School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level ELEVEN

GRADE 11 st
21 CENTURY LITERATURE FROM THE
DAILY LESSON Teacher SHERRY MAE M. MINGO Learning Area
PHILIPPINES AND THE WORLD
LOG
Teaching Dates JANUARY 8-12, 2024 Quarter SECOND
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards 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 21 st 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;
B. Performance Standards 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.
C. Learning Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these, require from the learner the ability to
Competencies/Objectives identify: representative texts and authors from Asia, North America, Europe, Latin America, and Africa. (EN12Lit-IIa-22)
II. CONTENT CRITICAL INTERPRETATION OF EUROPEAN LITERATURE
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
- Begin the lesson by asking students to
recall the previous lesson on analyzing The teacher will begin the lesson by
Teacher will begin the lesson by - Provide a summary of the previous lesson.
literary texts. Allow a few students to asking students to recall the previous
reviewing the previous lesson on the
share their understanding briefly. lesson on the significance of literature in
1. Reviewing previous lesson or different literary movements in European - Introduce the new lesson by telling the
shaping culture and identity. After a
presenting the new lesson literature to create a connection with students that today we will be exploring the
- Introduce the new concept: analyzing quick review, the teacher will introduce
prior knowledge and to set the context of a literary text from European
and interpreting literary texts in terms of a new lesson on analyzing the impact of
expectations of the new lesson. literature.
form and theme from European European literature on other cultures.
literature.
The objective of this lesson is for
The teacher explains the purpose of the students to recognize the influence of
lesson, which is to help students identify - Explain that the purpose of this lesson - Explain to the students that the purpose of European literature on other cultures and
representative texts and authors from is to develop students' ability to identify this lesson is to enable them to understand appreciate the diversity that this
2. Establishing the purpose of the
European literature. The teacher also and analyze the specific literary elements how European literature reflects the social, interaction brings. By the end of the
lesson
explains how the lesson will be and themes commonly found in cultural, and historical context of the time lesson, students are expected to identify
beneficial to students' understanding of European literature. period in which it was written specific examples of European literature
literature and their own lives. that have had an impact on other
cultures.

3. Presenting examples/instances of
the new lesson
4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
Teacher will present different literary
works and authors from Europe such as
William Shakespeare’s plays, Jane
Austen’s Pride and Prejudice, Miguel De
Cervantes’ Don Quixote, and Victor
Hugo’s Les Miserables.
The teacher leads a discussion on the
themes and motifs of European
literature. The teacher also asks students
to practice identifying representative
texts and authors from European
literature.
The teacher leads a discussion on the
practical applications of European
literature to students' own lives. The
teacher also asks students to write a short
essay on how European literature has
influenced them.
- Project examples of short stories or
excerpts from European literature on a
screen or distribute handouts. Examples
can include works by authors such as
Edgar Allan Poe, Fyodor Dostoevsky, or
Gustave Flaubert.
- Ask students to analyze the form and
themes of the selected literary texts
individually or in pairs. Provide guiding
questions to help them think critically
about the texts.
- Engage the students in a whole-class
discussion by asking them to share their
analysis of the form and themes of the
literature they read. Use the guiding
questions to deepen their understanding.
- Write down their main ideas on the
board or chart paper for reference during
the lesson.
- Introduce "The Metamorphosis" by
Franz Kafka as the main literary text for
the lesson.
- Explain the story's background,
highlighting its form and key themes.
- Read aloud excerpts from the story or
project them on a screen.
- In small groups, students analyze the
form and themes presented in "The
Metamorphosis" using guided questions,
such as:
● How does Kafka's use of
surrealism contribute to the
story's form?
● What are the major themes
explored in the text?
- Distribute copies of a short story by Franz
Kafka, "The Metamorphosis"
- Ask the students to read the story silently
and highlight any themes, motifs, or
symbols that they notice
- Once the students are done reading, ask
them to share their observations
- Facilitate a discussion on the social,
cultural, and historical context of "The
Metamorphosis"
- Ask questions such as: What are some of
the characteristics of European literature of
this time period? How does "The
Metamorphosis" reflect the social, cultural,
and historical context of its time period?
- Encourage the students to think critically
and to support their answers with evidence
from the text
- Divide the students into small groups and
assign each group a different literary text
from Europe (e.g. Shakespeare's plays,
Goethe's "Faust", Dante's "Inferno", etc.)
- Ask each group to analyze their assigned
text with regard to the social, cultural, and
historical context of its time period
- Have each group present their findings to
the class
The teacher will present several
examples of European literature that
have shaped other cultures. For instance,
the teacher may discuss how the works
of William Shakespeare have influenced
literature in the Philippines, India, and
Japan. Alternatively, the teacher may
use the works of Charles Dickens and
how they influenced social injustice
issues and child labor laws in England
and the United States.
To help students gain a deeper
understanding of the topic, the teacher
will ask them to identify specific themes
or motifs found in works that have an
impact on other cultures. The teacher
can demonstrate this by citing specific
scenes from the works of Shakespeare
and its similarity with the conflicts from
the classic Philippine literature, such as
"Ibong Adarna" and "Florante at Laura."
In a group activity, students will work
together to identify, analyze, and
interpret the impact of European
literature on an assigned culture. The
group can create a presentation where
they can use any format they prefer,
such as a PowerPoint or an essay.

Teacher will provide an engaging
activity where students will work
individually or in groups to create a
presentation about a literary work and
author from Europe. They will be asked
6. Developing Mastery to analyze and interpret the literary
devices used, the themes tackled, and the
relevance of the work to modern society.
Students will present their work after and
will be assessed based on their critical
analysis and presentation skills.
The teacher leads a discussion on how
7. Finding practical applications of the concepts and skills learned in the
concepts and skills in daily living lesson can be applied to students' daily
lives.
Ask students to reflect on what they
learned in the class and how it has
expanded their understanding of
8. Generalizing and abstractions
literature.
about the lesson
Encourage students to share their
insights and observations.
Teacher will assess students’ learning
9. Evaluating Learning through various activities that have been
completed in this lesson.
10. Additional Activities for Teacher will provide additional activities
Application or Remediation such as reading assignments of different
literary works from Europe, creating a
short story using their own literary
devices, or a comparative analysis of
various literary works.
- Divide the class into pairs or small
groups.
- Assign each group a different short
story from European literature and ask
them to analyze its form and themes.
- Instruct them to create a presentation or
a poster that highlights their findings.
- Each group presents their analysis to
the class, followed by a brief discussion.
- Facilitate a class discussion on the
relevance of analyzing and interpreting
literary texts in their lives.
- Highlight how understanding different
literary forms and themes helps them
appreciate various cultures and
viewpoints.
- Encourage students to explore
European literature through translations
and adaptations.
- Lead a class discussion to generalize
the core concepts and skills learned
during the lesson.
- Summarize the main points and
highlight the importance of analyzing
form and themes in literary texts.
- Conduct a short quiz or writing
assignment to evaluate students'
understanding of the lesson's concepts
and skills.
- Assess their ability to identify and
analyze literary elements and themes in
European literature.
- Create a writing assignment where
students choose a European literary work
and analyze it in terms of form and
theme.
- Assign students to find modern
adaptations or films based on European
- Distribute a worksheet with excerpts from
various European literary texts
- Ask the students to identify the social,
cultural, and historical context of each
excerpt
- As they work, circulate around the room
to provide assistance and guidance
- Ask the students to reflect on how
understanding the social, cultural, and
historical context of literary texts can help
them in their daily lives
- Encourage them to think about how this
knowledge can improve their critical
thinking and communication skills
- Summarize the key concepts covered in
the lesson
- Encourage the students to think about
how these concepts can be applied beyond
the context of literature
- Conduct a brief quiz to assess the
students' understanding of the social,
cultural, and historical context of European
literary texts
- Provide suggestions for additional
activities that the students can do to further
develop their understanding of the social,
cultural, and historical context of literary
texts (e.g. reading articles about the time
period in which a literary text was written,
watching films set in that time period, etc.)
To master the concept, students will
watch an Italian film, "Life is Beautiful,"
that won an Academy Award for Best
International Feature Film in 1998. The
film tackles the story of survival in a
concentration camp, and students will
analyze the impact of the film on other
cultures and discuss how it portrays the
European cultural influence on the arts.
In small groups, the students will discuss
how they can apply the lessons they
learned in the class in their daily lives.
Some examples are making themselves
more culturally aware of their
community and embracing the diversity
they encounter in different cultures.
Students will be asked to give their
generalizations and abstractions about
the lesson. They will be encouraged to
reflect on what they have learned from
the lesson and how it has influenced
their thinking.
Students will be assessed based on their
participation in group activities and their
understanding of the topic, which can be
evaluated through written output.
Rubrics will be provided to the students
beforehand to ensure that they
understand the specific criteria for
assessment.
 literary works and write a comparative
analysis.

REFLECTION

A. No. of learners who earned 80%

in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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 strategies
worked well? Why did this 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: NOTED BY:

SHERRY MAE M. MINGO MAR GAUDEN F. ACERON, PhD.

Subject Teacher MT II/ School Head