Daily Lesson Plan

Name of Teacher Grade level: 11 Date: September 16, 2019

Learning Area 21st Century Literature - World Quarter: 2 Duration: 1 hr.
1. OBJECTIVES The students must be able to:
 Compare and contrast the various 21st century literary genres and their elements, structures and
traditions from across the world
 Contrast the said elements and conventions with World essays from earlier periods.
 Respond critically to the poem and articulate this response through an educational brochure of
a landmark or tourist spot of the student’s choice
A. Content The learners will be able to understand and appreciate literary texts in various genres across national
literature and cultures.

B. Learning (EN12Lit-IId-25) Compare and contrast the various 21st century literary genres and their elements,
Competencies structures, and traditions from across the globe

2. CONTENT This lesson tackles the different structure of poem delivered in couplets, allusion, original role, and
function by pointing out the comparison and contrast through the poem written by Rio Alma
“Stonehenge”
3. LEARNING Materials: Textbook, Laptop, Projector, Textbooks
RESOURCES Reference: Textbook: 21st Century Literature from the Philippines and the World, Teacher’s Manual:
21st Century Literature from the Philippines and the world, www.youtube.com

4. PROCEDURES

Preparatory  Greetings
Activity  Opening Prayer
 Attendance
 Motivation: The teacher will ask the following questions and generate answers from the students.
1. Who is your favorite mythological hero?
2. Why do you consider him/her a hero?
3. Do mythological heroes fail to when they do something?

a
 Activity Discussion will follow about the poem.

Activity 1
1. The teacher will ask the students to get their individual copy of the poem “Stonehenge” by Rio Alma.
2. The student will read the poem silently.
3. To respond critically ask the students to answer the activity on the worktext. (see navigate p. 123)

Analysis Guide questions for activity 1

1. How does Rio Alma’s poem invite us to reexamine the ways we look at landmarks that are of significant
cultural value to people?
2. What is the significance of presenting historical events to modern world?
3. What does Alma want to convey in his literary works?

Abstraction  Generalization:
1. Discuss the emergence of poem composition.
2. Discuss the origin of poems..
3. Give additional information about poem.

Application Group Activity:

 The class will be grouped into five.
 Think of a landmark or tourist spot and come up with a brochure highlighting the cultural and
historical significance of the place. Must be presented with proper captions as well as relevant
information about the place. It shouldn’t be over 3pages per tourist spot and must be laid out
properly.

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 RUBRICS:
CRITERIA Rating Scale (5 Highest- 1 Lowest)
5 4 3 2 1
1. Presentation clearly bears the content of the
topic
2. Presentation shows vivid explanation and
deliberation.
3. Presentation maintains and strongly captures
interest of audience.

Evaluation 15 items Pen-and-Paper Test: One point is given for every correct answer.

Closure

Agreement Ask the students to select their favorite tourist spot in the world and explain why it is the best tourist
spot.

Remarks

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