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CONTENT

CONTENT
STANDARDS

21st Century Literature from the Philippines and


the World
The learner will be able to understand and appreciate the
elements and contexts of 21st century Philippine literature
from the regions.

PERFORMANCE The learner will be able to demonstrate understanding


STANDARDS
and appreciation of 21st Century Philippine Literature from
the regions through:
1.
LEARNING
The learner will be able to:
COMPETENCIE
1. Situate the text in the context of the region and the
S
nation.
2. Explain the relationship of context with the texts
meaning
3. Produce a creative representation of a literary text
by applying multi-media skills
11.1 choose an appropriate multimedia format in
interpreting a literary text
11.2 apply ICT skills in crafting an adaptation of a
literary text, based on rationalized criteria, prior to
presentation
SPECIFIC
LEARNING
OUTCOMES
TIME
ALLOTMENT
UNIT
DESIGNERS

At the end of the lesson, the learners are able to

Mrs. Dorothy Joy Jalalon, Mrs. Merlita R. Saromines, Ms.


Rose Jeane O. Suarez, Mrs. Lovely Gay Tagupa, Mrs.
Jemmalou S. Oliva

LESSON OUTLINE
1. INTRODUCTION:
Introduction of Learning Objectives
2. MOTIVATION:
Word Search Activity, Picture Analysis Activity
3. INSTRUCTION DELIVERY:
Filling out graphic organizers (chart,
opinion sandwich), Mini
Lecture, Writing Activities
4. PRACTICE:
Writing a Reaction Paper (Dyad)
5. ENRICHMENT:
Writing a Reaction Paper (Individual)
6. EVALUATION:
Writing a Reaction Paper (Revised, Final Copy)
MATERIALS

Graphic Organizers (Chart, Opinion


Sandwich)
Reading texts (editorial, sample
reaction paper)
Films/Video clips

RESOURCES
PROCEDURE

MEETING THE
STUDENTS NEEDS

I. INTRODUCTION:
Communicate learning competencies.
II.MOTIVATION
A. PRE-READING STAGE
A.1 GAMIFICATION: PICTURE
Note:
INTERPRETATION/KALEIDOSCOPE
Teacher posts a picture showing the various ills present in
our society (implicitly and explicitly).
The class will be divided into 5 groups. Each group will be
given a manila paper and a pen. They have to write down
societal problems depicted in the picture. Similar answers
will have one point, while those not duplicated/repeated
will get two points.
A.2 LISTENING TO THE SONG & VIEWING THE MUSIC
VIDEO
III. INSTRUCTION DELIVERY
Teacher provides each student a copy of the song.

Kaleidoscope

By Francis Magalona

So many faces, so many races


Different voices, different choices
Some are mad, while others laugh
Some live alone with no better half
Others grieve while others curse
And others mourn behind a big black hearse
Some are pure and some half-bred
Some are sober and some are wasted
Some are rich because of fate and
Some are poor with no food on their plate
Some stand out while others blend
Some are fat and stout while some are thin
Some are friends and some are foes
Some have some while some have most
Every color and every hue
Is represented by me and you
Take a slide in the slope
Take a look in the kaleidoscope
Spinnin' round, make it twirl
In this kaleidoscope world
Some are great and some are few
Others lie while some tell the truth
Some say poems and some do sing
Others sing through their guitar strings
Some know it all while some act dumb
Let the bass line strum to the bang of the drum
Some can swim while some will sink
And some will find their minds and think
Others walk while others run
You can't talk peace and have a gun
Some are hurt and start to cry
Don't ask me how don't ask me why
Some are friends and some are foes
Some have some while some have most
Every color and every hue

Is represented by me and you


Take a slide in the slope
Take a look in the kaleidoscope
Spinnin' round, make it twirl
In this kaleidoscope world
Kaleidoscope world
In this kaleidoscope world

Using their answers on the previous activity (identifying the


societal ills), students identify the line/s from the song
which support/s or reflect/s each of the problem. (Numbered
Heads)

Provide each group different tasks/questions to work on.


1. What is the purpose of the writer in writing the song?
2. What is the tone/mood of the song?
3. To whom does the speaker address the song?
4. What line/s of the song struck/affects you most?
5. What is meant by the title of the song?
6. What insight/s have you gained from the song?

IV. PRACTICE
Teacher provides each group with a newspaper. Having
categorized each of the lines, students will identify news
items which reflect the problem. Copy the headline and the
summary lead of these news articles.

V.ENRICHMENT (Abstraction)
TIERED ACTIVITY (Cubing)
Let the group think of a specific perennial problem in
the society and ask them to come up with a solution/s.
Present them through:

Tableau
Interpretativ
e dance
Poem
writing and
reading

Jingle
Infomercial

Collage making

VI. EVALUATION (Application)


GOAL
The goal is to create an adaptation of a
text into other creative forms using the
multimedia format.
ROLE
The role is to be creators of adaptations of
the texts of 21st Century Philippine
Literature.
AUDIENCE
The audience will be the authors of the 21st
Century Literature from the Philippines and
the World.
SITUATION
Philippines will be hosting this years
Global Literature Festival and as part of the
opening salvo, the planning committee
wishes to showcase the rich and diverse
literary pieces of the country through
creative representations of the literary
texts.
PERFORMAN Groups are expected to do a three to five
CE/
minute interpretation in multimedia format
PRODUCT
of a specific 21st Century Philippine Literary
Text.
STANDARDS Rubrics

RUBRIC

Conventi
ons
(punctuat
ion,
grammar,
capitaliza
tion and
spelling)
Organiza
tion

Ideas/Foc
us
(Proper
Citation)

IN WRITING

REACTION PAPER

There are
few or no
errors in
punctuation
,
capitalizatio
n, grammar
& spelling.

There are a
few errors in
grammar,
spelling,
punctuation,
and
capitalization
.

Errors in
grammar,
capitalizatio
n,
punctuation
& spelling
are more
frequent.

There are
many errors
in grammar,
spelling,
capitalizatio
n, and
punctuation.

The errors in
grammar,
capitalization
, spelling
punctuation
& interfere
with
understandin
g.

An original
title is
present.
The paper
has a clear
beginning,
middle &
ending.
Ideas &
details are
presented
in logical
order.
Transitions
such as
Finally or
The next
day are
used to
show the
relationship
s among
ideas.
Paper is
focused,
clear &
specific.
Writing is
full of

An
appropriate
title is
present. The
ideas and
details are
mostly
presented in
logical order.
The writer
uses some
transitions to
show the
relationships
among
ideas. The
paper seems
complete.

A title is
present. The
paper is
somewhat
organized,
but seems
unfinished.
Sometimes
it is not
clear how
the details
used
connect to
the main
idea or
story. Some
of the
details are
not in the
right spot.

There is
little
organization
to the
paper. A lot
of the
writing does
not connect
to the main
idea or
story. The
ending is
missing or
does not
connect to
the story or
main idea.

There is little
no
organization
to the paper.
There is no
beginning or
end to the
paper. Ideas
seem
scrambled,
jumbled, and
disconnected
. The paper
is confusing.
The details
do not fit
with the
main idea.

The writing is
generally
focused on
the topic &
purpose.
Writing tells

The writing
is somewhat
focused on
the topic
and
purpose.

The writing
is related to
the topic,
but does not
have a clear
focus.

The writing is
not focused
on the topic
and purpose.
Reader will
have

TOT
AL

PERCENTAGE

Voice

Word
Choice

Sentence
/ Fluency

OVERALL
RATING

details for
support and
shows what
is important
about the
topic. Keeps
readers
attention.
The writers
viewpoint is
evident.
Text used
elicits a
variety of
emotions.
Paper has a
lot of
personality.
Writes with
a clear
sense of
audience.
The writer
uses
precise,
fresh,
original
words and
phrases.
The writing
is
interesting
to read.
The writer
consistently
uses a
variety of
sentences.
The writing
is natural
and flows
smoothly.
Sentences
begin with a
variety of
words.

a story or
makes a
point. Details
are present
but not
developed.

Details are
general and
not specific.
Topic may
be too big

Details are
not clear.
Reader is
uncertain of
the focus.

difficulty
identifying
the main
idea or
purpose of
the paper.

The writers
viewpoint is
somewhat
clear. The
writing is
individual
and
expressive.
Paper has
some
personality.

The writers
individually
fades in and
out. The
writers
viewpoint is
apparent
intermittentl
y. Very little
personality
to the
writing.

The writers
viewpoint is
unclear.
Little to no
personality
to the
writing.
Audience is
fuzzy-could
be anybody,
anywhere.

The writer
seems
uninterested
in what he or
she is writing
about. Writer
does not
share own
thoughts or
ideas about
topic.

The word
choices are
clear. The
writer uses
some
interesting
words and
phrases.

The word
choices get
the
message
across, but
dont
capture
anyones
attention.

The writer
does not
use words
or phrases
that make
the writing
clear to the
reader.

Writer uses
word choices
that are
confusing,
unclear, or
inappropriate
.

The writer
uses some
variety in
sentences.
Paper flows
smoothly,
but has
some rough
spots. Not all
sentences
begin the
same.

Writer uses
simple
sentences.
Some
sentences
are choppy
or awkward,
but most
are smooth
and clear.
Sentences
tend to
begin the
same.

The writer
doesn't use
much
variety in
his or her
sentences.
Little to no
use of
linking
words to
connect
sentences.
The writer
uses short,
repetitive
sentence
patterns.

There is little
or no variety
in sentences.
Some of the
sentences
are unclear.
Paper is
difficult to
read. Difficult
time
identifying
where one
sentence
ends and the
next begins.