School Espiridion F.

Encabo Memorial High Grade Level GRADE 12

School
Teacher Joemar D. Javier Learning Area 21st Century Literature of
the Philippines and of the
World
Time / Dates Quarter 2nd Quarter

I. OBJECTIVES
A. CONTENT STANDARDS The learner will be able to understand and appreciate
literary texts in various genres across national literature
and cultures.
B. PERFORMANCE STANDARDS The learner will be able to demonstrate understanding and
appreciation of 21st century literature through:
2.critical paper that analyses literary texts in relation to the
context of the reader and the writer or a critical paper that
interprets literary text using any of the critical approaches;
and
3.an adaptation of a text into other creative forms using
multimedia
C. LEARNING At the end of a 60 minute lesson the learners situate the
COMPETENCIES/OBJECTIVES texts in the context of the region, nation, and the world
EN12Lit-IIc-29
II. CONTENT Basic textual and contextual reading approach in the
study and appreciation of literature.
III. LEARNING RESOURCES
A. REFERENCE
1. Teacher’s Guide Pages None
2. Learner’s Materials Pages None
3. Textbook Pages None
4. Additional Materials from
Learning Resource (LR) Portal
B. OTHER LEARNING RESOURCES Curriculum Guide in 21st Century pg. 4

Web URL:

www.english.unl.edu/sberendt/StudyQuestions/ContextualAnalysis.html

IV. PROCEDURES 4 A’S

Introductory Activity A. Preliminary Activities
(5 mins.)  Prayer
 Checking of Attendance
 Setting the Atmosphere

Text Twist

Activity
(5 mins.) The teacher will group the students into five. Then the
teacher will flash on a PowerPoint presentation, the name of
the literary piece and the author with the jumbled letters of
the country/region where the given literary text originates.
The students will identify what country does the literary text
belong based on the jumbled letters
 Jumbled Words:
I am an African Child
-Eku McGred
CAIARF=AFRICA

The Garden of Evening Mists

-Tan Twang Eng
IAAS= ASIA

The Cask of Amontillado

-Edgar Allan Poe
GLANO RICAEAM =ANGLO-AMERICA

The Parrot who lost its feathers

-Horacio Quiroga
NALIT CAAMERI = LATIN AMERICA

Beowulf
-Frans Timmermans
OPEREU= EUROPE

After the activity, the teacher will ask the following process
Analysis questions:
(10 mins.)
1. How did you find the activity?
2. With the given literary texts, which one are you
familiar with?
3. What difficulty did you experienced during the
activity?

Abstraction
(10 mins.) The teacher will discuss to the class what is contextual analysis:

Contextual Analysis
-an analysis of a text (in whatever medium, including multi-media)
that helps us to assess that text within the context of its historical
and cultural setting, but also in terms of its textuality- or the
qualities that characterize the text as a text.

A contextual analysis can proceed along many lines, depending

upon how complex one wishes to make the analysis. But generally
includes several key questions:
1. What does the text reveal about itself?
2.What does the text tell us about its apparent intended audience?
3.What seems to have been the author’s intention?
4. What is the occasion for this text?
5.Is the text intended as some sort of call to-or-for-action?
6. Is the text intended rather as some sort of call to-or for-reflection
or consideration rather than direct action
7. Can we identify any non-textual circumstances that affected the
creation and reception of the text?
Application
(20 mins) Extract Me:
.
1. The same group will be given a literary piece where they
extract the lines that struck them the most.
2. The group will brainstorm as to how the lines reflect
today’s society.
3. They will be given 5 minutes to do their task.
4. Their presentation will be 3 minutes only.
5. The group will present their output creatively.

Group 1- Why the Sky is High?

Group 2- Spider’s Thread
Group 3-If
Group 4-The Tree
Group 5-Jupiter and the Monkey

Note: Literary pieces provided are given ahead of time to

the groups prior to the activity so students can read.

Assessment The teacher will grade the Extract Me activity of the students using
(10 mins.) the rubric.
There will be feed backing after all the presentations.
RUBRIC FOR CREATIVE PRESENTATION
Criteria VG GE SE LE N
E (4) (3) (2) (1)
(5)

1. Presentation is
organized.

2. Message is
expressed clearly.

3. Ideas are
communicated
vividly and
meaningfully.

4. Nonverbal cues
are appropriate.

TOTAL
GRAND TOTAL /20
Legend:
VGE – To a very great extent; GE – To a great extent;
SE – To some extent; LE – To a little extent; N –
Not at all

The students will make a reflection about the best learning

Assignment/Agreement they had for the day.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on

 the formative assessment.
B. No. of learners who require
additional activities or remediation.
C. Did the remedial lesson work?
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?

RUBRICS FOR CREATIVE PRESENTATION

Category Scoring Criteria VGE GE SE LE N

(5) (4) (3) (2) (1)
Organization Ideas were arranged logically.
Transitions were smooth.
Content Content was relevant.
Purpose was well-defined.
Main points were stated clearly.
Arguments were sound and supported
with valid and credible sources.
Introduction captured listener’s attention.
Presentation ended effectively with a
review of the main points.
Voice was audible and pleasant.
Presentation Gestures, posture, and facial expressions
were expressive, dynamic, and natural.
The student demonstrated mastery of the
presentation.
Total /60

Legend:
VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To a little
extent; N – Not at all
Scoring:
VGE – 51-60; GE – 41–50; SE – 31–40; LE – 11–20; N – 10

Prepared by: Checked by:

JOEMAR D. JAVIER ALEX C. BADO

Teacher 1 School Head