TEACHING GUIDE

TOPIC/LESSON NAME: 21st Century Literature of the World (Asian Literature) The Bus Driver Who Wanted to Be God by Etgar Keret
CONTENT STANDARDS: The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
PERFORMANCE STANDARDS: The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through:
 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.
LEARNING COMPETENCIES:
1. identify representative texts and authors from Asia, North America, Europe, Latin America, and Africa
2. explain the texts in terms of literary elements, genres, and traditions
3. situate the texts in the context of the region, nation, and the world
4. explain the biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and the reader’s understanding
SPECIFIC LEARNING OUTCOMES:
At the end of the lesson, the learners will be able to:
1. Read and analyze the short story written by Etgar Keret of Israel;
2. Explain how the author’s background, experience and sociocultural context enrich the theme;
3. Appreciate the 21st century literary text from one of the countries in Asia;
4. Share their insights by participating actively in a debate;
5. Create a multimedia presentation addressing one of the 21st century concerns highlighted in the text.
TIME ALLOTMENT: 2 sessions (120 minutes)
LESSON OUTLINE:
1. INTRODUCTION : (Session 1) Classroom Routines and Articulation of Learning Objectives (5 minutes)
2. MOTIVATION : Minute to Win it: Jump to Three (10 minutes)
3. INSTRUCTION/DELIVERY : Comprehension Questions (ideas spinner) (30 minutes)
4. PRACTICE : Participating in a classroom debate (15 minutes)
5. ENRICHMENT : (Session 2) Video presentation from I-Juander (40 minutes)
6. EVALUATION : Critical Interpretation (20 minutes)
MATERIALS:
 Laptop, LCD Projector or SMART TV, Speakers, and Cartolina
  Short Video Clip from I-Juander
 Short Story Copy: The Bus Driver Who Wanted to Be God by Etgar Keret
RESOURCES:
 The Bus Driver Who Wanted to Be God by Etgar Keret
 I-Juander Video Clip
PROCEDURE MEETING LEARNERS’ NEEDS
Teacher Tips:
1. INTRODUCTION (5 MINUTES)  After the opening prayer, the teacher
Articulate the learning objectives. will do the usual classroom routines.

At the end of the session, the students should be able to:

1. Read and analyze the short story written by Etgar Keret of Israel;
2. Explain how the author’s background, experience and sociocultural context enrich the theme;
3. Appreciate the 21st century literary text from one of the countries in Asia;
4. Share their insights by participating actively in a debate;
5. Create a multimedia presentation addressing one of the 21st century concerns highlighted in the text.

2. MOTIVATION (10 MINUTES)

Minute to Win it: Jump to Three. In just one minute, guess the five target words to win this activity by following the steps:
1. Look at the groups of letters which serve as clues.
2. Use each letter of the clues as a starting point in the alphabet.  Guide questions will be given to the
3. Jump to three steps from each letter of the clues to get the target words. students

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

AOFSBO QFKB DLA JFKRQBP FABLILDV

Ans. Ans. Ans. Ans. Ans.

3. INSTRUCTION/DELIVER (30 MINUTES)

Activity 1: IDEAS SPINNER  The learners will be given a text

Direction: The teacher will choose one student to answer a question from the idea spinner he prepared beforehand. The entitled The Bus Driver Who Wanted
student will spin and answer the corresponding question. to be God by Etgar Keret
 Comprehension Questions:  The answers given by the students will
1. Who are the characters involved in the story? be discussed to deepen the
2. What does the bus driver value most in his life? understanding about the given text.
3. Why doesn't he open the door for late comers?
4. Why was Eddie always late?
5. Do you think the theme of the story is still relevant today? Why or why not?
6. What is the author’s background and what is its significance in the development of the story?

4. PRACTICE (15 MINUTES)

Activity 2: CLASS DEBATE

Direction: The class will be divided into two groups and each student will be given an assign number. Each will be given 30
seconds to answer. (The students will have a set of questions given by the teacher, the questions will focus on the culture
related to the text with comparison to other country.)

5. ENRICHMENT (40 MINUTES)

Activity 3: VIDEO CLIP FROM I-JUANDER

Direction: Find a partner to share your reflection about the video you’ve watched. Then, in a ½ cartolina present your ideas
through a slogan. This will be graded based from the following criteria: Content: 10%; Originality: 5%; Creativity: 5%

6. EVALUATION (20 MINUTES)

Instruction:
 Look for a Philippine-published article or text about job habits of Filipino employees and discuss how the theme is
related to the concerns of the Philippine government vis-à-vis to any of the Sustainable goals.
 Using a Venn diagram, show the similarities and differences of Israel and Philippines in terms of their beliefs,
attitudes and other sociocultural values.