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Stage III – UNIT PLAN for 21st Century Literature from the Philippines

Unit Topics:

Total no. of sessions: 20 sessions (40 hours)


Topic Outline:

A. 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:
1. Various dimensions of Philippine literary history from pre-colonial to contemporary;
2. Canonical authors and works of Philippine National Artists in Literature;
3. Names of authors and their works, and backgrounds of the literature from the region where the high school is
located.
B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. Regions in Luzon, Visayas, Mindanao
2. Major genres (poetry, fiction, drama, creative nonfiction, as well as hyper-poetry, blogs, speculative fiction, and flash.

Materials and References


Textbook:

Topic/Activity: Philippine Literature


Session no: 1-4
Date of Implementation:
Grade 11 Joseph: _____________________
Grade 11 Timothy_______________________
Daily Routine: Prayer, Greeting and Checkingof Attendance

Learning Objectives: At the end of the session, student can:


Cognitive: 1.0 Identify representative textsand authors from Asia, North America, Europe,Latin America,andAfrica
2.0 Explain the texts in terms of literary elements, genre, and traditions
3.0 Situate the texts in the context of the region,nation,and the world
4.0 Distinguish the literary uses of language from the non-literary and understand their use a well as the formal
features and conventions of literature
5.0 Identify the figures of speech and other literary techniques anddevices in the text
6.0 Explain the biographical, linguistic, and socio-cultural contexts and discuss how they enhancethe text’s
meaning and the reader’s understanding
7.0 Examine the relationship between text andcontext
8.0 Understand literary meanings in context and the use of critical reading strategies
Psychomotor: 9.0 + Compare and contrast the various 21st century literary genres and their elements, structures and traditions from
across the globe
Affective: 10.0 + Appreciate the cultural and aesthetics diversity of literature of the world

Motivation/Review:
Role-playing

Firm/up/Deepening:
Strategy: Interactive Discussion/Group Activities

Process Question/s:
1. What are the geographic, linguistic and ethnic dimensions of Philippine literary history from pre-colonial to the
contemporary? (MLC #1An)
Answer: The Philippine literature changed from pre-colonial period to the present. In the past, we have proverbs,
songs, myths, legends and fables written in native languages passed down orally. Colonial periods impacted literary
development in our country which being handed down to the latest generations.

Application to Learning (Real Life Situation):


Changes are always inevitable. The events that happened in the past may not be the same with what we have today. History can bring
change or improvement and even strengthen the things we have today.

Closure/Generalization
Essential Question/s:
1. How did Philippine literature evolve from pre-colonial period to the 21st century?
Enduring Understanding
1. The Philippine literature evolved from pre-colonial period to the 21st Century as affected by the events in history of
the country.

Learning Across Discipline: Integration with other subjects

Evaluation: Writing
Create a short poem on the evolution of Philippine literature

Assignment
Research at least 3 canonical writers in the Philippines and give their contribution to the improvement of Philippine literature.
Topic/Activity: Representative Text inLuzon
Session no: 5-7
Date of Implementation:
Grade 11 Timothy _________________
Grade 11 Joseph _________________
Daily Routine: Prayer, Greeting and Checkingof Attendance

Learning Objectives:
Cognitive: 1.0 Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/province/town).
Psychomotor: 2.0Infer literary meaning from literal language based on usage.
3.0 Analyze the figures of speech and other literary techniques and devices in the text.
4.0 Situate the text in the context of the region and the nation.
5.0 Explain the relationship of context with the text’s meaning.
Affective: 6.0+ Manifest patience in reading and analyzing texts and appreciation of the writings in Luzon.

Motivation/Review:
Review the last topic and relate it to the present topic

Firm Up/ Deepening:


Strategy: Interactive discussion/Text reading and analysis

Processing Question/s:
1. What are the representative texts from the chosen regions in the Philippines? Who wrote these texts?MLC #2, An
Answer:Some of the texts we have in the Philippines are: KomposoniDandansoy by Genevieve Asenjo (Hiligaynon),
Leyteby Victor Sugbo(Leyte), The Door of an Abandoned Old House by DannyCastillonesSillada (Mandaya).
2. How can we infer literary meaningfrom literal language based onusage? MLC #6, An
Answer: We can infer literary meaning by analyzing and fully understanding the text we are reading.
3. What are the techniques and devices in the text selected?MLC #7, An
Answer: The techniques and devices used in each chosen text vary from story to story.
4. How do literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the
reader’s understanding?MLC #8, An
Answer: Literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding by challenging people to think and find solutions to the problem.
5. How can you situate the text in the context of region and nation? MLC #9, An
Answer: We can situate the text in the context of region and nation by looking at its geography, literature, history, culture,
beliefs, and as a whole.
6. What are the guidelines in explaining the relationship of context with the meaningof the text?MLC #10, An
Answer: In explaining the relationship ofcontext with its meaningwe have to look at the connotative and denotative meaning
of the text, the background of the story and of the writer

Application to Learning (Real Life Situation)


In the text presented, old age, love and faith are depicted. These three ways are always part of our lives. They are realities we have to
face.

Closure/Generalization
Essential Question/s:
1. How did writers from different regions of the country write literary pieces?
2. How do we analyze a text based on its context?

Enduring Understanding
1. Literary pieces from different regions of the country were written according to the culture, background and tradition of the
region. Language uses vary in regions but the use of local languages flourished and encouraged writers to produce literary
pieces.
2. We analyze a text by looking andunderstanding its content, history, literal and associative meaning, identifying figurative
languages and understanding the author/s’ method/style in writing.
Learning Across Discipline:
Analysis is also done in English as we evaluate and critique papers for better use.

Evaluation: Writing
Write a literary analysis of one of the texts presented.

Assignment
Study in advance the next topic.
Topic/Activity: Scaffold 1
Session no: 8
Grade 11 Joseph: _____________________
Grade 11 Timothy_______________________
Daily Routine: Prayer, Greeting and Checkingof Attendance

Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to a poem using the language of
their region.
Skills: Imaginative, Creativity, Writing

Teacher’s Role:
Before the activity, the teacher will:
- Give the complete instruction to the students what to do during the activity.

During the activity, the teacher will:


- Ensure that the students are participating.
- Objectively evaluate the performances of each student.
- Entertain questions and clarifications from the students.

After the activity, the teacher will:


- Provide constructive feedback to each student based on what she had observed during the activity
- Let some students present their output.
- Give scores to the team/s using the following rubrics.

Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.

During the activity, the student will:


- Work individually.
- Each student can be innovative with their composition as long as it will not totally divert from the standards

After the activity, the student will:


- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher after the checking.

Expected output: Native Poem


Topic/Activity: Literary texts in Visayas
Session no: 9-11
Grade 11 Joseph: _____________________
Grade 11 Timothy_______________________
Daily Routine: Prayer, Greeting and Checkingof Attendance

Learning Objectives: At the end of the session, student can:


Cognitive: 1.0Identify representative texts and authors from each region (e.g. engage in oral history research with focus on key
personalities from the students’ region/province/town).
Psychomotor: 2.0 + Write a literary analysis ofone text written in Visayas
Affective: 3.0 +Manifest patience in reading and analyzing texts and appreciation of the writings in Visayas

Motivation/Review:
Review on the previous topic

Firm/up/Deepening:
Strategy: Interactive discussion/Text reading and analysis

Processing Question/s:
1. What are the representative texts from the chosen regions in the Philippines? Who wrote these texts? MLC #2, An
Answer:Some of the texts we have in the Philippines are: KomposoniDandansoy by Genevieve Asenjo (Hiligaynon),
Leyteby Victor Sugbo(Leyte), The Door of an Abandoned Old House by DannyCastillonesSillada (Mandaya).
2. How can we infer literary meaningfrom literal language based onusage? MLC #6, An
Answer: We can infer literary meaning by analyzing and fully understanding the text we are reading.
3. What are the techniques and devices in the text selected? MLC #7, An
Answer: The techniques and devices used in each chosen text vary from story to story.
4. How do literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding? MLC #8, An
Answer: Literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding by challenging people to think and find solutions to the problem.
5. How can you situate the text in the context of region and nation? MLC #9, An
Answer: We can situate the text in the context of region and nation by looking at its geography, literature, history, culture,
beliefs, and as a whole.
6. What are the guidelines in explaining the relationship of context with the meaningof the text? MLC #10, An
Answer: In explaining the relationship ofcontext with its meaningwe have to look at the connotative and denotative meaning
of the text, the background of the story and of the writer

Application of Learning (Real Life Situation):


Tragedy is really inevitable like what happened in Leyte during typhoon Yolanda. However, the last part of the poem means whatever
happens Filipinos will still love their place and will rise up again.

Closure/Generalization:
Essential Question/s:
1. How did writers from different regions of the country write literary pieces?
2. How do we analyze a text based on its context?

Enduring Understanding
1. Literary pieces from different regions of the country were written according to the culture, background and tradition of the
region. Language uses vary in regions but the use of local languages flourished and encouraged writers to produce literary
pieces.
2. We analyze a text by looking andunderstanding its content, history, literal and associative meaning, identifying figurative
languages and understanding the author/s’ method/style in writing.

Learning Across Discipline:


Analysis is also done in English as we evaluate and critique papers for better use.

Evaluation: Writing
Write a literary analysis of one of the texts presented.

Assignment
Research at least 2writers and writings in Mindanao
Topic/Activity: Scaffold 2
Session no: 12
Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to translate into English the native
poem they composed.
Skills: Critical Thinking, Writing, Creativity

Teacher’s Role:
Before the activity, the teacher will:
- Review the lesson
- Present the instructions and rules to the class.

During the activity, the teacher will:


- Ensure that the students are working on the task.
- Objectively evaluate the output of each student.
- Take note of the strengths and weaknesses of student that will be given as feedback.

After the activity, the teacher will:


- Give the rating of each student.
- Provide constructive feedback on what she had observed in their output.
- Give scores to the team/s using the rubrics.

Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.
- Plan on how they will decide on plotting a literary piece.
During the activity, the student will:
- Make an outline of the piece.
- Work individually.

After the activity, the student will:


- Identify their weaknesses and strengths.
- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher.

Product: Translated poem


Topic/Activity: Literary Texts in Mindanao
Session no: 13-15
Grade 11 Joseph: _____________________
Grade 11 Timothy_______________________
Daily Routine: Prayer, Greeting and Checkingof Attendance

Learning Objectives: At the end of the session, student can:


Cognitive: 1.0Identify representative texts and authors from each region (e.g. engage in oral history research with focus on key
personalities from the students’ region/province/town).
Psychomotor: 2.0 + Write a literary analysis ofone text written in Mindanao
Affective: 3.0 + Manifest patience in reading and analyzing texts and appreciation of the writings in Mindanao

Motivation/Review:
Review on the previous topic

Firm/up/Deepening:
Strategy: Interactive discussion/Text reading and analysis

Processing Question/s:
1. What are the representative texts from the chosen regions in the Philippines? Who wrote these texts? MLC #2, An
Answer:Some of the texts we have in the Philippines are: KomposoniDandansoy by Genevieve Asenjo (Hiligaynon),
Leyteby Victor Sugbo(Leyte), The Door of an Abandoned Old House by DannyCastillonesSillada (Mandaya).
2. How can we infer literary meaningfrom literal language based onusage? MLC #6, An
Answer:We can infer literary meaning by analyzing and fully understanding the text we are reading.
3. What are the techniques and devices in the text selected? MLC #7, An
Answer:The techniques and devices used in each chosen text vary from story to story.
4. How do literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding? MLC #8, An
Answer:Literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding by challenging people to think and find solutions to the problem.
5. How can you situate the text in the context of region and nation? MLC #9, An
Answer:We can situate the text in the context of region and nation by looking at its geography, literature, history, culture,
beliefs, and as a whole.
6. What are the guidelines in explaining the relationship of context with the meaningof the text? MLC #10, An
Answer:In explaining the relationship ofcontext with its meaningwe have to look at the connotative and denotative meaning
of the text, the background of the story and of the writer

Application of Learning (Real Life Situation):


Love, social and political issue, appreciation of places, time and memory are the themes presented in the texts in Mindanao. The
issues presented are alsohappening in our society today like drugs and crime.

Closure/Generalization:
Essential Question/s:
1. How did writers from different regions of the country write literary pieces?
2. How do we analyze a text based on its context?

Enduring Understanding
1. Literary pieces from different regions of the country were written according to the culture, background and tradition of the
region. Language uses vary in regions but the use of local languages flourished and encouraged writers to produce literary
pieces.
2. We analyze a text by looking andunderstanding its content, history, literal and associative meaning, identifying figurative
languages and understanding the author/s’ method/style in writing.

Learning Across Discipline:


Analysis is also done in English as we evaluate and critique papers for better use.
Evaluation: Writing
Write a literary analysis of one of the texts presented.

Assignment
Research at least 2 kinds of literary genres in the 21st century Philippine Literature
Topic/Activity: Scaffold 3
Session no: 16
Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to provide an audio of their song
adaptation.
Skills: Critical Thinking, Writing, Creativity, Innovative

Teacher’s Role:
Before the activity, the teacher will:
- Present the instructions and rules to the class.

During the activity, the teacher will:


- Ensure that the students are working in the group.
- Objectively evaluate the output of the students.
- Take note of the strengths and weaknesses of each student.

After the activity, the teacher will:


- Give the rating.
- Provide constructive feedback to base on what she had observed in their output.
- Give scores using the rubrics.

Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.
- Decide on how they will present the teleplay.

During the activity, the student will:


- Focus on the activity.
- Work in unity with the group mates.

After the activity, the student will:


- Identify their own weaknesses and strengths as a group.
- Self-assess their work
- Accept the feedback given by the teacher as basis for improvement.
- Take note of the comments given by the teacher.

Product: Song Audio


Topic/Activity: 21st Century Genres
Session no: 17
Grade 11 Joseph: _____________________
Grade 11 Timothy_______________________
Daily Routine: Prayer, Greeting and Checkingof Attendance

Learning Objectives: At the end of the session, student can:


Cognitive: 1.0 Identify 21st century literary genres
Psychomotor: 2.0 Differentiate/Compare and contrast the various 21st century literary genres and the ones from the earlier
genres/periods citing their elements, structures and traditions.
Affective: 3.0 +Manifest respect for the different genres in 21st century

Motivation/Review:
Review on the previous topic

Firm/up/Deepening:
Strategy: Interactive/Group discussion

Processing Question/s:
1. What is the difference between the literary genres of the 21st century and the past literary genres? MLC #5
(An)
Answer:The genres in 21st century are seen as sensitive to gender, allude technology and show culture. The past
literary genres were prose, poetry anddrama expressedinto essays, legends, anecdotes, news stories, biographies,
parables, narratives, and the like.
Application of Learning (Real Life Situation):
The different kinds of literary genres in the country can be written by different individual. We can write poems,blogs, andstories by the
use of social media and other programs in the computer.

Closure/Generalization:
Essential Questions:
1. How did Philippine literature evolve from pre-colonial period to the 21sy century?

Enduring Understanding:
1. The Philippine literature evolved from pre-colonial period to the 21st century as affected by the events in the history of
the country

Learning across Disciplines (Integration with other subjects)


Just like literature, media also evolved and was affected by technologywhich gave birth to new inventions, preferences, lifestyles
andhabits of people.

Evaluation
Longquiz

Assignment
Reflection papers

Topic/Activity: Performance Task


Session no: 18-20

Concepts:
We can create a good representation of the literary textby applying multi-media skills. Technology has made it possible for us to create
picture, video adaptation, and many more with the help of programs and ICT.

Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to create a literary analysis and a
literary adaptation of the text analyzed.

Situation: In the 21st century, referred to as the period of the technological migrants, the Generation Z, and the millennials, by
whatever labels they are called, Filipinos have been confronted with a different way of life. They were born in the world of
modernization when technology is “a way of life, “where information is within everybody’s reach because of the World Wide Web, and
where media in the production of pieces are not limited to oral nor transmission but technological transmission.

GRASP
This year, students under 21st Century Literature class will adapt a song in English based on their chosen Filipino poem. They will
employ ICT skills in order to succeed to their very own music video.
Rubrics:
Criteria 10 8 6 5 3 0
Excellen Very Satisfactor Unsatisfactory Poor Non
t Satisfactor y Compliance
y
Arrangement
 The lyrics were written in English
 The thought is still evident in the song
 The lyrics are very well organized
 Value added
Creative Adaptation
 The adaptation helps viewers to understand and explore
the original literary work in new way
 The adaptation works closely with the original text
 Innovative
 Presents a high quality product
Music
 The melody is appealing and easy to follow
 The notes are perfectly plotted
 The music matches with the lyrics
Presentation/performance
 All were performing their task accordingly
 Well-organized
 Emotions, feelings, and other aspects were evident
 Value added
Video quality and choreography
 The video has clear quality with effects appropriately
emphasized
 The audio is clear
 The video shows the correct concept
 Value added
TOTAL
Prepared by: Checked, Rated and Approved by: Rater
Ratee

T QL Sig. T QL Sig.
Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo
SHS Faculty SHS Focal Person

Rubrics for Stage 3


Quantity Quality Timeliness
Quantity: 1 (Fixed) Criteria: 5 - submitted 2 or more days
1. Indicates the Topic Outline with correct reference/s before the deadline
Rating: 2. All Learning Competencies from Stage 1 are covered in 4 - submitted 1 day before the
3 - if submitted Stage 3. deadline
0 - if not submitted 3. Includes necessary parts (teaching strategies, process 3 - submitted on the day of the
questions with answers that address the learning deadline
objectives, Bible verse, EU and EQ, Learning across 2 - submitted 1 day after the
the Discipline, and Application) that are correctly deadline
crafted. 1 - submitted 2 days after the
4. At least 80% of the assignments and formative Deadline
assessments are from the textbook. 0 - submitted 3 or more days
5. With value-added after the deadline

Rating:
5 - all criteria are present
4 - 4 criteria are present
3 - 3 criteria are present
2 - 2 criteria are present
1 - 1 criterion is present