Republic of the Philippines

Department of Education
Region VII-Central Visyas
SCHOOLS DIVISION OF BOHOL

WEEKLY LESSON PLAN

(DepEd Order 42, s 2016)

Teachers Name: REY MARVIN H. LAMBUS Quarter: 2

Subject and Grade Level: 21st Century Literature from the Philippines and the World Week: 8

Most General Objective: Do self-and/or peer-assessment of the creative adaptation of a

Essential literary text, based on rationalized criteria, prior to presentation. EN12Lit-IIij-31.3
Learning
Competency
- (MELC)
Specific Objectives
A. Knowledge

 Distinguish the literary usage of language in a text;

 Analyze literary meanings in context through the use of critical reading strategies;
B. Psychomotor

 Produce a critical paper using contextual reading approaches of literature;

 Evaluate creative adaptation of a literary text, based on rationalized criteria;
C. Affective

 Appreciate the value of doing self-and/or peer-assessment on the creative

adaptation of a literary text.

Reading Approaches in Appreciation of Literature for Creative Adaptation of a Text

Content

Learning Division of Bohol Module on 21st Century Literature from the Philippines and the World –
Resources Grade 11/12, Alternative Delivery Mode, Quarter 2 – Module 8: Reading Approaches in
Appreciation of Literature for Creative Adaptation of a Text

Book
Caballero, Marjorie A. Crossing Horizons Through 21st Century Literature from the
Philippines and the World. San Augustine Publications Inc.
Crossing Horizons through 21st Century Literature from the Philippines and the World

Internet

Gilman, Charlotte P. The Yellow Wallpaper.http://www.eastoftheweb.com/short-

stories/UBooks/YelWal.shtml

https://www.gradesaver.com/the-yellow-wallpaper/study-guide/summary

https://en.wikipedia.org/wiki/Crash_Landing_on_You#:~:text=10%20External
%20links-,Plot,North%20Korean%20Special%20Police%20Forcce.
http://www.eastoftheweb.com/short-stories/UBooks/YelWal.shtml
Procedures A. Preparation
● Opening Prayer.
● Setting the classroom environment (arranging the chairs, checking if the
 classroom is clean and orderly).
● Ensuring a safe learning environment for everyone. Giving of New Normal
classroom rules.
● Checking of attendance and uniform.
● Stating the objectives of the lesson.
● Activating Prior Knowledge:
Directions: Let’s see how well you know about the lesson before we discuss. There are
two types of reading approaches. Answer the questions that follow on a separate
sheet of paper.

The reader in textual reading approach concentrates on the structure of

the text rather than the deeper meaning beyond its context. This
includes the author’s creativity and invention, arrangements of style and
personal choice of language. In contextual reading approach, the
reader examines and criticizes on the different forms of texts such as
the history and framework of the text which reflects to the attitudes,
cultures and values of the community that sustain them.

Directions: Identify the type of reading approaches used. Write T if Textual Approach
and C if Contextual Approach.

1. The readers need to gain insights by the knowledge of the author’s life.
2. The readers need to investigate the social, cultural and intellectual context of a
literary work.
3. It refers to the history of language in relation to the historical meaning of the text.
4. The study and interpretation of texts in regard to the author’s language and
style.
5. The reader’s outlook critically in the relationship between the text and its
meaning.
B. Presentation
1. Drills/Activity: Africa’s Plea
Roland Tombekai Dempster

I am not you-
But you will not
Give me a chance
Will not let me be me

“If I were you’-

But you know
I am not you,
Yet you will not
Let me be me.

You meddle, interfere

In my affairs
As if they were yours
And you were me.

You are unfair, unwise,

Foolish to think
That I can be you,
Talk, act
And think like you.

God made me me.

He made you you.
For God’s sake
Let me be me.
Directions: Examine the relationship between text and context of the poem. Write a
creative adaptation, on a short paragraph expressing your realizations in this plea.

2. Analysis: Probing Questions/ Guide Questions

What is the meaning of the word “plea” in the poem Africa’s Plea?
a. unite
b. request
c. remind
d. desire
What characteristic of an African is revealed in the poem?
a. courageous
b. submissive
c. pessimistic
d. kind
What does the poem’s persona try to imply in this line, “God made me, he made
you, you for God’s sake, let me be”?
a. equality of treatment
b. individual differences
c. discrimination
d. all of the above
What does the persona in the poem emphasize in this line, “You meddle,
interfere in my affairs as if they were yours….”?
a. abuse of power
b. white supremacy
c.exploitation
d. all of the above
What issue/s in society is/are depicted in the poem?
a. economic issues
b. social issues
c. moral issues
d. both b & c

C. Lesson Proper
Two Types of Reading Approaches

1. Textual Reading approach

In textual reading approach, the reader concentrates on the structure of the

text rather than the deeper meaning beyond its context. This includes the author’s
creativity and invention, arrangements of style and personal choice of language.
The structure of the literary text allows the reader to critically appreciate the text
without going deeper to its hidden meaning.

a. Philology
It refers to the history of language in relation to the historical meaning of the
text.
b. Rhetoric
It refers to the author’s choice of words to create an impressive visual image
to its readers. This also involves selection of themes and organization of
materials in order for the text to promote its purpose.
c. Stylistics
It refers to the study and interpretation of texts in regard to the author’s
language and style. The personal style of the author aims to account how
literary texts project its meaning to the readers.
d. Semiotics
It refers to the symbols and significations in a literary text wherein readers
study how meaning is created and not by what it is.
e. Deconstruction
 It refers on how the reader’s outlook critically in the relationship between the
text and its meaning.

2. Contextual Reading Approach

In contextual reading approach, the reader examines and criticizes on the
different forms of text such as the history and framework of the text which reflects to
the attitudes, cultures and values of the community that sustain them.

a. Biographical Criticism
It is a form of criticism wherein the readers need to gain insights by the
knowledge of the author’s life. This believes on the idea that “You are not
what you write.” Through understanding of the author’s background, the
readers will be able to have a deeper comprehension and understanding of
what the literary text is all about.
b. Historical Criticism
It is a form of criticism wherein the readers need to investigate the social,
cultural and intellectual context of a literary work. The reader as a critic
should look back during the period and era wherein the literary text was
produced. He/she should understand how the literary material created
impact and effect to its original readers.
c. Feminist Criticism
It is a form of criticism wherein the readers examine ways in which the
literary material reinforces the oppression of women in all aspects of life.
d. Formalist Criticism
It is a form of criticism which emphasizes to the unity and form of a literary
material. Readers look at the form, structure and imagery of the text in order
to determine how each elements work together with the content to shape its
effects upon readers. It believes that the more complex the themes are
within, the better work is considered. This theory also rejects any extra-
textual influences and ideas.
e. Psychoanalytic Criticism
It is form of criticism wherein the reader looks at the psychological state of
the character. It involves analysis of fictional characters using the language
and methods of psychology. Its fundamental figures include Sigmund
Freud’s notion and thinking that dreams and wishes allow such psychic
explorations of course analogy between literary works and dreams.
f. Marxist Literary Criticism
It is a form of criticism for interrogating all societies and their texts in terms of
certain specific issues including race, class, and the attitudes and norms
shared within a given culture.
D. Problem / Application

Reading 1. Instructions: Read and observe the written plot of the famous
Korean K-Drama.

Plot: Crash Landing on You

Crash Landing on You tells the story of two star-crossed lovers, Yoon Se-ri (Son
Ye-jin), a South Korean fashion entrepreneur with her company Se-ri’s Choice, and Ri
Jeong-hyeok (Hyun Bin), a member of the North Korean elite and a Captain in the North
Korean Special Police Force.
One day, while Se-ri is paragliding in Seoul, South Korea, a sudden tornado
knocks her out and blows her off course. She awakens to find her paraglider crashed
into a tree in a forest in the Demilitarized Zone of North Korea (an area forbidden for
South Koreans). There, she meets Ri Jeong-hyeok on patrol and he eventually gives
Se-ri shelter and devises plans to secretly help her return to South Korea. Over time,
they fall in love, despite the divide and dispute between their respective countries.
During Se-ri’s time in North Korea, she is introduced to the soldiers under Jeong-
hyeok’s command and the women in the village where he is posted, all of whom she
befriends as she gradually learns about life in the north.
Just before Se-ri went missing, her retiring father informed his family that he
intended to announce her as his successor based on her abilities as a businesswoman,
as shown by her successfully building her own company, instead of her half-brothers,
Se-jung and Se-hyung, who struggled managing the chaebol's subsidiaries. The
brothers are supported by their equally ambitious wives, Do Hye-ji, and Ko Sang-a,
respectively. Se-ri's family suppresses the news of her disappearance out of fear that it
will depress the stock price of the family-controlled chaebol. In Se-ri's absence, Se-
Hyung outmaneuvers his siblings through unscrupulous means to win the succession
battle to lead the family firm, while Sang-a attempts to take over Se-ri's company.
Se-ri's and Jeong-hyeok's story is intertwined with that of Seo Dan (Seo Ji-hye)
and Gu Seung-jun (Kim Jung-hyun). Dan is the sophisticated daughter of a wealthy
North-Korean department store owner. She has been studying cello in Russia for
several years but returns to marry Jeong-hyeok, to whom she is already engaged on
the promise of an arranged marriage even though they only met a few times. As she
returns to Pyongyang, she crosses paths, not for the first time, with Gu Seung-jun. Gu
Seung-jun, who had previously been engaged to Se-ri, fled to North Korea (under the
protection of corrupt North Korean officers) in order to escape from the pursuit of Se-ri’s
brother Se-Hyung, under whose incompetent watch he had embezzled a large amount
of money.
The first half of the story follows Jeong-hyeok's attempts to hide Se-ri and help
her get back to South Korea. They are impeded by Cho Cheol-gang (Oh Man-seok), a
corrupt and ruthless State Security officer, who had previously arranged for the murder
of Jeong-hyeok's older brother, an officer who tried to expose him. Jeong-hyeok's
attachment to Se-ri distresses not only Dan, his fiancee, but also his father, a high-
ranking political figure, as the discovery of Jeong-hyeok harboring a South-Korean
could be used by rival officials to ruin their families.
In the second part of the story, Se-ri is able to return to South Korea and resume
leadership of her company, surprising family and others who had thought she was
dead. While Cheol-gang is initially convicted for his crimes, he escapes custody through
his criminal network and infiltrates South Korea to go after Se-ri. Despite opposition
from his father who nevertheless reluctantly gives his support, Jeong-hyeok and his
soldiers clandestinely arrive in Seoul to protect Se-ri from Cheol-gang's revenge.
Meanwhile in North Korea, despite Seo Dan's and Seung-jun's initial encounters being
random and unpleasant, she shelters him when corrupt officers betray him to Se-
Hyung's gangsters, and they eventually fall in love.
Activity 1.2: Directions: Make a historical criticism between the two countries of
North and South Korea.
Guide Questions in writing a Historical critical paper:
1. Explain the symbolism used in the plot.
 Paragliding
 Tornado
 Demilitarized Zone
 Lost Mines
 Boarder lines

2. Compare the life/way of living between North and South Korea. How do both
countries differ in terms of geographical location and the people living there?

3. What do you think were the two main character’s attitude towards each other? Is
it possible for a North Korean married to a South Korean?

4. How was position of power shown in the plot?

Activity 1.3: Act It Out

Directions: Choose a part in the plot, Crash Landing on You, which you find the most
interesting. Make the best scene by enhancing the part. Then, produce a three-minute
video of it using the characters’ enhanced lines depicting their feelings. You may involve
a friend or a family member in the video.
Let your classmate or friend evaluate your work using the rubric below. Tick the box of
the score given. Be guided of the score and its description.
Score Description
5 Excellent
4 Very Good
3 Good
2 Fair
1 Poor

No. CRITERIA 5 4 3 2
1 Uses audio/visual aids or media to clarify information
2 Presents relevant content based on the theme of the story
3 Shows considerable originality and inventiveness
4 Presents the ideas in a unique and interesting way

Reading 2
The Yellow Wallpaper (Summary)
The narrator and her physician husband, John, have rented a mansion for the
summer so that she can recuperate from a “slight hysterical tendency.” Although the
narrator does not believe that she is actually ill, John is convinced that she is suffering
from “neurasthenia” and prescribes the “rest cure” treatment. She is confined to bed
rest in a former nursery room and is forbidden from working or writing. The spacious,
sunlit room has yellow wallpaper – stripped off in two places – with a hideous, chaotic
pattern. The narrator detests the wallpaper, but John refuses to change rooms, arguing
that the nursery is best-suited for her recovery.
Two weeks later, the narrator’s condition has worsened. She feels a constant
sense of anxiety and fatigue and can barely muster enough energy to write in her secret
journal. Fortunately, their nanny, Mary, takes care of their baby, and John's
sister, Jennie, is a perfect housekeeper. The narrator's irritation with the wallpaper
grows; she discovers a recurring pattern of bulbous eyes and broken necks, as well as
the faint image of a skulking figure stuck behind the pattern.
As more days pass, the narrator grows increasingly anxious and depressed. The
wallpaper provides her only stimulation, and she spends the majority of her time
studying its confusing patterns which, as she asserts, are almost as “good as
gymnastics.” The image of the figure stooping down and "creeping" around behind the
wallpaper becomes clearer each day. By moonlight, she can see very distinctly that the
figure is a woman trapped behind bars. The narrator attempts to convince John to leave
the house for a visit with relatives, but he refuses, and the narrator does not feel
comfortable confiding in him about her discoveries in the wallpaper. Moreover, she is
becoming paranoid that John and Jennie are also interested in the wallpaper and is
determined that only she will uncover its secrets.
The narrator's health improves as her interest in the wallpaper deepens. She
suspects that Jennie and John are observing her behavior, but her only concern is that
they become obstacles to her and the wallpaper. She also begins to notice that the
distinct "yellow smell" of the wallpaper has spread over the house, following her even
when she goes for rides. At night, the woman in the wallpaper shakes the bars in the
pattern violently as she tries to break through them, but she cannot break free. The
swirling pattern has strangled the heads of the many women who have tried to break
through the wallpaper. The narrator begins to hallucinate, believing that she has seen
the woman creeping surreptitiously outside in the sunlight. The narrator intends to peel
off the wallpaper before she leaves the house in two days.
That night, the narrator helps the woman in the wallpaper by peeling off the
wallpaper halfway around the room. The next day, Jennie is shocked, but the narrator
convinces her that she only stripped the wallpaper out of spite. Jennie is able to
understand the desire to peel off the ugly wallpaper and does not tell John that anything
is out of the ordinary. The next night, the narrator locks herself in her room and
continues stripping the wallpaper. She hears shrieks within the wallpaper as she tears it
off. She contemplates jumping out of a window, but the bars prevent that; besides, she
is afraid of all of the women that are creeping about outside of the house. When
morning comes, the narrator has peeled off all of the wallpaper and begun to creep
around the perimeter of the room. John eventually breaks into the room, but the narrator
does not recognize him. She informs him that she has peeled off most of the wallpaper
so that now no one can put her back inside the walls. John faints, and the narrator
continues creeping around the room over him.

Directions: Write your answer on a separate sheet of paper.

Activity 1.4. Exploring the Text.

1. What was the author’s purpose when she wrote the story?
2. What did the yellow wallpaper symbolize in the story?
3. What was the theme presented in the story?
Activity 1.5. Make a feminist critical paper for the story “The Yellow Wallpaper”
using the guide questions written below.
1. What attitudes towards women were held by the male character in the story?
2. Did the female character speak differently from the male character in the story?
3. What feminine imagery was used by the author in the story? Explain its
significance.

Directions: Accomplish the self-assessment table below. Do this task objectively.

Remember that there are no wrong answers for this activity. Refer to the activities that
you have completed as basis in completing this task.

Usually Sometimes Seldom Never

1. I can analyze a literary text
using the reading approaches.
2. I can identify what reading
approach will be used in critical
reading.
3. I can write a critical paper
using these reading
approaches.
4. I enjoy using multimedia in
making creative
representations of a literary
text.
5. I can do self or peer
assessment to evaluate the
creative adaptation of a literary
text based on a rationalized set
of criteria

E. Generalization/ Abstraction

Directions: Complete the sentence stem below. Write your answers on a separate
sheet of paper.
1. In ______________________________________, the reader concentrates on the
structure of the text rather than the deeper meaning beyond its context. This includes
the ______________, _____________________________, and personal choice of
language.

2. In __________________________________, the reader examines and criticizes on

the different forms of text such as the history and framework of the text which reflects to
the ___________, _________________________________ of the community that
sustain them.

F. Evaluation/ Assessment

Directions: On a separate sheet of paper, write the letter of the correct answer.
1. The history of language in relation to the historical meaning of the text.
a. Rhetoric b. Philology c. Stylistics d. Semiotics
2. It refers to the author’s choice of words to create an impressive visual image to
its readers.
 a. Rhetoric b. Philology c. Stylistics d. Semiotics
3. The personal style of the author aims to account how literary texts project its
meaning to the readers.
a. Rhetoric b. Philology c. Stylistics d. Semiotics
4. The symbols and significations in a literary text wherein readers study how
meaning is created and not by what it is.
5. The readers need to gain insights by the knowledge of the author’s life.
a. Deconstruction b. Biographical c. Historical d. Feminist
6. It refers on how the readers’ outlook critically in the relationship between the text
and its meaning.
a. Deconstruction b. Biographical c. Historical d. Feminist
7. The readers examine ways in which the literary material reinforces the
oppression of women in all aspects of life.
a. Deconstruction b. Biographical c. Historical d. Feminist
8. The readers need to investigate the social, cultural and intellectual context of a
literary work.
a. Deconstruction b. Biographical c. Historical d. Feminist
9. The reader looks at the psychological state of the character.
a. Marxist b. Psychoanalytic c. Formalist d. Feminist
10. Interrogating all societies and their texts in terms of certain specific issues
including race, class, and the attitudes and norms shared within a given culture.
a.Marxist b. Psychoanalytic c. Formalist d. Feminist

G. Closing
Education is not the learning of facts, but the training of the mind to think. Albert
Einstein
Remarks Day 1
Presentation of the topic with emphasis on activating prior knowledge and conduct of
the drills
Day 2
Discussion of the topic
Day 3
Answer reading activity number 1 – 1.1-1.3 (Crash Landing on You)
Day 4
Answer reading activity number 2 – 1.4-1.5 (The Yellow Paper)
Day 5
Assessment
Reflection

Prepared by:

___________________
Subject Teacher

ANSWER KEY:

Pretest Generalization Posttest

1.C 1. textual reading approach; 1. b
the author’s creativity and
invention, arrangements of
style
2.C 2. contextual reading 2. a
approach; attitudes,
 cultures and values
3.T 3. c
4.T 4. d
5.T 5. b
6.A
7.d
8.c
9.b
10.a