School TINA NATIONAL HIGH SCHOOL
Teacher
Teaching Dates and Time
I. OBJECTIVES
1. Content Standard
2. Performance Standard
3. Learning Competency /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources ( LR ) portal
B. Other Learning
Resources / Materials
IV. PROCEDURES
Year Level 11
Learning Area 21st Century Literature from the
GIRLIE A. MONJE
Philippines and the World
Quarter
The learner will be able to understand and literary texts in various genres across national literature
and cultures
The learner will be able to demonstrate understanding and appreciation of the literature of the
world through 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
At the end of the lesson, the learners should be able to:
1. read the story with understanding;
2. identify the figures of speech and the literary techniques and devices in the tex; and
3. appreciate the cultural and aesthetic diversity of body language and their meanings through a
PowerPoint presentation and skit
EN12Lit-Ie-27
SILK by Alessandro Barrico
K O 12 MELCS
Uychoco, M.T. (2016) 21ST Century Literature from the Philippines and the World. Rex Book
Store, Manila.
96-100
Teacher-made powerpoint presentation, video presentation, hand outs
A. Preliminaries Teacher Tips/
Prayer Students’
checking of attendance Response
energizer
reiteration of class rules
 Answer
B. Direction: Match Column A with Column B. Give the letter of the correct answer.

Column A. Column B 1.F

2.H
1.Literary a. a literary device characterized by a struggle between two opposing forces.
3.A
Technique
2.Dialogue b. an advance hint of what is to come later in the story. 4.B
3. Conflict 5. G
4.Foreshadowing c. figurative language 6.E
5. Flashback 7.i
d. the expression of one's meaning by using language that normally signifies
6.Imagery 8c
7.Symbolism the opposite, typically for humorous or emphatic effect. 9.d
8. Figures of 10. j
A. Reviewing the previous Speech e. a distinct representation of something that can be experienced and
lesson of presenting the 9. Irony understood through the sense or representation of an idea.
new lesson 10. Setting
f. refers to any specific, deliberate constructions or choices of language
which an author uses to convey meaning in a particular way.

g. an occurrence in which a character remembers an earlier event that

happened before the current point of the story.

h. a literary technique in which writers employ two or more characters to be

engaged in a conversation with one another.

i. a distinct representation of something that can be experienced and

understood through the sense or representation of an idea.

j. the time, place, and environment in which narrative events unfold

B. Establishing a purpose
1. The teacher presents the objectives of the lesson.
for the lesson
The teacher asks the students: Students’
C. Presenting answers may vary.
1. What do you think of the concept of love at first sight?
examples/instances of the 2. Is it possible to fall in love with someone even if you don’t share a common language or culture?
new lesson 3. What do you think of romantic relationships between people from different countries? Do
you think they are doomed to fails? Explain.
 D. Discussing new A. Pre-reading: Show and Tell
concepts and practicing The teachers asks the students to name and describe something about the picture flashed on
new skills # 1 screen.
a. Japanese teacups
b. Japanese silk
c. Silkworms
d. D. silkworm eggs
e. Fish eggs
f. Samurai
g. kimono
h. Japanese house with rice-paper panels
i. Bow in Japanese culture

B. About the Author

Alessandro Baricco was born on January 25, 1958 in Turin, Piedmont,
Italy. He is a writer and director, known for The Legend of 1900 (1998),
Lezione 21 (2008) and The Belly of the Sea (2021). He has been married
to Gloria Campaner since December 16, 2023. He was previously
married to Barbara Frandino. (https://www.imdb.com/name/nm0054621/bio/?ref_=nm_ov_bio_sm)

C. Cultural-Historical Background
1. The teacher presents three pictures and asks the learners to tell something about them.

2. The teacher asks a learner to read the background knowledge.

“There was a time when Japan was closed off from the world. This lasted for 200 years,
from the early 17th century to the year 1854. This policy was called sakoku (isolation).
Silk became one of the nation’s most important exports after Tokogawa shogunate dropped
its policy of isolation in 1854. Demand for Japanese silk surged after European silkworm stocks
were ravaged by disease and Chinese silk exports were crimped by political instability in China.”
E. Discussing new The teacher asks volunteers to read the short story.
concepts and practicing Reading of the short story, Silk (excerpt) by Alessandro Barrico
new skills # 2
 F. Developing mastery Comprehension Questions: Students’ answers
( Leads to Formative 1.Who are the characters in the story? may vary.
Assessment 3) 2.What is the setting of the story?
3. What does the protagonist feel? Why does he feel this way? What specific parts in the text tells
you this?
4. What does the girl feel? Why do you think so? Why did she do what she did?
5. How do you think when you were reading the text ? Do you think what they were experiencing
was love or lust? How can you tell?
6. There seems to be a whole different conversation going on between Herve and the girl, and yet
not a word is spoken. How are they able to communicate with each other?
7. Why doesn’t Hara Kei know what’s going on?
8. What are the complications involved, and what obstacles can you predict in the relationship?
9. What does the following symbolize?
a. cup b. silk c. Hara Kei d. gold
10. What lines contain imagery?
11. What is the significance of the glances between Herve and the girl?
12. Do you find the text romantic? Why or why not?
13. What does this reveal about attractions of being with someone from a different place?
Connect to Life: Students’ answers
G. Finding practical The teacher asks the learners: may vary.
applications of concepts 1.What are the nonverbal ways to show one’s love?
and skills in daily living 2. Do you think that when it comes to love , words are more important than actions, or it is the
other way round?
The teacher asks the learners to complete the plot of the story by providing details using the Students’ answers
diagram. Exposition may vary.
H. Making generalizations
and abstractions about the Rising Action Falling Action
lesson

Exposition Denouement

Group Task: PowerPoint Presentation and Skit Students’ answers

Find out about body language and their meanings across cultures. Create a Powerpoint may vary.
presentation showing how different cultures show politeness, greetings, love, and contempt.
I. Evaluating learners
French Culture
Philippine Culture
American Culture
 Japanese Culture
Arabian Culture
Enrichment: Research on the internet about semiotics and the system of signs. Theories Students; answers may
vary.
about semiotics were first articulated by Ferdinand de Saussure. Find out what he has to
say about language and its arbitrariness, and write what you think about this in your
J. Additional activities for
journal. You can touch on the following topics.
application or remediation
The arbitrary nature of language in different cultures
The arbitrary nature of interjections or onomatopoeia in different cultures
The arbitrary nature of love languages between couples or family members
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80 % on the
formative assessment
2. No. of learners who require additional
activities or remediation.
3. Did the remedial lessons work?
No. of learners who have caught up with
the lesson.
4. No. of learners who continue to require
remediation
5. Which of my teaching strategies worked
well? Why did these work?
6. what difficulties did I encounter which
my
principal or supervisor can help ne solve?
7. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by:

GIRLIE A. MONJE
T-III/ Subject Teacher