Republic of the Philippines

Region VI-Western Visayas

DIVISION OF KABANKALAN CITY
CAMANSI NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL
Brgy. Camansi, Kabankalan City

LESSON PLAN IN 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Senior High School (Grade 11)

Representative Texts and Authors from the Region

Content Standard: The learner will be able to understand and appreciate the elements and contexts of 21 st
Century Philippine literature from the regions.
Performance Standards: The learner will be able to demonstrate understanding and appreciation of 21 st
Century Philippine Literature from the regions through: 1.) a written close analysis
and critical interpretation of 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 Competencies: Identify representative texts and authors from each region.
Prepared by:
Time Frame:
Date of Delivery: SECOND QUARTER

ROUTINE ACTIVITIES: TEACHER’S

NOTES

I. Objectives

At the end of the lesson the students should be able to:

a. analyze the theme of the poem, “Bonsai” by Edith L. Tiempo,
b. translate lines from the poem into the vernacular language, and
c. reflect on the poem’s theme by writing a letter to someone they love.

II . Subject Matter
A. Topic: Bonsai by Edith L. Tiempo
B. References:
https://www.slideshare.net/hobbyko/bonsai-by-edith-l-tiempo-37442243
http://ralphseminogalan.blogspot.com/2008/05/edith-l-tiempos-
bonsai.html
C. Materials: box with objects inside, manila paper, pentel pen, task cards,
copies of the poem

Lesson Outline

III – Procedure KRA 2: Objective 6

A. MOTIVATION Maintained learning environments that promotes fairness,

After the respect and care to encourage learning
prayer and checking
of attendance , the
teacher will ask the students . “Kamusta kamo?(Kamustahan). Today is another day
to celebrate another life, Just greet your seatmates and ask “Are you Okey?”

The teacher will remind the students about the Clasroom rules:
 Keep Silent and maintain social distancing
 Always wear your facemask and avoid talking to your classmates
 Raise your hand when you have concerns, one student s at a time in using
the comfort room.
 B. Review
The students will be asked to define what poem or poetry is, based on their
previous learning.
1. What is Poem?
2. What are the elements of poem? Suggested
Objects:
necklace,
bracelet, flower,
money bill, etc.

Who among you here is fond of keeping objects or things that are important
to you or given by someone to you?

Walking Down the Memory Lane!

There will be a box that will be presented to the students. The box
contains objects such as bracelet, flower, key chain, stationery, etc. The
teacher will ask for at least four volunteers to pick one object from the box.
Then, they will think of something, may it be a person, place or event that
they can remember from their past experiences that is connected with the
object and share it with the class.

What past experience(s) can you connect or associate with the object?

Let the students

read the words
C. UNLOCKING OF DIFFICULTIES and their meaning.
Direction: Match the words in column A with their meaning in column B.

A B
1. Hollow a. too bright and heavily decorated
2. Gaudy b. to put your hand in a curved shape around
3. Roto c. small and unimportant
4. Shawl d. an empty space inside of something
5. Sublimation e. a piece of cloth that is used especially by women as
6. Feat a covering for the head or shoulders
7. Cupped Hand f. an act or achievement that shows courage, strength
or skill
8. Merest g. expression of a desire or feeling by changing it into
a form that is positive
h. a feeling of constant affection
i. printed material especially in colored magazines
Words used in Sentences

1. Hollow
There was a hollow spot in the field.
The owls nested in the hollow of a tree.
2. Gaudy
The showgirls wore gaudy costumes.
3. Roto
I cut a roto picture from the magazine.
4. Shawl
Princess Mary threw a shawl over her head and ran to meet the newcomer.
5. Sublimation
Interpreting
To keep my job, I turned irritation into kindness as a sublimation.
Procedures:
6. Feat
Reader Response
Writing that whole report in one night was quite a feat.
Approach and
7. Cupped hand
Biographical
He cupped his hands around his mouth and shouted at us.
Approach
8. Merest
I broke my teeth with prayer for the merest things.

D. PRESENTATION
Motive Question: How do you value someone you love?
 1. The teacher will present the background of the author through a powerpoint
presentation.
2. Then, the poem will be introduced to the students.
3. Let the students close their eyes and listen attentively to the teacher as he reads
the poem orally.
4. Then, the students will have to read the poem silently while the teacher is doing
an oral reading. Let them take note of the correct pronunciation of the words.
5. The students will then read the poem orally.

E. ANALYSIS AND ABSTRACTION

Literary Circle: Divide the class into four groups. Let them form small circles. Each
group will be given questions to answer. They will be reminded that everybody
must cooperate since this is a group activity. They will be given two minutes to
collaborate and come up with their answers. Then, they will share their answer to
the class.

1. Who do you think is the persona and the person spoken to?
2. In the first stanza, what does the persona do with all that she loves?
3. Why do you think she folds them up and keeps in a box, in a hollow post or
in her shoe?

4. What do the lines “but for the moment- and for all time, both” imply or say
something about love? (Describe the nature or characteristic of love with
this contradicting line.)
5. What are the objects mentioned by the persona in stanza 2? What do they
represent?
6. Why did the author use the objects mentioned?

7. How did the speaker sublimate love? (Take note that love can sometimes
be destructive, if not handled properly.)
8. What do the last two lines in the third stanza convey?

9. In the last stanza, what does he author want to happen?

10. Why is the poem entitled bonsai?

Who can encapsulate the theme of the poem in a statement or two?

F. ACTIVITY
Interactive Activity
Divide the class into four groups. Each group will be assigned a stanza to translate in
Hiligaynon or Cebuano. Allow them to choose their leader to facilitate the
interpretative reading of their translated stanza before the class.

Group 1- Stanza 1
Group 2- Stanza 2
Group 3- Stanza 3
Group 4- Stanza 4

IV – EVALUATION

A Love Letter!
In a sheet of paper, write a letter to someone you love. Tell him/her everything you
want to say, especially the things you have not said before. Limit your letter to three
to five sentences.

Criteria: Message- 50 %
Creativity- 25 %
Mechanics- 25 %

V- ENRICHMENT
Directions: Accomplish the EXIT SLIP by filling out the three (3) things you have
learned today, two (2) things you have contributed to class, and one (1) question you
 still have. Then, rate the effort you exerted in this lesson by encircling the choices.

INSTRUCTIONAL DECISION:

YEAR AND SECTION NO. OF NO. OF NO. OF MASTERY INSTRUCTIONAL

STUDENT STUDENTS STUDENTS LEVEL DECISION
S IN WHO TOOK NEED (Reteach or
CLASS THE TEST REMEDIATION Proceed)