Spearheaded by: Salvadpr Dale B.

Artates, EPS-English
Designed by: Vincent D. Lausa, AO - IV and Reden B. Aguadera, Teacher I
Quality Assured by: Shirley A. De Juan, EPS-LRMS
Catalogued by: Glenn P. Dollete, PDO II

Segundina F. Dollete, EdD. Ma. Lunie B. Sampani, MBA, CPA

Chief Education Supervisor, CID OIC, Office of the Asst. Schools Division Superintendent

Miguel Mac D. Aposin, EdD, CESO V

Schools Division Superintendent
 Published by the
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(LRMDS)
Department of Education
Region VI- Western Visayas
Schools Division of Capiz
Roxas City

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A Lesson Plan in 21st Century Literature from the Philippines and the World
for Grade 11 Learners

Writer: ZAIRA MAE I. NICODEMUS

Illustrator: ROLAND D. PANADO
Editor: LODECY V. OCBEÑA, PhD.

Quality Assured by:

SHIRLEY A. DE JUAN
EPS 1 – LRMDS

Approved for the use of the Schools Division:

SEGUNDINA F. DOLLETE, Ed.D.

Chief Education Supervisor- Curriculum Implementation Division

JOSE NIRO R. NILLASCA MIGUEL MAC D. APOSIN EdD, CESO V

Asst. Schools Division Superintendent Schools Division Superintendent
School Grade Level Grade 11
Teacher ST
Learning Area 21 Century Literature from the
Philippines & the World
Teaching Quarter 4th
Dates & Time

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT st
21 Century Literary Genres of Japan and Philippines
III. LEARNING RESOURCES
A. References
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
 The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.
 The learner will be able to demonstrate understanding and appreciation
of 21st century literature of the world through:
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;
2. 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; and
3. an adaptation of a text into other creative forms using multimedia.
 Compare and contrast the various 21st century literary genres and
their elements, structures, and traditions from across the globe.
(Oriental Countries – Japan and Philippines)
EN12Lit-IId25
 Cabaňa-Basilan, Ma. Leticia Jose, Ph.D. Letra-21st Century Literature
from the Philippines, and the World pages 111-120
 Compare & Contrast Essay. 2018, September 11 Retrieved October
19, 2020, from https://owl.excelsior.edu/rhetorical-styles/compare-
and-contrast-essay/)
 Paulene Gacusan Follow. (2018, May 25). 21st Century Literary Genre.
Retrieved October 25, 2020, from
https://www.slideshare.net/lhengacusan/21st-century-literary-genre
Structure of Manga - Manga at Schools. (n.d.). Retrieved November 22,
2020, from https://sites.google.com/site/etec540manga/structure-of-
manga
 Theartist, Anime 101 For A Genin | BGA News, Japanime – FilMod E-
Portflio 12C 17, & *, N. (2019, November 13). The Cultural Significance
of Manga and Anime. Retrieved November 22, 2020, from
https://davidcharlesfox.com/cultural-significance-of-manga-andanime/
 Binimbol, H. (2020, March 23). What are Cell Phone Novels? Retrieved
November 22, 2020, from https://mangaplanet.com/what-are-cell-
phone-novels/
 MOBILE PHONE TEXTULA. (n.d.). Retrieved November 22, 2020, from
https://prezi.com/e- _ch4-rzx8a/mobile-phone-textula/
 Prayer
 Checking of Attendance
 Classroom Rules and Protocols
 Sing an Action Song’ “Juan Bika-Bika”

Before we proceed, let us see how far you have learned from our previous
lesson.
Teacher- Instruction: Ask the questions orally.
 1. What are the leading Occidental countries in terms of 21st Century Literary
genres?
Possible Answer: USA and UK
2. What are the literary genres in Occidental Countries?
Possible Answer: Chick Lit, Flash Fiction, Digi-fiction, Doodle-fiction, Science
Fiction, Graphic novel, Illustrated novel
3. How does it contribute to the literature today?
Possible Answer: The literature of Occidental countries serve as the heritage
of social norms, ethical values, tradition, customs, beliefs, artifacts,
technologies, etc. Their literature really help in the modernization of
technologies in the country.

B. Establishing a purpose Activity 1:

for the lesson Teacher-Instruction: Print the picture on a big size and post it on the board.
(Refer to Annex 2A-Activity 1) Then prepare strip of papers in writing their
answers for the activity.
Each student will write 1 – hugot or poetic line about
the given picture on a strip of paper. Afterwards, the
hugot or poetic line of each student will be posted on
the board to form a stanza.
Students will read the previous stanza using
appropriate emotions and gestures.

Illustrator: Roland D. Panado

Directions: Make a hugot or poetic line about the picture. Write it on a strip of
paper provided. (3mins)
Guide Questions:
1. How did you construct your hugot/poetic line? (observe the structure of
the stanza)
2. What happened after your hugot/poetic line were collated into a
stanza?
3. What prompted you to express your emotions in your hugot/poetic
line?
C. Presenting Activity 2: “Guess and Tell”
examples/instances of the Teacher-Instruction: The teacher prepared cut-out pictures to be given to the
new students. Write on the board Set A to Set E with a corresponding description in
lesson every set.
Note: The teacher may choose if it will be a group or an individual activity. See
attached file for the pictures to be printed.
Directions: Students will be given 1 or 2 pictures. Each of them will choose what
set the pictures do they have and paste it on the board.
(Refer to Annex 2B- Activity2)

Set A- a generic term for all comic books and graphics novels originally
published in Japan.

Illustrator: Roland D. Panado

 Set B- considered as an artistic and storytelling style.

Illustrator: Roland D. Panado

Set C - the product of Filipinos’ tactfulness. Humor is one characteristic that

makes it different from quotations, sayings, and other short statements.

Naniniwala na ako sa Minsan kailangan

MALABO:
Forever, mong mapag-isa.
Minsan mata,
Simula ng pinautang Lalo na kung my
Minsan IKAW!
kita. pagkain ka.

Set D - text or online romantic series of narratives sent through either mobile
phones or internet.

Set E - a short poem sent as text message or post on the internet

Guide Question:
1. What have you observed from the pictures?
Possible Answers:
 Based on my observation, the pictures in every category has its
similarities. For example in Set A, all pictures show Anime Cartoon
characters.
 Another observation is, they both engage with technology.
 The pictures show modern forms of literature.

Very Good answers. Now, let us check and see how these are related to our
lesson for today.

D. Discussing the concepts and Discussion of the Lesson:

practicing new skill Teacher-Instruction: The medium used to deliver this lesson is through a
Powerpoint Presentation. Please see attach file.

 Compare and contrast is a rhetorical style that discusses the similarities

and differences of two or more things: ideas, concepts, items, places,
etc. Comparing and contrasting are ways of exploring the similarities
and differences between two things. 'Compare and contrast' is often
used as a development strategy for essay assignments, but it is a helpful
strategy for any important decisions you must make.
 21st century literature is anything that was written and published in the
year 2000s. As we engage in technology more and more, we create and
 discover more existing forms of expressive culture as well. We have a
wide range of resources through the internet and this gave opportunities
to people, especially the youth, to begin writing and expressing their
thoughts, ideas, and feelings. Literature continues to change with society
and although we are in the 21st century and are bonded with technology,
hence, the birth of the different 21st century literary genres.
 The Orient is the eastern part of Asia. The Orient includes countries and
regions like Japan, China, Korea, Hong Kong, Taiwan, and the Philippines.
Asia is a much larger continent which includes places like India, Pakistan,
Cambodia, Tibet, Nepal, and most of Russia.

21ST CENTURY LITERATURE GENRE

Genre/ Elements Structure Tradition/

Definition/ History
Examples
Japan
1. Manga The picture is the variation of Manga have a
- a generic term content of panels in size, long history and
for all comic manga’s graphics, and their origins
books and expression, symbols indicate stretch back at
graphics novels which is basically least to the
originally constructed of speech balloons Tokugawa period
published in lines. It is develop dialogue (1600-1868)
Japan generally divided
into positive read from right
Ex. Naruto shapes (figures) to left.
and negative
shapes
(background).
2. Cellphone or
mobile phone
novel Have shorter
- considered as Writers include sentences and
an artistic and free-flow poetry, limited
storytelling style contemplations, characters with
- called “keitai descriptive few words, and
shousetsu” in emotions, and the writing style
Japanese prose narrative involves white
spaces, line
Ex. “Koizora” breaks, and
(Love Sky) fragmented
phrases.
Philippines
1. Hugot Lines Humor is one Filipinos like to
free verse in
the product of characteristic express their
structure
Filipinos’ that makes it feelings.
tactfulness which different from
is one of their quotations,
many unique sayings, and
characteristics other short
Ex. statements
Sabi ng isip ko…
Kalimutan kita.
Pero sabi ng puso
ko…
 Di pwede, kasi
MAHAL KITA.
Consists of
2. Text Serye screenshots of The Philippines
-text or online Character SMS and chat has been labeled
romantic series conversations the number one
of narratives sent Plot between the user of texting
through either characters with technology with
mobile phones or few narrative over a million
internet sections. messages being
sent each day
Ex. Vince and (Ma. Regina E.
Kath and James Estuar of Ateneo
by Jenny Ruth de Manila
Almocera University)

3. Text Tula use of fragments, usually consisting

- a short poem conversational, of one or two started in the
sent as text simple, and stanzas year 2005 when
message or post delicate
Frank G. Rivera
on the internet language, consists of four sent poems
cliffhangers, and lines and seven about his
Ex. dramatic syllables, and opinions,
Maraming dialogue every ending of criticisms,
salamat inay/ lines has a rhyme economy,
Sa ibinigay mong word politics, and
gabay/ happenings in
Sa iyo ko iaalay/ the society to his
Lahat ng aking close friends via
tagumpay.// text
-Roel Acaylar
F. Developing Mastery Activity 3: “Check your Knowledge
(Leads to formative Teacher Instruction: (Short Game):
Assessment) In preparing for the question, write it on a small paper then roll. Put it inside the
box for draw lots. The teacher will pick the question inside the box.
Mechanics:
Ask the question to the student seating in the first row in front, if he/she did not
answer it correctly proceed to the next student with the same question. When
he/she got it correctly, he/she will exchange on the seat of the first person who
answered it wrong. The same process will happen until all questions are done.
The scores will be identify based on their seating arrangement. The student
seating in the first row in front will have the highest score. 3 seconds allotted
time to answer the question.
Note: (You may add more questions depending on student’s size.)
(Refer to Powerpoint Presentation)

Directions: Identify what 21st literary genre of Japan and Philippines are
described in the sentence. Answer orally.

1. It uses of fragments, conversational, and delicate language?

- Text Tula-
2. Its origin stretch back at least to the Tokugawa period (1600-1868)?
- Manga-
3. Consists of screenshots of SMS and chat conversations between the
characters?
- Text Serye-
4. The variation of panels in size, graphics, and symbols indicate its structure.
- Manga-
 5. Have shorter sentences and limited characters with few words, and the writing
style involves white spaces, line breaks, and fragmented phrases.
- Cellphone/Mobile phone novel-
6. Usually Filipinos like to express their feelings in this genre?
- Hugot Lines-
7. The Philippines has been labeled the number one user of texting technology
with over a million messages being sent each day.
- Text Serye-
8. “Koizora” (Love Sky) is an example of?
- Cellphone/mobile phone novel-
9. It consists of four lines and seven syllables, and every ending of lines has a
rhyme word?
- Text Tula-
10. Humor is one characteristic that makes it different from quotations, sayings,
and other short statements.
- Hugot Lines-
G. Finding Practical Activity 4: “Word Pool”
applications of concepts and Teacher Instruction: Divide the class into two groups. Group A and B.
skills in daily living Give each group an envelope (a marker and the activity inside), then paste the
printed Word pool on the board. After answering the activity, instruct them to
discuss their work in front.
Note: Do not forget to still follow social distancing.
For the word pool and the activity, see attached file for printing.

Directions: Compare and contrast the 21st century literary genres and their
elements, structures, and traditions of Japan and the Philippines by filling in the
blanks to complete the paragraph. Choose the correct word for each blank from
the word pool. Use the marker in writing your answer on the blank.
(Refer to Annex 2B- Activity 4)

*Japan *elements *Hugot Lines *Oriental *structures

*Text Tula *Cell phone Novel *Philippines *Text Tula *Manga

(1) __________ is similar to the (2) __________. Both are part

of (3) ___________ countries. Japanese contributes genres for the 21 st
Century Literature. The Filipinos contributes own 21st Century Literature Genres
too. As a SHS student, you need to study and appreciate their contributions in
the World Literature.
However, each genre has its own (4) __________, (5)
__________, and traditions. For example, (6) ___________ uses fragments,
conversational, simple, and delicate language, cliffhangers, and dramatic
dialogue but (7) ___________ uses free-flow poetry, contemplations,
descriptive emotions, and prose narrative. On the other hand, (8) __________
has basically constructed lines and generally divided into positive shapes
(figures) and negative shapes (background) with speech balloons develop into a
dialogue. While (9) _________ has humor and free verse in structure, (10)
_________ has conversational and simple language.
H. Generalizations and
abstractions about the lesson
Answer the following:
1. What is compare and contrast?
2. What are some of Japan & Philippines literary genres in the 21st
century?
3. Cite examples on the comparison of Japan and Philipines.

I. Evaluating Learning Activity 5: “Compare and Contrast”

Teacher-Instruction: Flash the activity through a Powerpoint Presentation.
Directions: On a one whole sheet of paper, copy the Venn Diagram. Compare
and contrast the 21st century literary genres of Japan and Philippines and their
elements, structures, and traditions.
See rubric for scoring.
(Refer to Annex 2B- Activity 5)

Comparison of the 21st Century Literary Genres of Japan and Philippines

JAPAN PHILIPPINES

Rubric for Comparison and Contrast

Student Name:_________________________ Score:____________

Category 4 3 2 1
Concept The ideas The student The student The student
are compared compared did not
correctly and and compare and
compared contrasted contrasted contrast the
and some ideas some ideas.
contrasted. correctly.
Organization The The diagram Some details It includes
diagram is follow the are not in details but
well- organization order. they are not
organized. structure. well
organized.
Inferences The The
inferences inferences
are clearly based.
explained.
Grammar & There are There are 1- There are 3-4 There are
Spelling no 2 errors in errors in several errors
grammar grammar grammar and in grammar
spelling and spelling. spelling. and spelling.
errors.
Source: Scribd.com/document/venndiagram/rubric
J. Additional activities for
application or Oriental Literary Elements Structure Traditions
remediation Countries Genres

Japan 1. 1. 1. 1.

2. 2. 2.

Philippines 1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

Additional Activity:
Teacher-Instruction: Flash the activity through Powerpoint Presentation.
Directions: On a 1 whole sheet of paper, copy the table and fill-out the
information needed. (20pts.)

V. REMARKS
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 lesson 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
strategies worked 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:

ZAIRA MAE I. NICODEMUS

T-III/ Subject Teacher

Checked & Edited by:

LODECY V. OCBEÑA, PhD.

Master Teacher I
 Annex 1: Activity Sheets
Annex 1A. Activity 1

Student’s Name: Date:

Grade & Strand: Score:

Directions: Make a hugot or poetic line about the picture. Write it on the space provided. (3mins)

Illustrator: Roland D. Panado

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Guide Questions:
1. How did you construct your hugot/poetic line? (observe the structure of the stanza)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What happened after your hugot/poetic line were collated into a stanza?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What prompted you to express your emotions in your hugot/poetic line?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Annex 1B. Activity 2

Student’s Name: Date:

Grade & Strand: Score:

Directions: Students will be given 1 or 2 pictures. Each of them will choose what set the pictures do they have
and paste it on the board.
Set A-

Set B-

Set C -

Naniniwala na ako sa MALABO: Minsan kailangan

Forever, Minsan mata, mong mapag-isa.
Simula ng pinautang Minsan IKAW! Lalo na kung my
kita. pagkain ka.

Set D -

Set E -

Guide Question:
1. What have you observed from the pictures?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Annex 1B. Activity 3

Student’s Name: Date:

Grade & Strand: Score:

Directions: Identify what 21st literary genre of Japan and Philippines are described in the sentence. Write your
answer on the space provided.

1. It uses of fragments, conversational, and delicate language?

____________________
2. Its origin stretch back at least to the Tokugawa period (1600-1868)?
____________________
3. Consists of screenshots of SMS and chat conversations between the characters?
____________________
4. The variation of panels in size, graphics, and symbols indicate its structure.
____________________
5. Have shorter sentences and limited characters with few words, and the writing style involves white
spaces, line breaks, and fragmented phrases.
_____________________
6. Usually Filipinos like to express their feelings in this genre?
_____________________
7. The Philippines has been labeled the number one user of texting technology with over a million
messages being sent each day.
_____________________
8. “Koizora” (Love Sky) is an example of?
_____________________
9. It consists of four lines and seven syllables, and every ending of lines has a rhyme word?
_____________________
10. Humor is one characteristic that makes it different from quotations, sayings, and other short
statements.
_____________________
Annex 1B. Activity 4

Student’s Name: Date:

Grade & Strand: Score:

Directions: Compare and contrast the 21st century literary genres and their elements, structures, and traditions
of Japan and Philippines by filling in the blanks to complete the paragraph. Choose the correct word for each
blank from the word pool. Write your answer on the blank.

*Japan *elements *Hugot Lines *Oriental *structures

*Text Tula *Cell phone Novel *Philippines *Text Tula *Manga

(1) __________ is similar to the (2) __________. Both are part of (3) ___________

countries. Japanese contributes genres for the 21st Century Literature. The Filipinos

contributes own 21st Century Literature Genres too. As a SHS student, you need to study

and appreciate their contributions in the World Literature.

However, each genre has its own (4) __________, (5) __________, and traditions.

For example, (6) ___________ uses fragments, conversational, simple, and delicate

language, cliffhangers, and dramatic dialogue but (7) ___________ uses free-flow poetry,

contemplations, descriptive emotions, and prose narrative. On the other hand, (8)

__________ has basically constructed lines and generally divided into positive shapes

(figures) and negative shapes (background) with speech balloons develop into a dialogue.

While (9) _________ has humor and free verse in structure, (10) _________ has

conversational and simple language.

Annex 1B. Activity 5

Student’s Name: Date:

Grade & Strand: Score:

Directions: On a one whole sheet of paper, copy the Venn Diagram. Compare and contrast the
21st century literary genres of Japan and Philippines and their elements, structures, and
traditions.
See rubric for scoring.

Comparison of the 21st Century Literary Genres of Japan and Philippines

JAPAN PHILIPPINES
 Rubric for Comparison and Contrast

Student Name:_________________________________ Score:____________

Category 4 3 2 1
Concept The ideas are The student The student The student did
correctly compared and compared and not compare and
compared and contrasted some contrasted some contrast the
contrasted. ideas correctly. ideas.

Organization The diagram is The diagram Some details are It includes details
well-organized. follow the not in order. but they are not
organization well organized.
structure.

Inferences The inferences The inferences

are clearly based.
explained.

Grammar & Spelling There are no There are 1-2 There are 3-4 There are several
grammar errors in errors in grammar errors in grammar
spelling errors. grammar and and spelling. and spelling.
spelling.

Source: Scribd.com/document/venndiagram/rubric
 Annex 2: Instructional Materials
Annex 2A. Activity 1
Note: You may increase the size depending on your needs.

Illustrator: Roland D. Panado

Annex 2B. Activity 2

Illustrator: Roland D. Panado

Illustrator: Roland D. Panado
Illustrator: Roland D. Panado
Illustrator: Roland D. Panado
Naniniwala na
ako sa
Forever,
Simula ng
pinautang
kita.
MALABO:
Minsan
mata,
Minsan
IKAW!
 Minsan
kailangan
mong mapag-
isa.
Lalo na kung
my pagkain ka.
Annex 2C. Activity 4
Note: You may increase the size depending on your needs.
Annex 2C. Activity 4
Note: You may increase the size depending on your needs.