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Lesson Plan in 21st Century Literature from the Philippines and the World

Section ABM Time Frame 2 hours 


Date:July 11 & 13, 2017
Content Standard 
The learner will be able to understand and appreciate the elements and contexts of 21st century

Performance Standard 
The learner will be able to demonstrate understanding and appreciation of 21st Century 
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 
The learners value the contributions of local writers to the development of regional literary traditions
EN12Lit-Ic-23
I- OBJECTIVES 
At the end of the lesson, the students are expected to: 
1. read and comprehend the essay :Home of the Ashfall by John Jack Wigley; 
2. identify the problems encountered in the essay and; 
3. value the contributions of local writers to the development of regional literary traditions.
II- SUBJECT MATTER 
Topic Examining essay, its Techniques in response to a particular context. 
Materials colored paper,essay(Home of the Ashfall), pentelpen,manila paper 
References Compass 21st Century Literature from the Phil and the World,pp.12-18 
Code EN12Lit-Ic-23

III- PROCEDURES 
A. Daily Routine 
1. Prayer 
2. Greetings 
3. Putting the class in order 
4. Checking of Attendance 
5. Recall 
B. Motivation 
Title: Colored Cards 
Time Frame: 15 minutes 
Instructions: 
1. The teacher will distribute colored cards to the students. 
2. Each of them will write on the card given to them the most shocking phenomenon they had
experienced and write a short description about it.
3. The student will post the card on the wall 
4. Some will ask to share their output. 
Process Questions 
1. How did you overcome those phenomena? 
2. Are you still in shock or did you already move on from those? 
3. What have you learned from those experiences?

C. LESSON PROPER 
TITLE Activity Graffiti Wall/Gallery Walk 
Class Grade 11 SHS 
Duration 60 minutes (including the presentation) 
Number of required participants maximum of ten members
Objectives of the collaborative learning 1. Read the essay Home of the Ashfall by John Jack Wigley
(Pampanga). 
2. Discuss and identify the problems encountered in the essay. 
3. Respond critically to the essay by answering the questions. 
4.Value the contributions of the local writers to the development of regional literary traditions.
Procedures 1. Divide the class into 4-5 groups and give each group manila paper and markers. 
2. Assign each group a different chunck of learning to summarize in graffiti through metacards.
3. When groups have finished, display all the posters side by side along the wall of the classroom.
4. Then the groups do a "gallery walk" to view and dicuss what they see in the graffiti wall.
Expected Outcomes The learners will be able to examine the essay critically and respond to it. 
Rubrics for group presentation Category 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty
prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but
it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a
good understanding of parts of the topic. Does not seem to understand the topic very well.
Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly
and distinctly most ( 94-85%) of the time. Mispronounces no more than one word Often mumbles or
can not be understood OR mispronounces more than one word.
Volume Volume is loud enough to be heard by all audience members throughout the presentation.
Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is
loud enough to be heard by all audience members at least 80% of the time. Volume often too soft to
be heard by all audience members.
Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact
with everyone in the room during the presentation. Stands up straight and establishes eye contact
with everyone in the room during the presentation. Sometimes stands up straight and establishes
eye contact. Slouches and/or does not look at people during the presentation.

2. Analysis (Individual Activity) 


Respond critically to the following questions and worksheets to process the selection. 
1. The author is a native of 
a. Metro Manila b. Dau, Pampanga 
c. San Fernando Pampanga d. Angeles, Pampanga 
2. The author thought that the volcano that would most likely erupt would be 
a. Mayon c. Pinatubo 
b. Halcon d. Arayat 
3. The author was initially, ______ at the sight of the white- covered sorroundings 
a. scared c. curious 
b. overjoyed d. angry 
4. At the river, the author's legs shock because 
a. he was tired from the trip 
b. he was so thrilled to be home 
c. he was saddened by the appearance of the town 
d. he was shocked at the devastation. 
5. The author felt embarrassed at being carried because 
a. he thought the barker thought he ws a sissy. 
b. he thought he ws being mocked for his weight 
c. he thought that he could cross the river himself 
d. he thought that he would fall off. 
6. Discuss what the author means by this line: "But not the poor; they are like fungi. They don't die.
They morph after a catastrophe.
7. What effect does Wigley's humurous tone have on the essay? Imagine yourself in the situations
being described. Would you be able to see the humor there?
8. Would a more serious tone have added more meaning to the story? Why or why not? Defend your
answer.

IV- ASSIGNMENT 
Interview family members or friends who were alive during the eruption and ask them about their
most unforgettable memory of the event. Record this or you may have a picture of it.
V- REMARKS Further discussion and application will be on the next day of the lesson.