DAILY LESSON PLAN

DATE:
SUBJECT: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
GRADE & Grade 12 1st Semester
SEMESTER:
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 The learner will be able to understand and appreciate the elements and contexts of 21st-Century
STANDARDS: Philippine Literature from the regions.

PERFORMANCE The learner will be able to demonstrate understanding and appreciation of 21st-century Philippine
STANDARD: literature from the regions 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; and
 An adaptation of a text into other creative forms using multimedia.

LEARNING 3. situate the texts in the context of the region, nation, and the world
COMPETENCY:
CODE: EN12Lit-IIc-29

Lesson Title: East Asian Literature: Exchanges and Cultural Networks

I. Objective: The students will be able to;

A. Identify the figures of speech and other literary techniques and devices in the text.
B. Comprehend how these figures and devices contribute to the larger meaning of the poem.
C. Respond critically to the poem and consequently articulate this response through a scrapbook of
stories about the places of convergence of Overseas Filipino workers.

II. Subject Matter:

Topic: Lesson 17: Symbols in Southeast Asian Literature
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 representative texts and authors from Europe

III. Developmental Activities:

Prayer
Greetings
Review
Checking of attendance
Submission of assignments/outputs/projects (if there is/are)

Lesson Proper:

Activity:
Instructions:

Students will have to group themselves to contribute the anecdotes of not more than five paragraphs to creative
scrapbooks. The places presented in the scrapbook basically represent the sense of community Filipinos reclaim
every time they gather and share themselves in these spaces.

CRITERIA MAY STILL BE GOOD EXCELLENT

IMPROVED 2 POINTS 3 POINTS
1 POINT
CONTENTS
CLARITY OF
INSIGHTS
ORGANIZATION

Read the poem “The Lucky Plaza” by Dinah Roma

Analysis:
A. Why are the following lines showing an instance of irony “singing of beauty cage her pain /
within places of the imaginary”?
B. What is the general perspective of the speaker on migrant domestic work?
C. What does the word “hand” in the line, and touch her hand trained/ in the acquiescence of
service” mean?

Abstraction:
1. How does the poem symbolizes the idea of progress in Singapore?
 Application:
Instructions:
Imagine that your are to speak to a family community gathered at a particular place abroad.
Understanding what it means to gather as a community overseas, what do you want to tell them?
Create a speech of not more than five paragraphs.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

IV. Assessment:
Instructions:
Complete the sentences as honestly as you can:

1. In the analysis of “The Lucky Plaza” by Dinah Roma, I have discovered that symbol is
________________.
2. - 3. After this lesson, I know comprehend that the images of the poems are ___________
4. IN relation to our class activity, I learned that as a city, Singapore is _______________.

V. Assignment:

- Read the next literary piece/ poem