DAILY LESSON PLAN

Date:
Grade: Grade 12
Semester: 1st Semester
Subject: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Content: 21st-Century Literature from the region where the school is based in relation to the Literature of other regions
in various genres and forms in consideration of:
4. names of authors and their works, and backgrounds of the literature from the region where the high school is
located.
Content Standards: The learner will be able to understand and appreciate the elements and contexts of 21 st-Century Philippine
Literature from the regions.
Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st-century
Philippine literature from the regions 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; and
2. An adaptation of a text into other creative forms using multimedia.

Learning Competency: Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these
require from the learner the ability to:
4. Appreciate the contributions of the canonical Filipino writers to the development of national
literature
Code: EN12Lit-Ic-24
Lesson Title: Emerging Trends in Philippine Literature: Creative Nonfiction
I. Objective:
At the end of the lesson, the students will be able to;
a. Compare and contrast the various 21st century literary genres from those of earlier periods, citing their elements,
structures and traditions.
b. Contrast the said elements and conventions with Philippine essays from earlier periods.
c. Respond critically to the essay and articulate this response through a power point presentation.

II. Subject Matter:

Topic: Emerging Trends in Philippine Literature: Creative Nonfiction
Materials: printed copies of the lesson/topic and writing and oral activities, board, chalk
Reference: 21st-century literature from the Philippines and the world Teacher’s Manual and textbook
Value focus: Appreciation of the significance of the essay

Developmental Activities:
Prayer
Greetings
Checking of attendance
Submission of assignments/outputs/projects (if there is/are)
Motivation: Recop of the past discussion

III. Lesson Proper:

Activity:
- The students will look at the pictures presented on the board. They will identify what is the difference between a
house and a home.

 Have you ever moved to a different home?

 How many homes have you had in your life?
 Is it possible to have more than one home?

- Reading of the excerpt of the essay, “Five Brothers, One Mother” from “Many Mansions” by Exie Ebola

Analysis:
 Time-wise, the excerpt covers ___________?
 What is the main impression Abola gives of the Marikina house?
 Give three descriptive terms which support your answer in number 2.

Abstraction:
1. What do the various “episodes” in the story do in terms of helping the reader get to know the characters better?
2. What did the voice tape have to do with the events in the story? Is it an important part of the story? Why or why not?

Application:
Group Activity

Instructions:
Create a table listing down the comparisons that the author makes between this current house and their previous one.

Current House Previous House

IV. Assessment:

Directions: Identify if the following sentences are true based the story. Put a if the statement is correct and write X if it is otherwise.

1. The Marikina house wasn’t finished yet.

2. The work on the house would continue, but it remains unfinished eight years later.
3. The first floor is designed to create a clear separation between the family and the guest area.
4. The food and a clean place to stay are the things Titus’ mother needs.
5. The Marikina house is an attempt to return to a successful Greenmeadows plan.

V. Assignment: Bring art material tomorrow.