’s feelings were so bottled up, he really needed to vent it
out before it ruins his insides.
  At first, he was definitely overwhelmed with how the other
responded but later then realized how he didn’t exactly want
to be important because everybody else is important. He
didn’t want to be important anymore. He wanted to be more
to the other. And there’s where the “hugot”s came in.
 It was undeniably intelligent and witty to use normal objects
such as a mirror, a cellphone and a necklace to describe the
dreadful feeling inhabiting in the author’s heart.
 Effective questioning:
 Why does he compared himself to those things which
didn’t have life?
 What is the reason why he cannot move forward from
the past? What did the person made him feel?
 Is it worthy to remember those people who have
forgotten you despite the beautiful memories that
you’ve shared together? Why or why not?
C. Comparison & Abstraction:
If you were in his situation, will you still dwell from the past even if the
person you love already forgot about it? Or try to move on from the
bittersweet experiences which taught you lessons that made you strong
and independent person?
D. Value/Gender Integration
To have done a whole lot of sacrifices, maybe even more than what you
could, then not be given even just a nod of thanks. This plainly awful to be
in that situation where you give your all and realize the other didn’t even
touch, let alone look at all you’ve conferred. That’s how the poet felt and
ignorance is more painful than rejection. We need to love our inner self
first before loving someone. There’s nothing wrong in giving yourself the
love that you deserved such as pampering yourself, eating your favorite
food or buying stuffs for your own rather than giving everything to
someone who didn’t even appreciate your efforts.
E. Generalization:
Through those “hugot” lines, we are familiarized as to how selfish of a
person the other might have been to shatter him like that. And no one
deserved to be treated like how those objects were. Because we are not
things to be objectified. We are humans to be caressed and more. And so,
it was so explicitly obvious how the other has scarred the poet in such a
way that the other treated him as less of what he deserved to be.
V. Evaluative Assessment:
Share your experience wherein you are not appreciated from the people
that you admired and how did you cope from it? What are your learnings?
(chosen volunteers only)

Quarter 1 Week 6 Meeting 14 Date: ___________________

I. Objectives:
The learners will be able to:
 a.) read a textula in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Textula
B. Gender Issues/ Concepts/ Values: Constant Communication/
Practicality and Efficiency
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
Basic review of a textula.
B. Presentation of the lesson:
 The term "textula" is a blend of the English word "text" and
the Filipino word "tula” meaning text poem, it is a poem
written in the form of a text message. Usually consisting of
one or two stanzas, it is sent as a direct communication to a
person close to the sender.
 Textula is a poetry genre mastered by Frank Rivera. Entire
poems are written and read on mobile phones. It consists of
4 lines with 7 syllables each.
 Frank Rivera was born on 29 February 1948 in Paete,
Laguna. He received his AB English-Filipino degree from the
University of the Philippines. He led the movement for the
theater when he established the Sining Kambayoka, a folk
theater company on the campus of Mindanao State
University in the 1970s.
 Creative reading of the poem.
 Own interpretation of the poem.
 Questions:
 What is a textula?
 Who originated textula in the Philippines?
 How many lines and syllables each?
 What is the message of the poem?
Be efficient and practical on solving your own
problems rather than getting involved in another
people’s problem.
C. Comparison & Abstraction:
Why other people trying to get involve in another people’s problem? Why
it’s important to just focus on ourselves rather than thinking others? Is it
right to compare our self from the other people who had cause a lot of
problems? Why or why not?
 D. Value/Gender Integration
If you really want to be more influential in your life, you’re going to do
some things differently. You cannot continue to focus on other people and
their shortcomings. Sometimes, you need to focus on your goal to reach
the finish line.
E. Generalization:
When you are being there for someone, it can be easy to lose focus on
what is important to you. It can be easy to get distracted and get off track
but it’s important to get the focus back on your goals and what you are
trying to achieve.

V. Evaluative Assessment:
Write a sample textula. (any topic with learnings.)

Quarter 1 Week 6 Meeting 14 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a haiku in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Haiku
B. Gender Issues/ Concepts/ Values: Constant Communication/
Appreciate the significance of nature
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Explore while writing
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
Short review of a Haiku.

B. Presentation of the lesson:

 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Reading of the poem.
 Own interpretation of the poem.
 Give importance of the all the little things around us.
C. Comparison & Abstraction:
 Compare and contrast the characteristics of the things that we can see in
our surroundings like the flowers, trees, rivers, seas, etc.
D. Value/Gender Integration
Pressures of daily life mean we’re increasingly detached from nature even
though nature in many forms is there for us. Yes, like love, nature is all
around – and it’s free. We should appreciate and take good care of our
nature for it gives us better health, less stress, and better mood.

E. Generalization:
Nature performs major miracles for us every day – from giving us great
views and helping to prevent floods to regulating the weather and keeping
us supplied with clean water, fresh air and plentiful food.

V. Evaluative Assessment:
Explore the beauty of nature by writing a haiku while exploring the
campus. (Follow the teacher for the possible places to explore.)

Quarter 1 Week 6 Meeting 15 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a textanaga in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Textanaga
B. Gender Issues/ Concepts/ Values: Constant Communication
C. Strategy Used: Creative reading of the poem

III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
Short review of a textanaga.
B. Presentation of the lesson:
 The Tanaga is an indigenous type of Filipino poem, that is
used traditionally in the Tagalog language while Textanaga
is a poem that can be written or read in the mobile phones.
 Introduction of the author (his life, from what region, etc.)
  Reading of the poem.
 Own interpretation of the poem.
 Sugal – Life is a gamble, we scramble for money.
C. Comparison & Abstraction:
Reflect on the things that you’ve accomplished now, what are the things
you've learned in your life that you wish to tell your 5-year-old self?
Compare your life then and now.
D. Value/Gender Integration
Never let anyone dull your sparkle. (Ako’y Isang Bulalakaw)
All of our life is an opportunity, but with different chances of succeeding.
You just need to learn to limit your risk to a level that makes you feel like
you're going to have a high rate of success and that you're NOT gambling.
(Sugal)

E. Generalization:
The Tanaga is a type of Filipino poem, consisting of four lines with seven
syllables each with the same rhyme at the end of each line --- that is to
say a 7-7-7-7 Syllabic verse, with an AABB rhyme scheme.
V. Evaluative Assessment:
Write a sample textanaga.

Quarter 1 Week 6 Meeting 15 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poetic prose in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Stigmata
B. Gender Issues/ Concepts/ Values: Constant
Communication/Appreciate your own uniqueness
C. Strategy Used: Creative reading of the story/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
Flash some pictures of the different celebrities who underwent plastic
surgeries and color changes.
  What have you noticed from these celebrities?
 What part of their bodies that were changed?
B. Presentation of the lesson:
 Poetic prose - poetry written in prose form instead of verse
form, while preserving poetic qualities such as heightened
imagery, flowery words, and emotional effects.
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Supplication - the action of asking humbly and
earnestly.
 Beseeching - to beg or ask in a serious or emotional
way.
 Gourd - round fruit with a hard skin
 Provocative - causing annoyance, anger, or another
strong reaction.
 Collusion - secret or illegal cooperation.
 Ghastly - very shocking or horrible.
 Lou Garou - french term for Werewolf.
 Leering - to look at someone in an unpleasantly
sexual way.
 Anthropologist - an expert of studying human races
and culture.
 Creative reading of the poetic prose.
 Own interpretation of the prose, “Stigmata.”
 Effective questioning.
 What happened to the woman in the first stanza?
 Why is she pretending on the things she’s not?
 “She causes scenes and creates spectacles.” What
does it mean?
 What did the characters in the story do in order to
play the role in any movies?
 Even if you cover yourself with all those colors just to
hide your true self, others can still notice it esp. those
who are racist.
C. Comparison & Abstraction:
If he’s painted with gold, how are we supposed to know he’s black? If he’s
white, what color does he tried to show us?
D. Value/Gender Integration
Opportunity helps to emphasize society’s role in affording a fair chance to
everyone, shared values to the roles of racial equity and inclusion in
fulfilling those values for all. Doing so can move audiences into a frame of
mind that is more solution- oriented and less mired in skepticism about the
continued existence of discrimination.
E. Generalization:
It’s important to note that telling a complete and more systemic story does
not necessitate delving into a full history of racism in our country, which is
not persuasive to many audiences. Instead, try to a find balance between
giving enough background to show how we’ve gotten to where we are and
explaining every detail of oppression in our nation’s history.
V. Evaluative Assessment:
Write a very brief summary of the poetic prose.

Quarter 1 Week 7 Meeting 16 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Jolography
B. Gender Issues/ Concepts/ Values: Constant Communication
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Group discussion
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What is your idea when you hear the word “Jologs”?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Creative reading of the poem.
 Group discussion about the poem.
 The term “jologs” is a colloquial term of ‘90s Manila referring
to a person with cheap taste, no breeding and from the lower
classes, specifically a young fashion victim.
 Jolog came from Jolina Magdangal. It’s what a fan of hers is
called. “Jol” from (Jolina) + “og” (her fans)
 Originally referred to Pinoy hiphop especially those hiphop
fashion includes those very loose and wide pants that were
huhulog-hulog (kept falling). “Hulog” later spelled “Julog”
until the final form “Jolog”
C. Comparison & Abstraction:
Compare and contrast the characteristics of the people in the city and in
the farm. How are they the same? Differ?
D. Value/Gender Integration
Know first the message of the poem before jumping into conclusions that
results to misunderstanding so it happens with reactions and association.
It shows language can be significance in cultural values.
 E. Generalization:
Jolography is a way to keep seeking on ways to bend the English
language as far as it would go to address Filipino realities.
V. Evaluative Assessment:
Short quiz of the poem.

Quarter 1 Week 7 Meeting 17 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: State of the Nation
B. Gender Issues/ Concepts/ Values: Constant
Communication/Appreciation of the OFW all over the world
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Reporting
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano

IV. Procedure:
A. Motivation:
 Who have OFW parents here? How hard is it that your parents are
far away from you?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Creative reading of the poem.
 Own interpretation of the poem.
 Show a video of the OFW’s and their experiences abroad.
 Effective questioning.
 Why many Filipino workers want to go abroad and
work there instead of staying here in our country?
 Who are the main characters in the poem?
 What is the job of Noy Tatong? How about Nang
Loleng?
 Who is the speaker in the poem?
  Do you think that it can help them to earn a living?
How about the children left behind? What will happen
to them?
C. Comparison & Abstraction:
What is the state of our nation? Please compare the life of an OFW and a
typical Filipino worker here in our country.

D. Value/Gender Integration
The sacrifices of Overseas Filipino Workers cannot be avoided as they
need to struggle to fulfill their dreams and to achieve success in life.
Those hardships and sacrifices should bear good fruits rather than
withered tree. This is a wake-up call to all family who always ask money to
their OFW. They are humans, not a bank. We should also be proud to all
our OFWs. Indeed, they are heroes at all times.
E. Generalization:

In the life of a typical Filipino family, parents would like to give better future
to their loved ones especially for their children. Good opportunities in the
Philippines are not abundant to achieve most of their dreams. Working
abroad is one way of fulfilling these dreams.
V. Evaluative Assessment:
“O how we must live apart to stay together.”
 Explain the last line in the poem.

Quarter 1 Week 7 Meeting 18 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Transparencies
B. Gender Issues/ Concepts/ Values: Constant Communication/Be
responsible
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Reporting
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
 IV. Procedure:
A. Motivation:
 To all the girls, what is your reaction when you had your first
period?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Crotch - Part of trousers where 2 legs join
 First blood - First menstrual period of women
 Chemises - A woman’s undergarment
 Celadon - Ceramic glaze in China
 Gild - Coat with gold; give bright pleasing aspect
 Creative reading of the poem.
 Own interpretation of the poem.
 Effective questioning.
 What happened to the speaker in the poem?
 What’s her implications when she experienced her
first menstrual period?
 Did she regret of being a girl? Why or why not?
C. Comparison & Abstraction:
What are the things that she used to do when she was still a little girl but
cannot do it anymore since she became a lady? What are the
expectations when you are already a young woman?

D. Value/Gender Integration
Be responsible in facing your responsibilities in life especially that you’re in
the puberty stage wherein lots of changes are visible in your body and
also other people’s expectations in your actions.

E. Generalization:
What is worth pointing out are "Olympic athletes have periods." "Beyonce,
periods. Women in space, periods. Women in a jungle, periods. Women
doing science experiments, women writing prize-winning literature, your
teacher, your parent, your aunt—they're all having periods. Being a part of
that story makes you a female human being—and there’s nothing to be
afraid of."
V. Evaluative Assessment:
Short quiz about the poem.

Quarter 1 Week 8 Meeting 19 Date: ___________________

I. Objectives:
The learners will be able to:
 a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: A Cloud Named Looking-for-You
B. Gender Issues/ Concepts/ Values: Constant Communication/
Moving on from the past
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano

IV. Procedure:
A. Motivation:
 Who do you miss right now? Why?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Heaving - moving in large movements up and down
 Riddle - spread or diffuse through
 Gust - a short, strong, sudden rush of wind
 Grief - deep sorrow
 Shroud - a length of cloth or an enveloping garment in
 which a dead person is wrapped for burial
 Creative reading of the poem.
 Own interpretation of the poem.
 Effective questioning.
 What happened to the speaker?
 Why did he/she grieve from the situation?
 What are the wordplays she used to express her
extreme sadness to her love one? Cite examples.
C. Comparison & Abstraction:
Give examples of figurative languages that the author used and cite what
kind.
Ex. My heart aches like the heaving sea. – simile.
D. Value/Gender Integration
As you grapple with this reality, you are also freer to embrace the
consolation of knowing that the spiritual life goes on and that we do not
grieve as those who have no hope. (1 Thessalonians 4:13) The only way
to overcome grief is to move with and through it daily as the feelings ebb
and flow.
E. Generalization:
 This poem deals with a loss of the persona's love. She expresses he
angst by means of her wordplay using the elements of nature to mirror the
sadness engulfing herself as she tries to cope up with the loss.

Quarter 1 Week 8 Meeting 20 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Sagada Stills in a Floating World
B. Gender Issues/ Concepts/ Values: Constant Communication/
Nature appreciation
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Flash some pictures of the beautiful sceneries in Sagada. Have you
been to Sagada? This is one of the beautiful places to visit here in
our country.
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Dr. Marie Marjorie Evasco-Pernia
 Marjorie Evasco was born in Maribojoc and grew up
in Tagbilaran City, Bohol on September 21, 1953. She
writes poetry in two languages, English and Cebuano-
Visayan. She finished her B.A from Divine Word
College (1973) in Tagbilaran, her Masters Degree in
Creative writing (1982) at Silliman University and her
Doctor in Philosophy in Literature at De La Salle
University Manila.
 Her poems have been translated into German,
Spanish, Japanese, Chinese, Russian, Romanian,
Vietnamese and Estonian.
 Unlocking the meaning of the difficult words.
 Austere - used to describe something or someone
stern or without any decoration. You wouldn't want
someone to describe you or your home as austere.
Austere is not usually a positive word because it
means that a person or a thing isn't pleasurable.
  Masferré. - Eduardo Masferré was a Filipino-Catalan
photographer who made important documentary
reports about the lifestyle of native people in the
region of the Cordillera in the Philippines at the middle
of 20th century. He is regarded as the Father of
Philippine photography.
 Shikibu. - Murasaki Shikibu was a Japanese novelist,
poet and lady-in-waiting at the Imperial court during
the Heian period. She is best known as the author of
The Tale of Genji, written in Japanese between about
1000 and 1012.
 Creative reading of the poem.
 Own interpretation of the poem.
 Show pictures of Sagada.
 Effective questioning.
 What is the format of the poem? Why?
 What makes her write this poem?
 Why is it titled “Sagada Stills in a Floating World?”
C. Comparison & Abstraction:
How does the author compare the things she mentioned in the poem to
the famous Japanese novelist and photographer?
D. Value/Gender Integration
Sometimes we take people and things for granted because we always get
used to their presence. But beautiful things become more beautiful when
they are absent. They might be taken away from us, and sometimes we
can’t do anything to bring them back. The only things they leave behind
are in the forms of pictures, poems, stories and memories.
E. Generalization:
Marjorie Evasco travelled to the mountain province. While she was on her
way to Sagada, the road was in a zig-zag form, and she was mesmerized
by how distinct it was.
V. Evaluative Assessment:
Research some of the works of Marjorie Evasco.

Quarter 1 Week 8 Meeting 21 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: I, Higaonon
 B. Gender Issues/ Concepts/ Values: Constant
Communication/Appreciation of our cultures, traditions, and ethnic
tribes/Respect
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Reporting
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What ethnic tribes do you know here in the Philippines? Are you
familiar with the Higaonon tribes?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Higa – means “live”
 Gaon – means “mountain”
 Onon – means “people”
 Creative reading of the poem.
 Effective questioning.
 What are the political issues that most of our
Higaonon tribes presented an urgent investigation
that atrocities committed against them?
 What did the government do to their lands?
 How can you fight for your own tribes when most of
us are ashamed of our fellow ancient Filipinos?
C. Comparison & Abstraction:
Cite the similarities and differences of the different ethnic tribes in the
Philippines. E.g. T’boli, Higaonon, etc.

D. Value/Gender Integration
Regardless of where you live on this great, big Earth, chances are you will
eventually interact in some way with a culture that is different from your
own. When most people think about culture, their first thoughts involve
race or ethnicity. Culture goes far beyond that,
The ability to learn from and relate respectfully to people of your own
culture as well as others' is known as "cultural responsivity." Being
culturally responsive requires openness to the viewpoints, thoughts, and
experiences of others. This is not about changing others to be more like
you. Instead, it is about exploring and honoring the differences of others.
Developing a cultural- responsive attitude is a life-long journey.

E. Generalization:
We all share the same world. Regardless of our differences, this world
belongs to us all. To be tolerant is to welcome those differences and even
to delight in them.

V. Evaluative Assessment:
“Breaking culturally-accepted norms makes people uncomfortable.”

 What insight that you can get from this quote?

Quarter 1 Week 9 Meeting 22 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Problem Is
B. Gender Issues/ Concepts/ Values: Constant Communication/ Be
responsible/ Family Planning/ Education
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Reporting
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
Show a video of the commercial ad about family planning. What insights
can you get from the video?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
 Creative reading of the poem.
 Own interpretation of the poem.
 Effective questioning.
 Do you believe in the saying “Bahalag saging basta
labing?”
 What is one of the major problems here in our
country?
 Why many Filipinos always bear children when they
cannot even afford to send all of them to school? And
parents also don’t have stable jobs?
 What advice can you give to all those irresponsible
parents who didn’t have family planning?
 What solution you can give in order to solve this
problem?
 C. Comparison & Abstraction:
Compare and contrast responsible and irresponsible parenthood.

D. Value/Gender Integration
We should all be responsible especially in planning a family because our
children will suffer in the end. Make sure that you have a stable job, earn
money for a living, and send your children to school to learn many things
and also to have a brighter future.

E. Generalization:
To attain temporary happiness, we tend to have things which are not really
good for us and then regret comes next. Plan and be wise to your decision
so that in the end you will not be in misery.\

V. Evaluative Assessment:
Cite possible solutions to the different social issues we are facing now. (e.g.
teenage pregnancy, no family planning, unemployment, etc.)

Quarter 1 Week 9 Meeting 22 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read a poem in 21st Century Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Love Makes the World Go Round
B. Gender Issues/ Concepts/ Values: Constant Communication/Love
C. Strategy Used: Creative reading of the poem/ Effective
questioning/Reporting
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 How does it feel being left by someone you loved? What did you do
in order for you to remember her/him?
B. Presentation of the lesson:
 Introduction of the author (his life, from what region, etc.)
 Unlocking the meaning of the difficult words.
  Creative reading of the poem.
 Own interpretation of the poem.
 Illustration of the world tattooed on her belly.
 Effective questioning.
 What happened to the main character in the poem?
 What makes her tattooed her belly with the map of the
world?
 How many men and children she had in five years?
 What’s her dream that most of the Filipinas in our
country dreamed of?
 What is the implication of the author by writing this
poem?

C. Comparison & Abstraction:

Illustrate the map of the world and her belly wherein her child was still
inside her. Explain how did the author used object in order to compare the
character’s dream of going to America.
D. Value/Gender Integration
There’s nothing wrong in dreaming to have a better life especially if you
came from a poor family but being dependent to someone and wants easy
way to success are another story. To be independent in working hard for
your dreams is the best thing that should be proud of.

E. Generalization:
Most of the young Filipinas today dreamed of having a luxurious life even
taking the risk of marrying an old foreigner as long as they can taste the
richness of life.
V. Evaluative Assessment:
Illustrate the map of the world and her belly wherein her child was still inside her.
Explain carefully the lines in connection with the illustration.

Quarter 1 Week 9 Meeting 23 Date: ___________________

I. Objectives:
The learners will be able to:
a.) read/sing a song from the local band in Philippine 21 st Century
Literature
b.) identify representative texts used from the region.
c.) demonstrate understanding and appreciation of 21 st Century Philippine
Literature from the regions through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different Philippine
regions.
II. A. Subject Matter: Kurakot
 B. Gender Issues/ Concepts/ Values: Constant
Communication/Selfless/ Honesty
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Show the music video of the song, “Kurakot.”

B. Presentation of the lesson:

 Introduction of the band (their life, from what region, etc.)
 Creative reading of the verse.
 close your eyes and imagine that you are running for
a mayor in your town and campaigning yourself so
that they will vote for you. You promised all the things
you want to do to make your town progressive after
the election… but you turned out into this--
 (reading of the first verse)
 close your eyes and imagine that you are a traffic
enforcer, expected to do your job properly and with all
honesty... but you turned out into this –
 (reading of the second verse)
 close your eyes and imagine that you are
businessman, in order for you to convince and sell all
your products to your clients ... you turned out into
this–
 (reading of the third verse)
 So, imagine if you do all of this in your work, would
you still be proud of your salary out from dishonesty?
 Reflection of the little things that you’ve committed which you
think are right but they are sins in the eyes of God, they’re
also a form of corruption.
 Effective questioning.
 Why we tend to be dishonest in our self and the
people around us?
 Cite a simple situation wherein the person is being
corrupted by his/her own selfishness.
C. Comparison & Abstraction:
Give the similarities and differences of the different kinds of corruption?
E.g. Political corruption, Judicial corruption, Business corruption, etc.
D. Value/Gender Integration
Change starts within yourself. If you are honest in yourself, you can
influence others to practice the value of honesty. Many of us try to change
ourselves but those who succeed are the ones who remain pure in their
heart and mind.
E. Generalization:
 Be honest even if other are not, will not, and cannot.
V. Evaluative Assessment:
As a learner in HSST, you are challenge to be the front-liner in advocating
change in our society. How can you solve the issue of corruption in your own little
ways?

Quarter 1 Week 9 Meeting 24 Date: ___________________

II. Objectives:
The learners will be able to:
a) answer a summative test honestly.
b) demonstrate understanding and appreciation of 21st Century Philippine
Literature
c) practice the value of honesty.
(summative test attached at the back)
Quarter 2 Week 10 Meeting 1 Date: ___________________
I. Objectives:
The learners will be able to:
a.) identify representative text and authors from Asia, North America,
Europe, Latin America, and Africa.
b.) situate the text in the context of the region, nation, and the world.
c.) demonstrate understanding and appreciation of 21st Century World
Literature.
d.) interpret and appreciate the works of authors from different parts of the
world.
II. A. Subject Matter: Review of the Prominent Authors in the Old World
Literature
B. Gender Issues/ Concepts/ Values: Constant Communication/
Appreciation of the prominent authors in the world.
C. Strategy Used: Review/ Discussion
III. Reference Materials: 21st Century Literature from the Philippines and the World
by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Flash different pictures of the prominent authors in the world. Are
you familiar of these people? Who are they? Elicit answers from the
class.
B. Presentation of the lesson:
 Introduction of the authors and his works.
 Chinua Achebe (16 November 1930 – 21 March 2013) was a
Nigerian novelist, poet, professor, and critic. His first novel Things
Fall Apart (1958), often considered his masterpiece, is the most
widely read book in modern African literature.
 Rabindranath Tagore (May 7, 1861—August 7, 1941), Bengali
poet, writer, song composer, playwright, essayist, and painter who
introduced new prose and verse forms and the use
of colloquial language into Bengali literature, thereby freeing it from
traditional models based on classical Sanskrit. He was highly
influential in introducing Indian culture to the West and vice versa,
 and he is generally regarded as the outstanding creative artist of
early 20th-century India.
 Murasaki Shikibu, (born c. 978, Kyōto, Japan—died c. 1014,
Kyōto), Japanese writer and lady-in-waiting who was the author of
the Genji monogatari (c. 1010; The Tale of Genji), generally
considered the greatest work of Japanese literature and thought to
be the world’s oldest full novel.

(and many more.)

 Effective questioning.
 What is their contribution in literature?
 How did they influence modern writers in 21 st century
literature?
C. Comparison & Abstraction:
Give the similarities and differences of the traditional and modern writers.
D. Value/Gender Integration
Value the contributions of the different prominent writers in the world. They
are the one who contribute to a text in terms of its value to 'civilization', a
culture, a society, or a particular group of people.

E. Generalization:
The prominent writers in the world enlightened our mind to explore the
world of literature. They help us to think beyond the things that we can
imagine.
V. Evaluative Assessment:
Short quiz of the authors and their literary works.

Quarter 2 Week 10 Meeting 2, 3, & 4 Date: ___________________

I. Objectives:
The learners will be able to:
a.) situate the literary text in the context of the region, nation, and the
world.
b.) watch the film Les Misérables.
c.) demonstrate understanding of the World Literature through a critical
film viewing.
d.) appreciate the cultural and aesthetic diversity of literature of the world.

II. A. Subject Matter: Les Misérables Film

B. Gender Issues/ Concepts/ Values: Constant
Communication/Selfless/ Honesty/ Forgiveness/ Sympathy
C. Strategy Used: Film Viewing of Romeo and Juliet, (IGL) Inquiry
Guided Learning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
 A. Motivation:
 One of the most famous work of Victor Hugo (a prominent author in the
world literature) is the Les Misérables.
 The Teacher will ask students if they have seen the film Les
Misérables.
 Students will share their insights of the film.

. B. Presentation of the Lesson: (Film Watching)

Guide Questions:
 Who are the characters in the story?
 How was Jean Valjean discriminated against after being released from
prison?
 What was Jean’s crime? Why was he imprisoned so long?
 What does the bishop do when Jean steals his silver?
 How does the author describe the Thenardiers?
 Why was Javert committed suicide?
 What are the social issues emphasized in the movie?

C. Comparison & Abstraction:

Which one of the characters in Les Misérables whom you can relate to?
Why?

D. Value/Gender Integration
 Forgiveness is never an easy task. We all have that one person who did
us wrong. You tell yourself “what she/he did was so unforgivable.” But one
look at Javert and Valjean’s final confrontation will cause you to think
otherwise. Even the biggest bullies deserve our compassion and
forgiveness.
 Society tells us that men cannot cry or show emotion. In the case of
Marius from “Les Misérables,” society is very wrong. In the song "Empty
Chairs at Empty Tables," Marius shows his softer and somber side when
he sees all of his comrades died in battle. Boys can cry at funerals, during
chick flicks or when their girlfriend breaks up with them. To all the guys
who hate hiding their tears and emotions, I invite you now to just let it all
out.
 Tomorrow holds a new opportunity to get everything right. No matter how
much you suffer or how heavy the world feels on your shoulders, there will
always be a new day to feel light and whole again.

E. Generalization:
Hugo uses his novel to condemn the unjust class-based structure of
nineteenth-century France, showing time and again that the society’s
structure turns good, innocent people into beggars and criminals. Hugo
focuses on three areas that particularly need reform: education, criminal
justice, and the treatment of women.

V. Evaluative Assessment:
Write a reaction paper about the film, “Les Misérables.”

Quarter 2 Week 11 Meeting 5 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the different themes in 21st Century Literature
b.) interpret and appreciate different works using the themes in 21 st
Century Literature.
c.) construct any kinds of literary piece using the different themes in 21st
Century Literature.
II. A. Subject Matter: Themes in 21st Century Literature
B. Gender Issues/ Concepts/ Values: Constant Communication/
Gender Equality/ Self- acknowledgement / Appreciation of the history
C. Strategy Used: Differentiated Instruction in content (through different
themes used)
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Show pictures of technologies, self-identity, historical events, etc.
 How are they related to our topic for today? Elicit answers from the
class.
 What’s the connection of these pictures in writing a literary piece?
B. Presentation of the lesson:
 Introduction of the themes in 21st Century Literature.
 Identity - people have more freedom to draw from
multiple cultures and philosophies and questions the
concept of the self and its relation to the body, brain,
and soul.
Ex.
Sam Clay in “The Amazing Adventures of Kavalier
and Clay” by Michael Chabon; struggles to come to
terms with his homosexuality.
 History and Memory - contemporary literature
explores the notion of multiplicities of truth and
acknowledges that history is filtered through human
perspective and experience.
Ex.
“The March” by E.L. Doctorow depicts the realities of
General Sherman’s famous march during the U.S.
Civil War, and how the people of the South were
slaughtered.
 Technology - many 21st century works of literature
explore what it means when all of humanity’s
experiences are filtered through technology.
Ex.
“Machine Man” by Max Barry. (example of book about
biotechnology helping people with disabilities.)
  Intertextuality - in postmodern style, many
contemporary writers recognize a piece of work as
being one among many throughout history.
Many writers purposely include acknowledgements,
references, or parallels to other works of fiction.
Ex.
“The Brief Wondrous Life of Oscar Wao” by Junot
Diaz.
(The text references many comics, movies, and other
books in order to describe events.)
C. Comparison & Abstraction:
In the intertextuality theme, how does the writer recognize a piece of work
as being one among many throughout history. Read an intertextualize
piece and the original piece, is there any changes made or just the same
with the original?
D. Value/Gender Integration
In more vocal discussions about women’s right and LGBT rights, how
does the identity theme assure the equality of both gender and other
parties? What is the concept of your own self? How will you acknowledge
your own self-identity?
.
E. Generalization:
Contemporary writers often draw inspiration and ideas from the writers
who have come before them.as a result, many works of 21 st literature
grapple with the events, movements, and literature of the past in order to
make sense of the present.
V. Evaluative Assessment:
Differentiated instruction through content:
Write any literary piece that used the different themes in 21st Century Literature.
a. short story b. poem c. flash fiction d. prose poetry f. spoken word poetry

Quarter 2 Week 11 Meeting 6 & 7 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the other literary techniques and devices in the text.
b.) explain the biographical, linguistic, and sociocultural contexts and
discuss how they enhance the text’s meaning and the reader’s
understanding.
c.) appreciate the cultural and aesthetic diversity of literature of the world.
d.) compare and contrast the literary criticism and literary theory.
II. A. Subject Matter: Literary Criticism
B. Gender Issues/ Concepts/ Values: Constant
Communication/Selfless/ Honesty/ Empathy
 C. Strategy Used: Discussion/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Show an abstract picture and ask them their interpretation about it.
 This is the same in critiquing a literary text, you need to criticize it
carefully. You may follow the different literary criticism that can hep
you in your critiquing.

B. Presentation of the lesson:

 What is a Literary Criticism?
 It is the study, discussion, evaluation, and
interpretation of literature.
 Modern literary criticism is often informed by literary
theory, which is the philosophical discussion of its
methods and goals.

 Literary criticism is a practical application of literary

theory.

 Schools of Criticism:
 Formalist Criticism
- It regards literature as “a unique form of human
knowledge that needs to be examined on its own
terms.”
- Particular interest of a formalist critics are the
elements of form--- style, structure, tone, imagery,
etc. and how such elements work together with the
text’s content to shape its effect to the readers.
 New Criticism
- Suggest that detailed analysis of the language of a
literary text can uncover important layers of meaning
in that work.
 Biographical Criticism
- It focuses on explicating the literary work by using
the insight provided by knowledge of the author’s
life.
 Historical Criticism
- It investigates the social, cultural, and intellectual
context that produced it--- context includes that
artist’s biography and milieu.
 Gender Criticism
- It examines how sexual identity influences the
literary works.
 Psychological Criticism
- It reflects the effect that modern psychology has
had upon both literature and literary criticism.
  Sociological Criticism
- Examines literature in the cultural, economic, and
political context in which it is written or received.

 Mythological Criticism
- It emphasizes the recurrent universal patterns
underlying most literary works.
 Reader- Response Criticism
- It attempts “to describe what happens in the
reader’s mind while interpreting a text.”
 Structuralism
- It examines how literary texts arrive at their
meanings, rather than the meanings themselves.
 Deconstructionist Criticism
- It rejects the traditional assumption that language
can accurately represent reality.
 Cultural Criticism
- an approach to literature that focuses on the
historical as well as social, political, and economic
contexts of a work.
 New Historicism
- An approach to literature that emphasizes the
interaction between the historic context of the work
and a modern reader’s understanding and
interpretation of the work.
 Post – Colonial Criticism
- An approach to literature that focuses on the study
of cultural behavior and expression in relationship
to the colonized world.

 Effective questioning.
 In what way that these criticisms be able to help critic
in critiquing the literary piece?
 Why we need to use these criticisms for critiquing
text?
C. Comparison & Abstraction:
Using a Venn diagram, compare and contrast the literary criticism and
literary theory.
D. Value/Gender Integration
In critiquing a literary piece, it’s very important for us to critic it honestly
based from your different evidences that can help you in interpreting the
text and also you need to empathize the characters in the story so that
you can also have connection of the literary piece that you’ve studied.
E. Generalization:
Whether or not literary criticism should be considered a separate field of
inquiry from literary theory or conversely from book reviewing, is a matter
of some controversy.
V. Evaluative Assessment:
Critique or criticize your favorite literary piece using the different schools of
criticism.
Quarter 2 Week 12 Meeting 8 Date: ___________________
I. Objectives:
The learners will be able to:

a.) practice their own presentation of the different literary devices in each
topic.
b.) provide an action plan for their presentation.
c.) Examine and understand the literary piece.

Quarter 2 Week 12 Meeting 9 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Asian Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: Christmas Carol
B. Gender Issues/ Concepts/ Values: Constant Communication/ Self-
respect/ Open-mindedness
C. Strategy Used: Roleplay storytelling of the story/ Effective questioning/
Reporting
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Visual presentation of the story.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Roleplay presentation of the story.
 Own interpretation of the short story “Christmas Carol.””
 Effective questioning.
 Who are the characters in the story?
 What happened to Jin-suk when she came from
abroad?
  What is the term that they used to Jin-suk?
 What did Yeong-su and Jun-sik received in their
house?
 Who killed Jin-suk? Why?
 How does the author relate the title to the story? Does
the title of the story effective for the readers to be
hooked in reading?
C. Comparison & Abstraction:
What social issue wherein you can compare it to what Jin-suk is facing in
the story? How about Jung-gweon?
D. Value/Gender Integration
Like Jung-gweon in the story, we should not hold grudges to someone
who rejected us instead accept it wholeheartedly and move on; remember
that life still goes on despite the past that you cannot forget.

Jin-suk is a public property wherein many guys wanted to have

intercourse with her, Jin-suk’s character is very rampant here in the world
like the prostitution in order to feed themselves and their own family.
E. Generalization:
This is all about the story of four college friends (three boys and one girl)
Jung-gweon fell inlove with Jin-suk but he was rejected since she wants
the three of them, not only Jung-gweon. Until, Jin-suk went abroad and
after many years, she came back to Korea. Unfortunately, she was killed
by Jung-gweon.
V. Evaluative Assessment:
Make a concept map of the story together with literary elements and criticize the
text using the schools of criticism.

Quarter 2 Week 12 Meeting 9 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Asian Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: The Bus Driver Who Wanted To Be God
B. Gender Issues/ Concepts/ Values: Constant Communication/
Punctuality/ Time- consciousness
C. Strategy Used: Presentation of the story/ Effective questioning
 III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Do you have a principle in your life? What is it?
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Roleplay presentation of the story.
 Own interpretation of the short story “The Bus Driver Who
Wanted To be God.”
 Effective questioning.
 Who are the characters in the story?
 What is the first dream of the bus driver? How about
the second dream?
 What is the ideology of the bus driver?
 What is the reason why he opens the door of the bus
for Eddie?
 Who is the girl whom Eddie really admired the most?
 What happened when they meet up with happiness?
 Do you think that the ideology of the bus driver is
effective to the latecomers? Why or why not?
C. Comparison & Abstraction:
How does the bus driver similar to Eddie? What makes them differ to each
other?
D. Value/Gender Integration
Punctuality is a virtue that leads to great achievements in life.
A punctual person will be respected by everyone. One who is punctual is
reliable and people believe punctual people because they do not miss to
perform a task. So, in any place, be it school, college or
workplace, punctuality matters a lot.
E. Generalization:
A bus driver never opens the door of the bus for the people who were late
because he believed that it’s unfair for the others whose already inside the
bus and they will be losing 15-20 seconds in their life. But this principle
was changed when he met a man named, “Eddie.”
V. Evaluative Assessment:
Write a paragraph on ways to strengthen the value of punctuality.

Quarter 2 Week 12 Meeting 10 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Asian Literature.
 b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: The Burning Kite
B. Gender Issues/ Concepts/ Values: Constant Communication/
Perseverance
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 What is your dream in life? What are the things you need to
do to achieve your dream?
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Roleplay presentation of the poem.
 Own interpretation of the poem “The Burning Kite.”
 Effective questioning.
 What are the things you need to do to achieve your
dream?
 What is your advice to all those people who plan to
quit for their goal?
 What are the literary devices used in the poem?
C. Comparison & Abstraction:
Cite the difference of the people who quit easily and those who are
persevere to achieve their dreams.
D. Value/Gender Integration
Everyone who takes an idea and makes it into something valuable does it
through hard work. Tied very closely to hard word is perseverance,
continuing forward without regard to discouragement, opposition or
previous failure.

E. Generalization:
You have to be burning with an idea, or a problem, or a wrong that you
want to right. If you're not passionate enough from the start, you'll never
stick it out.
V. Evaluative Assessment:
Quiz on Asian Literature.
Quarter 2 Week 12 Meeting 11 Date: ___________________
I. Objectives:
 The learners will be able to:
a.) identify the representative texts and authors of Anglo-American
Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: A History of Everything, Including You.
B. Gender Issues/ Concepts/ Values: Constant Communication/ True
love despite imperfection
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Visual presentation of the poem.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Own interpretation of the poem.
 Effective questioning.
 How did the author describe her relationship with her
husband?
 How does the author describe the events on her
poem?
 Why does it relate to a lot of people?
 What is the reason why one of their children died?
 What happened in the last part of the poem?

C. Comparison & Abstraction:

How do you know that the love you feel is true love? Explain.
D. Value/Gender Integration
It's worth considering that marriage is not about happiness. To commit to
one person for the rest of your earthly existence is no easy task. While
both agree marriage hasn't been easy, there is a shared history and you
feel proud you've weathered the storms. You just need to embrace the
flaws of your partner because that’s what true love is despite imperfection.

E. Generalization:
“A History of Everything, Including You.” by Jenny Hollowell was overall
very descriptive, so descriptive one could imagine everything that she was
speaking of. She started this story as a very broad and simple statement
of how Earth started and or created. As the story starts to blossom one
 can tell that this story became more personal than the Earth being
created. Jenny starts to open up and goes on explaining what seems to be
the most important events of her life in a metaphorical way.
V. Evaluative Assessment:
“I did not think of heaven, but I saw that the clouds were beautiful and I
watched them cover the sun.”
What is your insight of this line in the poem?

Quarter 2 Week 13 Meeting 12 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Anglo-American
Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: A Gentleman’s C
B. Gender Issues/ Concepts/ Values: Constant
Communication/Forgiveness
C. Strategy Used: Dramatization/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Visual presentation and dramatization of the story.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Microfiction - is the term used for very short stories.
Sometimes called nanofiction.
 Unlocking the meaning of the difficult words.
 Own interpretation of the story.
 Questions:
 What is the age of his father?
 What is job of the narrator?
 Why he gave his father the grade of ‘C’?
 What happened to his father after he had received his
grades?
 Does it affect the narrator about the death of his
father? Why or why not?
 C. Comparison & Abstraction:
How did the author react to his father being tough on him? Do they have
same personalities with his father? How about differences?
D. Value/Gender Integration
Forgiveness can even lead to feelings of understanding, empathy and
compassion for the one who hurt you. Forgiveness doesn't mean
forgetting or excusing the harm done to you or making up with the person
who caused the harm. Forgiveness brings a kind of peace that helps you
go on with life. If the narrator forgives his father, he wouldn’t have a hard
time dwelling and thinking about the past.
E. Generalization:
The son who held grudges against his father and became an English
teacher who also teaches his father in class at the age of 62, but because
of revenge he failed his father and his father died because of the grade of
‘C’.
V. Evaluative Assessment:
Cite an experience wherein the value of forgiveness is very evident.

Quarter 2 Week 13 Meeting 12 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Anglo-American
Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
e.) write a short science fiction story.
II. A. Subject Matter: We Ate The Children Last
B. Gender Issues/ Concepts/ Values: Constant
Communication/Empathy of the humankind
C. Strategy Used: Multisensory presentation of the story/ Effective
questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano

IV. Procedure:

A. Motivation:

 Show a short film of “We Ate The Children Last.”

 B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Science fiction - (sometimes called sci-fi or simply SF) is a
genre of speculative fiction that typically deals with
imaginative and futuristic concepts such as
advanced science and technology, space exploration, time
travel, parallel universes, and extraterrestrial life.
 Unlocking the meaning of the difficult words.
 Own interpretation of the story.
 Questions:
 Describe patient D in the story.
 What did the government do for those who are
undergoing the procedure/surgery?
 What is the procedure all about?
 Who escaped from the procedure?
 What is the moral rot in the country?

C. Comparison & Abstraction:

We all know that this story is a science fiction but do you think that this will
happen 80-100 years from now? As of now, it reported that there is still no
permanent cure for colon cancer and other type of diseases.

D. Value/Gender Integration
Empathy leads to helping behavior, which benefits social relationships.
We are naturally social creatures. Things that aid in our relationships with
other people benefits us as well. When people experience empathy, they
are more likely to engage in prosocial behaviors that benefit other people.

E. Generalization:

Society is not prepared for the consequences when scientists put pig
organs into humans.

V. Evaluative Assessment:
Write a short science fiction story.

Quarter 2 Week 13 Meeting 13 Date: ___________________

Summative test
I. Objectives:
The learners will be able to:

a) answer a summative test honestly.

b) demonstrate understanding and appreciation of 21st Century World
Literature
c) practice the value of honesty.
 (summative test attached at the back)

Quarter 2 Week 13 Meeting 14 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of European Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: Kiss
B. Gender Issues/ Concepts/ Values: Constant Communication/ A
woman who has an enticing charm that caused harm in his life
C. Strategy Used: Sinemoto / Effective questioning
 III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Showtime concept and dancing the ‘Billy-Vhong’ song.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Blog fiction - is a form of blogging that can be defined as any
forms of narrative written and published through online web
journals such as LiveJournal. Fictional blogs are a changing
phenomenon with great potential to young writers.
 Sinemoto presentation of the story.
 Unlocking the meaning of the difficult words.
 Own interpretation of the story.
 Questions:
 Who are the characters in the story?
 What happened to the escaped prisoner?
 Named the two of his favorite neighbors?
 What happened to the abandon building in 1938?
 What did he do to the chief engineer?
 What is the reason why he was back again in prison?

C. Comparison & Abstraction:

There can be two interpretations of the story, either the man hallucinated
and went to an abandoned building or the ghost in the stories are
connected in his life before. We can use the reader response in
interpreting this story, either of the two, they are both accepted.

D. Value/Gender Integration
The man was capable of making mistake but there is a part in the story
that talks about mental illness. Thus, we can consider that this man had
some hallucinations about ‘Laura’, the woman in his daydream. In this
story, the man was captured by the memories of Laura even though he’s
back in prison and same in our society, we are chained by the memories
that we lived upon and man may suffer this kind of illness too, not just only
the woman.
E. Generalization:
An escaped prisoner met a charming woman named, ‘Laura’ who leads
him in a building wherein he also met new friends but it turns out that they
were all ghost and the building that he used to lived was already
abandoned since the civil war.
V. Evaluative Assessment:
How will you acknowledge the presence of someone who was already absent?
E.g. ghost
Quarter 2 Week 13 Meeting 15 Date: ___________________
I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of European Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: Blood of a Mole
B. Gender Issues/ Concepts/ Values: Constant
Communication/Selfless/ Honesty/ Sympathy/ Self-love
C. Strategy Used: Virtual travelling in Europe/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Show the different places in Europe and start virtual traveling each
place with a story.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Sudden fiction - A fictional story that is briefer than typical
short stories.
 Virtual traveling in Europe through presentation of the story.
 Unlocking the meaning of the difficult words.
 Own interpretation of the story.
 Questions:
 Who are the characters in the story?
 What did the woman ask to the pet owner?
 In order to give the woman three drops of the blood of
a mole, what did the pet owner do?
 Why did the pet owner give the woman his blood even
though it’s not the blood of a mole?
 Do you think that the woman is telling the truth? Why
or why not?
 What happened at the last part of the story? Does he
deserve it?
.
C. Comparison & Abstraction:
Give the similarities and differences of the old lady and the man who gave
his own blood.
D. Value/Gender Integration
 We believe that openness and honesty make for the best relationships
because it leads to trust and faith. Without honesty and integrity, we could
not truly succeed. Same with the story, if the man should’ve been honest
of his own self then he will not experience the bad karma which I think the
revenge of the old lady. The man should learn how to say ‘no’ if he’s not
comfortable on doing it.
E. Generalization:
“Blood of a mole” tells the story of pity, self-sacrifice and trickery. You
cannot always give people what they need, no matter how desperate they
are. The character gives some of his own life which Is represented
by blood because he felt such a compelling need to help the desperate
woman.
V. Evaluative Assessment:
The ending in the story is hanging, so if you’re going to provide your own ending,
what would it be? Why?

Quarter 2 Week 13 Meeting 15 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of European Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: Atlantis – A Lost Sonnet
B. Gender Issues/ Concepts/ Values: Constant Communication/
Cherish the moments with your loved-one
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Visual presentation of the poem.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Virtual traveling in Europe through presentation of the poem.
 Unlocking the meaning of the difficult words.
 Own interpretation of the poem.
 Questions:
 What did the word ‘Atlantis’ used to convey?
 What is the message of the poem?
 What is the story behind the lost city?
 C. Comparison & Abstraction:
How does the poem try to connect each line to our life?
D. Value/Gender Integration
Cherish every single minute of your time to your loved-one while they are
still there because you never know when will be the last time you see
them.
E. Generalization:
"Atlantis - A Lost Sonnet" seems to be an emotional poem about drowning
sorrows that are never going to return. Stopping regularly throughout the
poem makes it seem as if the author is reminiscing old times, and is sad
about how what used to be is gone.
V. Evaluative Assessment:
Poem interpretation using the schools of criticism.

Quarter 2 Week 14 Meeting 16 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Latin American
Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: Honey
B. Gender Issues/ Concepts/ Values: Constant Communication/
Freedom
C. Strategy Used: Creative reading of the story/ Effective questioning/
Toktok Gameshow
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Start of toktok gameshow wherein they will pick one representative
from the audience and answer the questions based on the story but
the representative doesn’t have any idea about the story. He/she
will just guess based on his/her instinct.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
  Visual presentation of the story.
 Own interpretation of the story.
 Questions:
 Who are the characters in the story?
 What happened to the little girl?
 What did the brother do when he saw his sister?
 How about the mother? What did she feel?
 What action did the mother do to remove the bees
from her daughter’s body?
C. Comparison & Abstraction:
Imagine when you are still 4-year-old young, will you also the same thing
like what the little girl did?
D. Value/Gender Integration
Freedom is fulfilling when you are genuinely happy of yourself. There is a
sense of enjoyment in breaking the rules sometimes.
E. Generalization:
From Colombia comes the story “Honey” by Antonio Ungar in which a
young boy watches his sister cover herself with honey: “She defies the
world, she smiles and waits. Little by little her body begins to transform
getting thicker and darker.” In this story, the solution is fun and funny .

V. Evaluative Assessment:
What is the silliest thing you’ve done in your life?

Quarter 2 Week 14 Meeting 17 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Latin American
Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: The Desert of Atacama V
B. Gender Issues/ Concepts/ Values: Constant Communication/
Equality of; the higher and lower class, men and women, and the government
and the public society.
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Toktok gameshow
 III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Start of toktok gameshow wherein they will pick one representative
from the audience and answer the questions based on the story but
the representative doesn’t have any idea about the story. He/she
will just guess based on his/her instinct.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Visual presentation of the poem.
 Desert of Atacama – is the driest and oldest desert on earth.
 Own interpretation of the poem.
 Questions:
 What is the phrase that the author carved into that
desert?
 What is the meaning of the phrase?
 What is the story behind his poem?
 What made him write it?
 Why is it title “The Desert of Atacama V?” what is ‘V’
stands for?

C. Comparison & Abstraction:

How does it different from another desert? Cite its physical attributes
comparing the other deserts.,
D. Value/Gender Integration
The author was arrested and tortured in the prison when they knew about
his works which against the government. When he was released, he
began to imagine poems in the sky, faces of cuffs, desert, etc. later, he
carved the phrase “Ni Pena Ni Miedo” means no shame nor fear. He will
not let anyone abused by the government due to their inequality like
(inequality of; the higher and lower class, men and women, and the
government and the public society) in ruling their country. Thus, he’s there
to fight the right that they deserved especially the Chilean people.
E. Generalization:
The Atacama Desert is one of the driest places in the world (the driest
being some very specific spots within the McMurdo Dry Valleys), as well
as the only true desert to receive less precipitation than the polar deserts.
It speaks the whistle of Atacama and the wind erases like snow like the
color of that plain.
V. Evaluative Assessment:
Poem interpretation using the formalist criticism.

Quarter 2 Week 14 Meeting 17 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of Latin American
Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: To Those Who Have Lost Everything
B. Gender Issues/ Concepts/ Values: Constant Communication/
Embrace your native land
C. Strategy Used: Creative reading of the poem/ Effective questioning/
Toktok gameshow
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano

IV. Procedure:
A. Motivation:
 Start of toktok gameshow wherein they will pick one representative
from the audience and answer the questions based on the story but
the representative doesn’t have any idea about the story. He/she
will just guess based on his/her instinct.
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Visual presentation of the poem.
 Own interpretation of the poem.
 Questions:
 How did the author show that his proud of his native
land?
 What are the different pieces of evidences which
show that we are ashamed from our origin?
 What is the story behind his poem?
 What made him write it?
C. Comparison & Abstraction:
How does this social issue similar in our country? Are we still proud of
being a Filipino? How about our ancient tribes like higaonon, aetas, igorot,
etc, do you still know them? Give background information.
D. Value/Gender Integration
 Remember your native land, embrace your country’s culture, tradition and
language. Don’t be an alien in your own native land.
E. Generalization:
Most people have indigenous blood, but they will still hide it when raised in
a racial caste system.
V. Evaluative Assessment:
Quiz on Latin American Literature.

Quarter 2 Week 15 Meeting 18 Date: ___________________

I. Objectives:

The learners will be able to:

a) answer a summative test honestly.
b) demonstrate understanding and appreciation of 21st Century World
Literature
c) practice the value of honesty.

(summative test attached at the back)

Quarter 2 Week 15 Meeting 19 Date: ___________________
I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of African Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: Poison
B. Gender Issues/ Concepts/ Values: Constant Communication/
Grab every opportunity/ Be a problem solver instead of making the problem
worse
C. Strategy Used: Creative virtual games/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Imagine you are in a virtual game, you need to find your way out
but you encounter the different authors of the books you’ve read
before. The problem is you already forgot it. Try to recall it with the
help of the players in the game.
 Game starts in 3...2...1... go!
 B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Virtual presentation of the story.
 Own interpretation of the story.
 Questions:
 Describe the main character in the story.
 What did the woman and the man do to her car?
 What does she feel when she saw her old Toyota car
headed out the place?
 How many days she’d been there waiting for the
rescue?

C. Comparison & Abstraction:

Do you think that the millennials in today’s generation same with Lynn’s
action in the story? How are they different and similar? Provide some facts
and information.

D. Value/Gender Integration
The main character in the story is so carefree that she doesn’t care what’s
going on in her place. We should take initiative solve our own problem and
grab every opportunity if there are some solutions on it rather than waiting
for a miracle.
E. Generalization:
"Poison" by Henrietta Rose-Innes won the 2008 Caine Prize for African
writing. It's a harrowing story of a woman fleeing a disaster in Cape Town,
pursued by the threat of destructive chemical rain, and the Guardian has
posted the whole thing on its site.
V. Evaluative Assessment:
The ending is hanging in the story, what will be the possible ending for it?

Quarter 2 Week 15 Meeting 20 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of African Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
e.) Write an essay talking about exploring or traveling another place.
II. A. Subject Matter: Hyde Park
 B. Gender Issues/ Concepts/ Values: Constant Communication/
Honesty
C. Strategy Used: Creative virtual games/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Imagine you are in a virtual game, you need to find your way out
but you encounter the different authors of the books you’ve read
before. The problem is you already forgot it. Try to recall it with the
help of the players in the game.
 Game starts in 3...2...1... go!
B. Presentation of the lesson:
 Creative Non-fiction is a genre of writing that uses literary
styles and techniques to create factually accurate narratives
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Virtual presentation of the story.
 Own interpretation of the story.
 Questions:
 Describe the main character in the story.
 What are the places that she went to in London?
 What is the name of the park in her place?
 Does she feel homesick on her home? Why or why
not?
 What are her hopes for her the Harare Garden as she
walked away from that place?
C. Comparison & Abstraction:
What are the famous parks here in the Philippines? What are the things
that Hyde Park has but we don’t have it here?
D. Value/Gender Integration
When the author went to London, she felt unease because of the driver
whom she considered at first as a racist but she’s wrong of her first
impression, here we can see how honest she was; of what she felt while
traveling to London and you can also see the gap between the black and
white people as what the author instills on her mind.

E. Generalization:
The Zimbabwean writer Petina Gappah describes her first encounter
with Hyde Park, London, United Kingdom. The famous park in the whole
wide world.
V. Evaluative Assessment:
Write an essay about your experience on exploring or traveling to another place.
Criteria: Subj. Verb Agreement – 10
Organization – 5
Content - 15
Quarter 2 Week 15 Meeting 20 Date: ___________________
I. Objectives:
The learners will be able to:
a.) identify the representative texts and authors of African Literature.
b.) explain the text in terms of literary elements, genres, and traditions.
c.) appreciate the cultural and aesthetic diversity of 21 st Century Literature
of the world.
d.) examine and understand the literary meanings in context and the use
of critical reading strategies.
II. A. Subject Matter: The First Circle
B. Gender Issues/ Concepts/ Values: Constant Communication/
Finding solutions to different social issues
C. Strategy Used: Creative reading of the poem/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Imagine you are in a virtual game, you need to find your way out
but you encounter the different authors of the books you’ve read
before. The problem is you already forgot it. Try to recall it with the
help of the players in the game.
 Game starts in 3...2...1... go!
B. Presentation of the lesson:
 Introduction of the author (his life, from what place, etc.)
 Unlocking the meaning of the difficult words.
 Virtual presentation of the poem.
 Own interpretation of the poem.
 Questions:
 What happened to the man in the poem?
 How about his friend? What did the police do to him?
 What are the abscesses that hurts the nation? Why?
 What happened to the man in the last stanza of the
poem?
C. Comparison & Abstraction:
Do you think that the abscesses mentioned in the poem were also present
in our country? State proofs.
D. Value/Gender Integration
The problem in our country involves crime, violence, poverty, and many
more. The author relates them to an abscess which can cause damage
and pain, if it grows too much, it will eventually burst. When the nation
 can’t take anymore pain or damage, one day everything will come
crashing down.
E. Generalization:
This about a prisoner contemplating what will happened to his life and to
his country.
V. Evaluative Assessment:
So, this is the abscess that hurts the nation-
Jails, torture, blood, and hunger.
One day it will burst;
It must burst.

What have you understood about the second stanza in the poem? Explain.

Quarter 2 Week 16Meeting 21 & 22 Date: ___________________

I. Objectives:
The learners will be able to:
a.) identify the elements of a short story and other subparts.
b.) provide an example of the different kind of characters, POV, etc.
c.) demonstrate understanding and appreciation of 21st Century World
Literature through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different parts of the
world.
II. A. Subject Matter: Short story
B. Gender Issues/ Concepts/ Values: Constant Communication/
Honesty
C. Strategy Used: Discussion/ Effective questioning
III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano
IV. Procedure:
A. Motivation:
 Show examples of short story. Are you familiar with these stories?
What kind of story is this? E.g. 19, The Last Days of Magic, etc.
B. Presentation of the lesson:
 What is a short story? This is a brief fictional narrative in
prose. It may range in length from the short-short story (flash
fiction) of 500 words up to the “long short story” of 12,000-
15,000 words.
 A short story is shorter and less elaborate than a novel.
 What are the elements of short story? Characters, Setting,
Theme, Plot, Tone, and Mood.
 What are the different types of characters? Protagonist,
Antagonist, Antihero, etc.
  What are the different types of point of view?
 How about the kinds of narrator?
 What are the parts of a plot?
C. Comparison & Abstraction:
What are your two favorite 21st century literary short stories? Why? Give
their attributes each.
D. Value/Gender Integration
There are two types of narrator. The reliable and unreliable narrator, the
former tells everything about the characters in the story while the
unreliable narrator chose only the other events which are important for the
other characters and distorting the other side of the story, making it a
fallacy. So it’s important that you should be reliable especially in job
proper and also giving factual information with pieces of evidence.
E. Generalization:
Short story gives us different life lessons which we can relate it to our
lives. We can be happy, sad, angry while reading a short story.

.
V. Evaluative Assessment:
Short quiz about short story.

Quarter 2 Week 16 Meeting 23 Date: ___________________

I. Objectives:
The learners will be able to:

a) answer a summative test honestly.

b) demonstrate understanding and appreciation of 21st Century World
Literature
c) practice the value of honesty.

(summative test attached at the back)

Quarter 2 Week 17 Meeting 24 Date: ___________________
I. Objectives:
The learners will be able to:
a.) explain the texts in terms of literary elements, genres, biographical
linguistic, and sociocultural contexts in enhancing the text’s meaning and
reader’s understanding.
b.) understand the literary meanings in context and the use of critical
reading strategies.
c.) demonstrate understanding and appreciation of 21st Century World
Literature through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different parts of the
world.
e.) show and practice the value of honesty by critiquing a literary piece.

II. A. Subject Matter: Making a critical paper

B. Gender Issues/ Concepts/ Values: Constant Communication/
Honesty/ Time- consciousness
C. Strategy Used: Use of Literary Criticism

III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano

IV. Procedure:

Criteria:
Content (How do you defend the criticism that you used in critiquing the literary piece?
Grammar, Spelling, Capitalization, and Punctuation) 50%
Organization (thoughts and ideas are organized) 15%
Neatness 15%
Originality 20%
100%
 First page: cover page
Second page: picture of the story
Third page: summary
Fourth page: critical analysis of literary text

Quarter 2 Week 17 Meeting 24 Date: ___________________

I. Objectives:
The learners will be able to:
a.) explain the texts in terms of literary elements, genres, biographical
linguistic, and sociocultural contexts in enhancing the text’s meaning and
reader’s understanding.
b.) understand the literary meanings in context and the use of critical
reading strategies.
c.) demonstrate understanding and appreciation of 21st Century World
Literature through a critical interpretation of a literary text.
d.) interpret and appreciate the works of authors from different parts of the
world.
e.) show and practice the value of honesty by critiquing a literary piece.

II. A. Subject Matter: Making a critical paper (Last day of submission)

B. Gender Issues/ Concepts/ Values: Constant Communication/
Honesty/ Time-consciousness
C. Strategy Used: Use of Literary Criticism

III. Reference Materials: 21st Century Literature from the Philippines and the
World by Ernesto Thaddeus M. Solmerano

IV. Procedure:

Criteria:
Content (How do you defend the criticism that you used in critiquing the literary piece?
Grammar, Spelling, Capitalization, and Punctuation) 50%
Organization (thoughts and ideas are organized) 15%
Neatness 15%
Originality 20%
100%

First page: cover page

Second page: picture of the story
Third page: summary
Fourth page: critical analysis of literary text