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Submitted By:

Rogemer Castaos
(Division of Gingoog City)
Mae Flor P. Cardeo
(Division of Valencia)

Lesson Plan on 21st Century Literature from the Philippines and

the World (2nd Quarter)

Learning Competency:
Identify representative texts and authors from Asia, North America, Europe, Latin America, and
Africa. (EN12Lit-IIa-22)

I. LEARNING OBJECTIVES: At the end of the lesson, at least 80% of the learners will be able to:

A. Identify the structure of Haiku.

B. Identify and describe the subjects in examples of Haiku they read.
C. Create their own haiku poem based on a photo of Lake Apo.
D. Recognize the literary contributions of the three Masters of Haiku from the 17th century.

II. SUBJECT MATTER: Literary genres, Traditions and forms from different national literature and
cultures namely Asian, Anglo-American, European, Latin American, and African.

A. TOPIC: Japanese Haiku

B. REFERENCES: Contemporary Philippine Literature by: Alberto Florenteno
Curriculum Guide 11.1 EN12lit-IIa-22
C. MATERIALS: Laptop, DLP, power point presentation, several large pictures of Lake Apo,
1/8 illustration board, bond paper, pencil, and crayons or water colors.
D. STRATEGY: Lecture, Creative Discovery, Think Aloud, Collaborative Learning
E. VALUES INTEGRATION: Give importance to the world around us.


A. Preliminary Activities
1. Opening prayer
2. Prepare classroom environment
3. Checking of attendance
4. Checking of agreement; materials brought
5. Review on the Introduction of Japanese Literature

B. Presentation

1. Motivational Activity: Ask students what they know about poetry. Then introduce several
Haiku poems and through, creative discovery and think aloud techniques, solicit as many
of the elements form as possible from the student (nature, three lines, feelings, metaphor,

2. Lesson Proper: Unlock difficult terms. Discuss the basic idea about Haiku. Talk about its
history and structure. Identify the three masters of haiku from the 17th Century, namely,
Basho Matsuo, Yosa Buson, and Kobayaski Issa. Then present to the class some haiku
poems of these masters composed the make the students more familiar with this form of

Ask the students to comment on the elements they had already mentioned in the poetry and
to identify new ones. Then have a hand-clapping activity to represent the breaking of
words in the poem into their syllables. Students should then look at each of the haiku they
read from the three masters, checking to see if each line has the appropriate number of
syllables and discuss the words that convey feelings to the reader. Allow them to work in
small groups, concentrating on one poem and then sharing their conclusions with the whole

3. Developmental Activity: Show the students several photos of the Lake Apo. Through
creative visualization, ask students close their eyes and imagine themselves alone
somewhere in the picture. Tell them to think about what they see, hear, touch, and feel.
Next, have students make a lists of colors, adjectives, verbs, nouns, and feelings that came
to mind as they imagine themselves in the picture. Encourage students to think about the
feeling they could express in a haiku, using some of the words from their lists.
Group the student in 6.
Each group should write their original haiku.
Then let them draw a picture on a piece of 1/8 illustration board
depicting the part of their poem most speak of.
Finally, students choose either to write their haiku on their painting
or copy it neatly on writing paper.
Give them 10 minutes to perform their task
Give the rubrics for assessment.
Process the activity and give feedback.

C. Generalization: Fast Talk In one word, describe what have you learned about Haiku.

Haiku Rubric

Criteria Very Less Not

Structure 40% 40 35 30
Relevance 30% 30 20 10
Creativity 30% 30 20 10

V. ASSIGNMENT/HOMEWORK/AGREEMENT: Read and research on the crow and what it usually

symbolizes in literature. In a piece of bond paper, create an illustration of a crow and its possible symbols
in literature.