CARD-MRI Development Institute, Inc.

Course Name: 21ST Century Literature from the Philippines and the World

Course Learning Outcomes:

Understand and appreciate literary texts in various genres across national
literature and cultures
Demonstrate understanding and appreciation of 21st Century literature of the
world through
 A written close analysis and critical interpretation of a literary text in terms of form
and theme, with a description of its context derived from research.
 A critical paper that analyzes literary texts in relation to the context of the reader
and the writer or a critical paper that interprets literary texts using any of the
critical approaches.
 An adaptation of a text in other creative forms.

Lesson Learning Objectives:

Identify representative texts and authors from American literature.
Situate the texts in the context of the region, nation, and the world.
Appreciate the cultural and aesthetic diversity of the world literature.
Explain the biographical, linguistic, and sociocultural context how they enhance
the text’s meaning and enrich my understanding.

Version Date: ___________________ Adapted from Humber College, Canada

 CARD-MRI Development Institute, Inc.

Reflection Introduction Teaching Methods Resources Required Connected

Subject
Prayer Teacher-Students collaboration Projector and Class
 The teacher will look for a Record
Greetings volunteer for an opening prayer.
 The teacher will ask the class
Checking of secretary to check the
Attendance attendance.

Motivation Class Activity

 Presen  The teacher will present a
tation video clip of a teaser from
of a movie entitled “Beowulf” and
Video the teacher will ask some
Clip questions regarding to the
video presented.

Reflection Activate Teaching Methods Resources Required Connected

Prior Subject
Knowledge
What was the Socratic method Projector, index card and
topic that class record
we’ve
discussed Students’ sharing
last meeting?
 All
About
Wester
n and
South
Version Date: ___________________ Adapted from Humber College, Canada
 CARD-MRI Development Institute, Inc.
west
Asia

Reflection Acquire New Teaching Methods Resources Required Connected

Knowledge Subject
 Anglo- Teacher-student discussion Projector, Notebook,
Saxon Marker and Book (21st
Literat Socratic method Century Literature from the
ure Philippines and the World
by: Diwa SHS Series)

Reflection Application Teaching Methods Resources Required Connected

of New Subject
Knowledge
The teacher Socratic method Projector, Marker, index
will call 5 card
random  What is new criticism? How can
students and it used in analyzing a given
ask some literary selection? How does it
questions differ from the previous literary
regarding to theories that have been
the lesson. discussed in the previous
modules.

Version Date: ___________________ Adapted from Humber College, Canada

 CARD-MRI Development Institute, Inc.
Teacher-student discussion
Peer teaching

Reflection Assessment Teaching Methods Resources Required Connected

of New Subject
Knowledge
Poem Writing Poem Writing Projector, Pen, Marker and Practical
notebook Research
 The students will make an
inspirational poem in a HAIKU
form with 5-7-5 lines.

Reflection Conclusion Teaching Methods Resources Required Connected

Subject

The teacher Socratic method Projector, notebook, pen

will recap and index card
the topic and Class discussion
give an
assignment.

Version Date: ___________________ Adapted from Humber College, Canada

 CARD-MRI Development Institute, Inc.
Reflecting on the Lesson :

Content
• What went well? Why?
• What didn’t go as planned? Why?
• What additional information/resources could I include?

Time
• Did I cover everything I intended to?
• How did I manage the time? Did the students have enough time in each section?

Universal Design for Learning

• Did I ensure the material is presented in more than one way so it is accessible to all students?
• Did I provide different ways for your learners to express what they know and what they are going to do?
• Did I motivate and make the information interesting and meaningful for all learners?
• What were the opportunities in implementing this design framework?

Students
• Were the students engaged? If not, how could I make the lesson more engaging?
• Who participated in class? Who didn’t? Why?
• Did a variety of students participate in class? Did students feel comfortable participating in class?

Formative Assessment
• Did I provide opportunities for students to show their prior knowledge and new knowledge in informal ways?

Forward thinking
• Is there anything I need to review from this lesson in the next lesson?

Version Date: ___________________ Adapted from Humber College, Canada

 CARD-MRI Development Institute, Inc.
*This lesson is designed to be used with the 4A’s of lesson planning checklist on Humber’s Centre for Teaching
& Learning website and the Universal Design for Learning Guidelines
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
2
Prepared by: Ralph Evander B. Idul, LPT.

Version Date: ___________________ Adapted from Humber College, Canada