WLP Week 6 21st

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL
WEEKLY LEARNING PLAN (WLP)

First Semester, School Year 2022-2023
Learning Delivery: BLENDED LEARNING (Modular and Face-to-face) Track/ Grade Level: ACADEMIC/ Grade 11
21st Century Literature from the
Quarter/ Week: Quarter 1/ Week 7 Learning Area:
Philippines and the World
Teaching Date/s: October 10-14, 2022 Teacher/ Designation: EDNA S. DAYO/ Teacher III
Most Essential Learning Competencies (MELCs):

 Choose an appropriate multimedia format in interpreting a literary text. EN12Lit-Ie-31.1
Topic:
 Module 4, Lesson 1: Multimedia Formats in Interpreting Literary Text
 Module 4, Lesson 2: Applying ICT Skills in Interpreting Literary Texts
Objectives
At the end of the
Day Topic/s Classroom-based Activities Home-based Activities
session, learners
are expected to:
1 &2  Write a poem Context and Performance
MDL using Visual Text’s Meaning What I Can Do
imagery. Directions: Write a two-stanza
poem using visual imagery.
Describe your surrounding that
mostly influence your line of
thought.
 Complete the DRILL: COMmonTENCE!
sentence 1. Call me ___________. (back, later)
2. Give me a _________. (hand)
3. May I _______ out. (go)

 Buhaynasapa, San Juan, Batangas Empowering
 (043)-575-45-81  buhaynasapa_nhs@yahoo.com.ph Developing Leaders
Learners,
4. I __________. (decline)
5. How was your _____________? (weekend)
6. I just ________ it. (made)
7. It’s on the ________ of my tongue. (tip)
8. It’s very ____________ of you. (thoughtful)
9. I have no ___________ (idea)
10. Where are you ___________? (from)
3  Recall the 21st Century Introduction

F2F different 21st Literary Genres What’s In – Task 1. Remember Me!
Literary Genres. 1. USTRAILLTED OVNELS
- Stories through text and illustrated images
2. ASHFL ICFNOIT
- Brief stories told in a thousand words or less
3. LOGB
Constructivist Approach
- A site of collected posts or articles written by one or
Allow learners to be actively
engaged in constructing word more people and updated regularly
based on their past and current 4. OODDLE ICFNOIT
knowledge. - Drawings enhance stories in this form where
illustrations and handwritten graphics are
incorporated.
5. TTEX ULTA
- Often read on cellular phones. 7-7-7-7 syllabic verse.
Development
 Interpret the What’s New – Task 2. Ang Pipit!
song. Directions: Watch the video of a group of students interpreting the song
Folk Song: Ang of Levi Celerio, “Ang Pipit.”
Pipit of Levi

Learners,
Celerio 1. What message does the lyricist, Levi Celerio, convey in his song?
2. How did the students interpret the song?
3. What media platform did the students use in interpreting the song?
Constructivist Approach What Is It?

Create motivating conditions in The teacher will discuss the different multimedia format.
the teaching-learning process.
Marshall (2001) defined multimedia as
computer-controlled integration of text, graphics, drawings,
still and moving images (video), animation, audio, and any
 Discuss the Different other media where every type of information can be
different Multimedia represented, stored, transmitted and processed digitally.
multimedia Format
format.
Collaborative Approach
Provide learners the opportunity
to explore and apply the course
material, learning content, and/or
topic together.

Learners,
Engagement
Task 3. What I Have Learned
 Share the Reflect on what you have learned on the use of multimedia
importance of formats in interpreting literary texts. On your Facebook wall, post your
multimedia thoughts on how multimedia makes studying literature more exciting
formats in and meaningful.
interpreting
literary text.
Integrative Approach
Incorporate ICT and other resources
in teaching.
Assimilation
Task 4: The Message!
 Show an Group Activity
appreciation on “Ang Pipit” by 1. Watch again the video clip of “ Ang Pipit” by Levi Celerio.
the use of Levi Celerio 2. Create text tula/ 6-word flash fiction/ 30-word flash fiction/
multimedia to
creatively doodle fiction/ blog or vlog/ illustrated novel reflecting your
interpret the interpretation on the message of the song.
message of the
song.
Integrative Approach
Expose learners to activities Assessment
with differentiated tasks while Presentation of Student’s Output
considering their learning styles The teacher will grade the student’s output using the rubric.
and interests.

Learners,
4  Identify the Multimedia Introduction

F2F different Format What’s In – Task 1. I Identify na Yan!
multimedia Directions: Identify the type of multimedia format described in each of
format. the statements below.
1. This refers to a stylized method that represents the occurrence of

words within a textual content such as websites, articles, speeches
Collaborative Approach and databases.
Allow learners to be actively 2. It is an electronic medium for the recording, copying, replaying,
engaged on their past and broadcasting, and displaying of moving visual media.
current knowledge. 3. This is a website containing short articles called posts that are
changed regularly.
4. These are series of slides, often displayed on a large screen using a
projector.
5. It is a graphical way to represent ideas and concepts.
 Share personal Development

experiences Personal What’s New - Task 2: My Experience!
based on the Experience Directions: Study the picture below. Then tell your personal experience
picture. related to the picture.

Learners,
Collaborative Approach
Encourage learners to relate
their experiences with the topic/
or learning content.
 Define what
anecdote is and Anecdote What is It?
its purpose.  Have you read an anecdote?
 Have you ever retold a personal experience to someone?
Collaborative Approach  How do you find recalling past experiences?
Provide learners the opportunity
to explore and apply the course
material, learning content, and/or
topic together.
 Share on social

Learners,
media account
the importance
of multimedia. Engagement
Integrative Approach Task 3. What I Have Learned
Incorporate ICT and other Reflect on what you have learned on the use of multimedia
resources in teaching. formats in interpreting literary texts. On your Facebook wall, post your
thoughts on how applying ICT skills makes you better appreciate
studying anecdotes.
 Incorporate the Assimilation

multimedia Task 4. Understanding the Text
formats in Group Activity
presenting the 1. Assign anecdote for each group.
literary text.
2. Then, do the assigned activity.
Anecdote: “Apo on the Wall” by Bj Patino

Group 1: Create a collage of photos using PowerPoint
Collaborative Approach depicting the experiences of people during
Allow learners to work in groups
Martial Law. Write a brief description to your
to complete a task and/or create a
product appropriate to the work.
learning content. Group 2: Talk Show interviewing people on their
experiences during Martial Law
Anecdote: “Salbabida Story”

Group 3: Pick out some lines (at least three) wherein the
speakers look back at some of their experiences.
Write a text tula as a tribute to the people in the
video and acknowledge their share in the society
by helping other people.
Group 4: Answer the following questions based on the

Learners,
video clip you have watched.
1. In the first part of the video, we are introduced to

Efren Peñaflorida, 2009 CNN Hero of the Year.
To whom does he compare his friend and
mentor, KB Manalaysay?
2. What does he mean by this comparison?
3. What was Efren’s problem when KB met him?
How was the latter able to help him?
4. How has KB’s simple act of kindness affected
Efren? How was it able to affect not only Efren
but many other kids like Kesz, for example?
5. What do you think is the message of the video?
What lesson does it want to share to the viewers?
Anecdote: “HOME OF THE ASHFALL” (an excerpt) by John

Jack G. Wigley
Group 5 : Compose a song about sharing your experiences
during a calamity or disaster, including how you
handled the situation.
Group 6 :Make a commercial/advertisement about the
importance of disaster preparedness.
Assessment
Presentation of Group Activity
The teacher will grade the student’s output using the rubric.

Learners,
5  Show mastery Topics: Individual Written Activity

F2F on previous 21st Century The teacher will provide a photocopy of the Long Quiz.
lessons learned Literary Genres
through long
quiz Context and
 Answer the test Text’s Meaning
honestly and
correctly Multimedia
 Get at least Formats in
75% correct Interpreting
answer.
Literary Text
Applying ICT
Skills in
Interpreting
Literary Texts
Prepared by: Noted:
EDNA S. DAYO ARRAH S. SULIT

Teacher III Master Teacher I
Noted:

Learners,
ANACLETO M. GUNIO, Ed.D.

Principal IV

Learners,

WLP Week 6 21st

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Republic of the Philippines

WEEKLY LEARNING PLAN (WLP)

Most Essential Learning Competencies (MELCs):

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

3  Recall the 21st Century Introduction

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

Constructivist Approach What Is It?

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

4  Identify the Multimedia Introduction

1. This refers to a stylized method that represents the occurrence of

 Share personal Development

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

 Incorporate the Assimilation

Anecdote: “Apo on the Wall” by Bj Patino

Anecdote: “Salbabida Story”

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

video clip you have watched.

1. In the first part of the video, we are introduced to

Anecdote: “HOME OF THE ASHFALL” (an excerpt) by John

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

5  Show mastery Topics: Individual Written Activity

Prepared by: Noted:

EDNA S. DAYO ARRAH S. SULIT

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

ANACLETO M. GUNIO, Ed.D.

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

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