21st century literature from the philippines and the world lesson plan

Emeliano Mandawe Tapang Jr.

August 5, 2017 at 5:12 PM ·

Detailed Lesson Plan in 21st Century Literature from the Philippines and the World Week 3 Competency
3 Section FABS, SMAW 1 and SMAW 3 Time Frame 2 hours Date:July 18, 2016 Content Standard The
learner will be able to… See More

55

Nikka Millene Tabelisma to TeamHUMSS <3

June 2, 2017 at 5:37 PM ·

Background of Topics: Legend: ✏- Subject ✔- Lesson/s ✏… See More

1 Comment4 Shares

1717

See All

PagesSee All

21st Century Literature

LikeMore Options

1.2K like this · San Pedro, Laguna · Education

Senior High School students of CDSP are encouraged to freely write their feelings, ideas, and opinions to
enhance creativity and critical thinking.

See All

Videos

play15:33

Si Snow White at ang 7 Dwende

Say What Now?

March 30 · 16K Views

play12:20

Ang Araw at ang Buwan I do not own the video.All copyrigthts to thier perpective owners. This video is
made for entertainment only and no profits are made from video.

Taga Polomolok Ako

December 20, 2017 · 35K Views

play16:24

Si Sleeping Beauty I do not own the video.All copyrigthts to thier perpective owners. This video is made
for entertainment only and no profits are made from video.

Taga Polomolok Ako

December 1, 2017 · 9.7K Views

See All

End of Results

Related Searches

21st century literature (stem)

21st century literature duterte

literature in philippines

21st century literature ramos

21st century grade four teachers

English (US) · Filipino · Bisaya · Español · Português (Brasil)

Privacy · Terms · Advertising · Ad Choices · Cookies ·

More

Facebook © 2018

INSTANT GAMESMORE
GAMES YOUR FRIENDS PLAYMORE
Chat with friends

Joe Ramel Belnas Lirazan

Gena Sandigan Hirro

April Rose Javier Untal

Jem A. Lie

Lhei Yah

Kristine Portia Zuyco Deluso

Rhoda Lee Omilig Fernandez

Mae Mai

6h

Kats Z. Deluso

GROUP CONVERSATIONS

SENIOR HIGH

Bhen, Exequiel, Regie May, 8 others

CNHS Faculty & Staff

Mykel, John, Greg, 55 others

Cauayan NHS Batch '96

Laidz, Rhodora, Cornelio Cirilo, 28 others

MORE CONTACTS (151)

Ablando Rose Maeh

Agapos Adelpos

Ahmhayetha Radomes Agita

Allan Pineda

Allyn Mae Divinagracia Caduhada

Aluna Hingpit Luzon

Analie Lauron Araneta

Anch Ky

Andreyl Gemoya

Angelie Casas

April Grace Tabujara

Ash Corsonada

Ashley Montesa

Bebeth Lausa Rosete

Betty Lapinoso

Caranel Rose
Carmz Magbanua

Cathy May Magbanua

Celjohn Tanaya Celiz

Charity Pineda Breguera

Cherryl Rose Agita Macaraeg

Christine D. Sanier

Cliford Garcera

COr DO Va

Deggie Colastre

Delia Degillo

DoNna Ashley Balinas

Edel Sarmiento
Playing LINE: Disney Tsum Tsum

Elvis Cahayagan Degillo

Erika Minor

Evelyn Libiogo

Evy Ghail Mêh

Faith Joy Maquiling Barredo

Fe Ambrosio

Geng-Geng Magbanua Jayawon

Gerald Cernicula

Gina Decena Padrique

Gladys Geresola

Grace Laurezo Aragon

Guianne Arita Japitana

HaNnah TreiSha TanjUsay LaSala

Helen Caballero

Irayne Ty

Irish C. Mahilum

Ivory Eve Bravo Lestino

Jean Yampo Recaplaza

Jenecil Estanil Saranillo

Jenely Daclan Cuizon

Jennifer Altobar Dela Paz

Jessie Chavez

Jet Lexter Oñate

Jheno Baynosa
Jim Cabanag Hisona

Jing Magbanua Tura

Joan Ayuries Gersabalino

Joesa Tabujara Esquila

Jovy Quinesares

JPtrick de la Cruz

Jun Cordova

Jun Jun Talanquines

Leah Gonzaga Piansay

Lheyn Cumawas Ortiz

Linny Cordovilla

Liz Liz Liz

Loradel Dela Vida Cervantes

Lou Zandra Abancio Perez

Louie Indoso XI

Lowela Verzosa Belonio

Ma Elvira Recana Loquinario

Ma Jewel Castillo Maquiling

Mae Wu

Magbanua John Mark

Mah Neh Lyn

Maiireen Morga

Marco Fernando

Maria Annie S. Orocio

Maribel Cahayagan
Maricel Ombi-on Gelasan

Mario Cumawas

Marj Lopez

Mark Lloyd Espinosa Domingo

Markdave Iligan Magbato

Markie Mark Moyaks

Mary Grace Flores-Encila

Mary Jane P. Biliot

Maybel Tabligan

Mjhane L. Santander

Nahinil Kim

Nel Yam
Nelsa Caranel

Nenz Sevilla Genol

Nik Das

Nilda Roa

Paul Perez

Pearl Tumbos Dequito

Psy Cho

Ray Mart

Rency Diaz Cañas

Reyna Languido Edjan

Reyna Tirasol Coloso

Roa Marychul

Rolando Talorong Ombi-on

Ronilo Pandacan

RoseAnna Gantalao Gabriel

Rosemary Ejnom Casas

Roy Ayala

Sammy Visitacion Langga

Shalimar Nabalitan Empasi

Sherley Olmedo Sabado

Shielanie Olmedo

Sky Diamond Trance

Tam Talanquines

Trinie Rose Cervantes

Vella Tizon
Vermicelli Slofar

Vohdka Salem Togle

Weil John Flores Pilar

Yen Loquinario Cernicula

Yoj Lef Teruel

Zareth Iligan Grandia

Search

More stories loaded.

Emeliano Mandawe Tapang Jr.

August 5, 2017 ·

Detailed Lesson Plan in 21st Century Literature from the Philippines and the World

Week 3 Competency 3

Section FABS, SMAW 1 and SMAW 3 Time Frame 2 hours

Date:July 18, 2016

Content Standard

The learner will be able to understand and appreciate the elements and contexts of 21st century

Performance Standard
The learner will be able to demonstrate understanding and appreciation of 21st Century

1. 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; and

2. an adaptation of a text into other creative forms using multimedia.

Learning Competency

The learners value the contributions of local writers to the development of regional literary traditions
EN12Lit-Ic-23

I- OBJECTIVES

At the end of the lesson, the students are expected to:

1. read and comprehend the essay :Home of the Ashfall by John Jack Wigley;

2. identify the problems encountered in the essay and;

3. value the contributions of local writers to the development of regional literary traditions.

II- SUBJECT MATTER

Topic Examining essay, its Techniques in response to a particular context.

Materials colored paper,essay(Home of the Ashfall), pentelpen,manila paper

References Compass 21st Century Literature from the Phil and the World,pp.12-18

Code EN12Lit-Ic-23

III- PROCEDURES

A. Daily Routine

1. Prayer

2. Greetings

3. Putting the class in order

4. Checking of Attendance

5. Recall

B. Motivation
Title: Colored Cards

Time Frame: 15 minutes

Instructions:

1. The teacher will distribute colored cards to the students.

2. Each of them will write on the card given to them the most shocking phenomenon they had
experienced and write a short description about it.

3. The student will post the card on the wall

4. Some will ask to share their output.

Process Questions

1. How did you overcome those phenomena?

2. Are you still in shock or did you already move on from those?

3. What have you learned from those experiences?

C. LESSON PROPER

TITLE Activity Graffiti Wall/Gallery Walk

Class Grade 11 SHS

Duration 60 minutes (including the presentation)

Number of required participants maximum of ten members

Objectives of the collaborative learning 1. Read the essay Home of the Ashfall by John Jack Wigley
(Pampanga).

2. Discuss and identify the problems encountered in the essay.

3. Respond critically to the essay by answering the questions.

4.Value the contributions of the local writers to the development of regional literary traditions.

Procedures 1. Divide the class into 4-5 groups and give each group manila paper and markers.

2. Assign each group a different chunck of learning to summarize in graffiti through metacards.

3. When groups have finished, display all the posters side by side along the wall of the classroom.
4. Then the groups do a "gallery walk" to view and dicuss what they see in the graffiti wall.

Expected Outcomes The learners will be able to examine the essay critically and respond to it.

Rubrics for group presentation Category 4 3 2 1

Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty
prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is
clear that rehearsal was lacking. Student does not seem at all prepared to present.

Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a
good understanding of parts of the topic. Does not seem to understand the topic very well.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly
most ( 94-85%) of the time. Mispronounces no more than one word Often mumbles or can not be
understood OR mispronounces more than one word.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud
enough to be heard by all audience members at least 80% of the time. Volume often too soft to be
heard by all audience members.

Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with
everyone in the room during the presentation. Stands up straight and establishes eye contact with
everyone in the room during the presentation. Sometimes stands up straight and establishes eye
contact. Slouches and/or does not look at people during the presentation.

2. Analysis (Individual Activity)

Respond critically to the following questions and worksheets to process the selection.

1. The author is a native of

a. Metro Manila b. Dau, Pampanga

c. San Fernando Pampanga d. Angeles, Pampanga

2. The author thought that the volcano that would most likely erupt would be

a. Mayon c. Pinatubo

b. Halcon d. Arayat

3. The author was initially, ______ at the sight of the white- covered sorroundings
a. scared c. curious

b. overjoyed d. angry

4. At the river, the author's legs shock because

a. he was tired from the trip

b. he was so thrilled to be home

c. he was saddened by the appearance of the town

d. he was shocked at the devastation.

5. The author felt embarrassed at being carried because

a. he thought the barker thought he ws a sissy.

b. he thought he ws being mocked for his weight

c. he thought that he could cross the river himself

d. he thought that he would fall off.

6. Discuss what the author means by this line: "But not the poor;they are like fungi. They don't die. They
morph after a catasptrophe.

7. What effect does Wigley's humurous tone have on the essay? Imagine yourself in the situations being
described. Would you be able to see the humor there?

8. Would a more serious tone have added more meaning to the story? Why or why not? Defend your
answer.

IV- ASSIGNMENT

Interview family members or friends who were alive during the eruption and ask them about their most
unforgettable memory of the event.Record this or you may have a picture of it.

V- REMARKS Further discussion and application will be on the next day of the lesson.

VI- REFLECTION

A. No.of learners who earned 80% on the formative assessment

B. No.of learners who require additional activities for remediation

C. Did the remedial lessons work? No.of learners who have caught up with the lesson.
D. No.of learners who continue to require remediation

E. Which of my teaching strategiesworked well?Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:

MAUREEN JOY A. GUTIERREZ

SST-III

55

Like

Comment

Share

Saved · See saved items ·

Add to a Collection

Close

Emeliano Mandawe Tapang Jr.

August 5, 2017 ·

Detailed Lesson Plan in 21st Century Literature from the Philippines and the World

Week 3 Competency 3

Section FABS, SMAW 1 and SMAW 3 Time Frame 2 hours

Date:July 18, 2016

Content Standard

The learner will be able to understand and appreciate the elements and contexts of 21st century
Performance Standard

The learner will be able to demonstrate understanding and appreciation of 21st Century

1. 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; and

2. an adaptation of a text into other creative forms using multimedia.

Learning Competency

The learners value the contributions of local writers to the development of regional literary traditions
EN12Lit-Ic-23

I- OBJECTIVES

At the end of the lesson, the students are expected to:

1. read and comprehend the essay :Home of the Ashfall by John Jack Wigley;

2. identify the problems encountered in the essay and;

3. value the contributions of local writers to the development of regional literary traditions.

II- SUBJECT MATTER

Topic Examining essay, its Techniques in response to a particular context.

Materials colored paper,essay(Home of the Ashfall), pentelpen,manila paper

References Compass 21st Century Literature from the Phil and the World,pp.12-18

Code EN12Lit-Ic-23

III- PROCEDURES

A. Daily Routine

1. Prayer

2. Greetings

3. Putting the class in order

4. Checking of Attendance

5. Recall
B. Motivation

Title: Colored Cards

Time Frame: 15 minutes

Instructions:

1. The teacher will distribute colored cards to the students.

2. Each of them will write on the card given to them the most shocking phenomenon they had
experienced and write a short description about it.

3. The student will post the card on the wall

4. Some will ask to share their output.

Process Questions

1. How did you overcome those phenomena?

2. Are you still in shock or did you already move on from those?

3. What have you learned from those experiences?

C. LESSON PROPER

TITLE Activity Graffiti Wall/Gallery Walk

Class Grade 11 SHS

Duration 60 minutes (including the presentation)

Number of required participants maximum of ten members

Objectives of the collaborative learning 1. Read the essay Home of the Ashfall by John Jack Wigley
(Pampanga).

2. Discuss and identify the problems encountered in the essay.

3. Respond critically to the essay by answering the questions.

4.Value the contributions of the local writers to the development of regional literary traditions.

Procedures 1. Divide the class into 4-5 groups and give each group manila paper and markers.

2. Assign each group a different chunck of learning to summarize in graffiti through metacards.
3. When groups have finished, display all the posters side by side along the wall of the classroom.

4. Then the groups do a "gallery walk" to view and dicuss what they see in the graffiti wall.

Expected Outcomes The learners will be able to examine the essay critically and respond to it.

Rubrics for group presentation Category 4 3 2 1

Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty
prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is
clear that rehearsal was lacking. Student does not seem at all prepared to present.

Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a
good understanding of parts of the topic. Does not seem to understand the topic very well.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly
most ( 94-85%) of the time. Mispronounces no more than one word Often mumbles or can not be
understood OR mispronounces more than one word.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud
enough to be heard by all audience members at least 80% of the time. Volume often too soft to be
heard by all audience members.

Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with
everyone in the room during the presentation. Stands up straight and establishes eye contact with
everyone in the room during the presentation. Sometimes stands up straight and establishes eye
contact. Slouches and/or does not look at people during the presentation.

2. Analysis (Individual Activity)

Respond critically to the following questions and worksheets to process the selection.

1. The author is a native of

a. Metro Manila b. Dau, Pampanga

c. San Fernando Pampanga d. Angeles, Pampanga

2. The author thought that the volcano that would most likely erupt would be

a. Mayon c. Pinatubo

b. Halcon d. Arayat
3. The author was initially, ______ at the sight of the white- covered sorroundings

a. scared c. curious

b. overjoyed d. angry

4. At the river, the author's legs shock because

a. he was tired from the trip

b. he was so thrilled to be home

c. he was saddened by the appearance of the town

d. he was shocked at the devastation.

5. The author felt embarrassed at being carried because

a. he thought the barker thought he ws a sissy.

b. he thought he ws being mocked for his weight

c. he thought that he could cross the river himself

d. he thought that he would fall off.

6. Discuss what the author means by this line: "But not the poor;they are like fungi. They don't die. They
morph after a catasptrophe.

7. What effect does Wigley's humurous tone have on the essay? Imagine yourself in the situations being
described. Would you be able to see the humor there?

8. Would a more serious tone have added more meaning to the story? Why or why not? Defend your
answer.

IV- ASSIGNMENT

Interview family members or friends who were alive during the eruption and ask them about their most
unforgettable memory of the event.Record this or you may have a picture of it.

V- REMARKS Further discussion and application will be on the next day of the lesson.

VI- REFLECTION

A. No.of learners who earned 80% on the formative assessment

B. No.of learners who require additional activities for remediation

C. Did the remedial lessons work? No.of learners who have caught up with the lesson.

D. No.of learners who continue to require remediation

E. Which of my teaching strategiesworked well?Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:

MAUREEN JOY A. GUTIERREZ

SST-III

55

Like

Comment

Share