Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
GOV. MARIANO E. VILLAFUERTE HIGH SCHOOL
CAROYROYAN, PILI, CAMARINES SUR

LEARNING PLAN SUBJECT: 21st CENTURY LITERATURE FROM THE GRADE LEVEL: 11- 1st Sem / 1st Q COVERED August 12-15, 2024
PHILIPPINES AND THE WORLD DATE:
S.Y. 2024-2025 TEACHER: ROMA C. PERLADO Section/s handled: 11-Bloodstone/11-Kyanite Day No.: 4

Session 1: AUGUST 12, 2024 Session 2: August 13, 2024 Session 3: AUGUST 14, 2024 Session 4: AUGUST 15, 2024
I. OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions through:
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
B. Performance Standards
from research; and
2. an adaptation of a text into other creative forms using multimedia.
Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to
identify:
C. Learning
a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary
Competencies/Objectives
b. 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)
II. CONTENT DIFFERENT PERIODS OF PHILIPPINE LITERATURE
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson or Begin the lesson by asking Recap the previous lesson briefly Recap the previous lesson briefly
presenting the new lesson students to share their insights to provide context for the new to provide context for the new
about the history of the lesson. lesson.
Philippines and its literature.

Recap the previous lesson briefly

to provide context for the new
 lesson.
Explain to students that the
Explain to students that the Explain to students that the
purpose of the lesson is to
purpose of the lesson is to purpose of the lesson is to
conduct a review on a chosen
enumerate Filipino authors and appreciate the contributions of
literary piece of a Filipino author
their works of the 21st century Filipino authors of the 21st
of the 21st century literature
literature across the regions of century on the development of
across the regions of the
2. Establishing the purpose of the the country. Philippine literature.
country.
lesson
Emphasize the importance of Emphasize the importance of
Emphasize the importance of
studying literature in gaining studying literature in gaining
studying literature in gaining
insights into different cultures, insights into different cultures,
insights into different cultures,
perspectives, and human perspectives, and human
perspectives, and human
experiences. experiences.
experiences.
Introduce students to various Introduce students to various
Filipino authors and their works literary works by Filipino authors Introduce students to various
of the 21st century literature of the 21st century literature Filipino authors of the 21st
across the regions of the across the regions of the century and their notable works.
country. country.
Provide examples of their works,
3. Presenting examples/instances
Provide examples of their works, Provide examples of their works, such as excerpts from novels,
of the new lesson
such as excerpts from novels, such as excerpts from novels, poems, or short stories.
poems, or short stories. poems, or short stories.
Discuss the themes, writing
Discuss the themes, writing Discuss the themes, writing styles, and cultural contexts
styles, and cultural contexts styles, and cultural contexts represented in the examples.
represented in the examples. represented in the examples.
Engage students in a discussion
Engage students in a discussion
Engage students in a discussion about the contributions of
about the literary works of
about the literary works of Filipino authors of the 21st
Filipino authors in the 21st
Filipino authors in the 21st century on the development of
century.
century. Philippine literature.
Analyze the examples presented
4. Discussing new concepts and Analyze the examples presented Analyze the examples presented
earlier and identify the
practicing new skills #1 earlier and identify the earlier and identify the unique
characteristics, themes, and
characteristics, themes, and qualities and impact of each
cultural contexts of each work.
cultural contexts of each work. author's works.
Encourage students to share
Encourage students to share Encourage students to share
their interpretations and
their interpretations and insights. their interpretations and
insights.
insights.
5. Discussing new concepts and Introduce the concept of literary Guide students in conducting a Introduce the concept of literary
practicing new skills #2 analysis and interpretation. review on a chosen literary piece appreciation and its significance.
by a Filipino author of the 21st
Guide students in analyzing a century literature across the Guide students in appreciating a
regions of the country. chosen literary piece by a
 selected literary work by a
Filipino author in more depth. Filipino author of the 21st
century.
Teach them how to identify the
Teach them how to identify significant literary elements,
Teach them how to analyze the
literary devices, analyze the analyze the author's choices,
author's writing techniques,
author's choices, and interpret and interpret the meaning
themes, and the messages
the meaning behind the text. behind the text.
conveyed in the text.

Divide students into small

groups and assign each group a
Divide students into small groups Divide students into small
different literary piece by a
and assign each group a groups and assign each group a
Filipino author of the 21st
different Filipino author and their different literary piece by a
century literature across the
work of the 21st century Filipino author of the 21st
regions of the country.
literature across the regions of century.
the country.
In their groups, students will
In their groups, students will
conduct a review on the
In their groups, students will conduct a detailed analysis and
assigned literary piece,
analyze the assigned work and appreciation of the assigned
highlighting the significant
6. Developing Mastery prepare a short presentation literary piece, focusing on the
literary elements, analyzing the
highlighting the characteristics, author's contributions to
author's choices, and
themes, and their interpretation. Philippine literature.
interpreting the meaning behind
the text.
Each group will present their Each group will present their
findings to the class, fostering analysis and appreciation to the
Each group will present their
collaboration and deeper class, fostering collaboration and
reviews to the class, fostering
understanding of the literary deeper understanding of the
collaboration and deeper
works of Filipino authors in the contributions of Filipino authors
understanding of the literary
21st century. in the 21st century.
works of Filipino authors in the
21st century.
Facilitate a discussion on the
Facilitate a discussion on the
Facilitate a discussion on the relevance of appreciating the
relevance of studying the literary
relevance of conducting a contributions of Filipino authors
works of Filipino authors in the
literary review in everyday life. in everyday life.
21st century in everyday life.
Explore how literary reviews can Explore how literature can
Explore how literature can
7. Finding practical applications of be used to analyze and evaluate
provide insights into different inspire and influence individuals
concepts and skills in daily different types of literature and
cultures, perspectives, and and society.
living media.
human experiences.
Encourage students to reflect on Encourage students to reflect on
Encourage students to reflect on how the works of Filipino authors
how literary reviews can be
how literature can be applied to
applied to their own lives and can be applied to their own lives
their own lives and the world
the world around them. and the world around them.
around them.
 Guide students in reflecting on Guide students in reflecting on Guide students in reflecting on
the broader significance of the broader significance of the broader significance of
studying the literary works of studying the literary works of studying and appreciating the
Filipino authors in the 21st Filipino authors in the 21st contributions of Filipino authors
century. century and conducting a literary in the 21st century.
review.
8. Generalizing and abstractions Discuss how literature reflects Discuss how literature reflects
about the lesson and shapes culture, society, and Discuss how literature reflects and shapes culture, society, and
individual identities. and shapes culture, society, and individual identities.
individual identities.
Encourage students to make Encourage students to make Encourage students to make
connections between the themes connections between the themes connections between the themes
and ideas explored in the texts and ideas explored in the texts and ideas explored in the texts
and real-world issues. and real-world issues. and real-world issues.
9. Evaluating Learning
Provide additional reading Provide additional reading Provide additional reading
materials for students to explore materials for students to explore materials for students to explore
independently or in small groups. independently or in small independently or in small
groups. groups.
Assign writing tasks that require
students to apply their Assign writing tasks that require Assign writing tasks that require
10. Additional Activities for understanding of the literary students to apply their students to apply their
Application or Remediation works of Filipino authors in the understanding of literary reviews understanding of literary
21st century and express their and express their own appreciation and express their
own interpretations. interpretations. own interpretations.

Offer remedial activities or one- Offer remedial activities or one- Offer remedial activities or one-
on-one support for students who on-one support for students who on-one support for students who
may need extra assistance. may need extra assistance. may need extra assistance.

REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation.

E. Which of my teaching
 strategies worked well? Why
did this work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: ROMA C. PERLADO Checked by: _______________________ Noted by: SANDY A. SALDIVAR
Subject Teacher School Head

Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
GOV. MARIANO E. VILLAFUERTE HIGH SCHOOL
CAROYROYAN, PILI, CAMARINES SUR
 LEARNING PLAN SUBJECT: 21st CENTURY LITERATURE FROM THE GRADE LEVEL: 11- 1st Sem / 1st Q COVERED August 5-8, 2024
PHILIPPINES AND THE WORLD DATE:
S.Y. 2024-2025 TEACHER: ROMA C. PERLADO Section/s handled: 11-Bloodstone/11-Kyanite Day No.: 4

Session 1: AUGUST 5, 2024 Session 2: August 6, 2024 Session 3: AUGUST 7, 2024 Session 4: AUGUST 8, 2024
I. OBJECTIVES
D. Content Standards The learner will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine literature from the regions through:
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
E. Performance Standards
from research; and
2. an adaptation of a text into other creative forms using multimedia.
Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to
identify:
F. Learning
a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary
Competencies/Objectives
b. 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)
II. CONTENT GRAPHIC, LINGUISTIC, AND ETHNIC DIMENSIONS OF PHILIPPINE LITERARY HISTORY
III. LEARNING RESOURCES
A. References
1. TG’s Pages
4. LM’s Pages
5. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Begin the lesson by asking Begin the lesson by asking
students to share their insights students to share their insights
Begin the lesson by asking Begin the lesson by asking about the history of the about the history of the
11. Reviewing previous lesson or students to share their insights students to share their insights Philippines and its literature. Philippines and its literature.
presenting the new lesson about the history of the about the history of the
Philippines and its literature. Philippines and its literature. Recap the previous lesson briefly Recap the previous lesson briefly
to provide context for the new to provide context for the new
lesson. lesson.
12. Establishing the purpose of the Explain to students that the Explain to students that the Explain to students that the Explain to students that the
lesson purpose of the lesson is to purpose of the lesson is to purpose of the lesson is to purpose of the lesson is to create
understand and appreciate the understand and appreciate the understand and appreciate the a graphical timeline that focuses
elements and contexts of 21st elements and contexts of 21st literary history of the Philippines on how the literatures of the
century literature from the century literature from the from pre-colonial to Philippines for each literary period
Philippines and across the world. Philippines and across the world. contemporary periods. proliferated.

Emphasize the importance of Emphasize the importance of Emphasize the importance of Emphasize the importance of
 studying literature in gaining studying literature in gaining studying literature in gaining studying literary history in
insights into different cultures, insights into different cultures, insights into different cultures, gaining insights into different
perspectives, and human perspectives, and human perspectives, and human cultures, perspectives, and
experiences experiences experiences. human experiences.
Introduce students to various Introduce students to various Introduce students to various
writers from the Philippines and writers from the Philippines and Introduce students to various literary works from different
across the world who have made across the world who have made literary works from different periods in Philippine history, such
significant contributions to 21st significant contributions to 21st periods in Philippine history, as epics, folktales, poetry, and
century literature. century literature. such as epics, folktales, poetry, novels.
and novels.
13. Presenting examples/instances
Provide examples of their works, Provide examples of their works, Provide examples of these works
of the new lesson
such as excerpts from novels, such as excerpts from novels, Provide examples of these such as excerpts or summaries
poems, or short stories. poems, or short stories. works, such as excerpts or and discuss their themes, styles,
summaries, and discuss their and cultural contexts.
Discuss the themes, writing Discuss the themes, writing themes, styles, and cultural
styles, and cultural contexts styles, and cultural contexts contexts.
represented in the examples. represented in the examples.
Engage students in a discussion Engage students in a discussion
about the literary history of the about the literary history of the
Engage students in a discussion
Engage students in a discussion Philippines, including the pre- Philippines, including the pre-
about the elements of literature,
about the elements of literature, colonial, Spanish colonial, colonial, Spanish colonial
such as plot, character, setting,
such as plot, character, setting, American colonial, and American colonial, and
theme, and symbolism.
theme, and symbolism. contemporary periods. contemporary periods.
14. Discussing new concepts and Analyze the examples presented
Analyze the examples presented Analyze the examples presented Analyze the examples presented
practicing new skills #1 earlier and identify these
earlier and identify these earlier and identify the earlier and identify the
elements in the texts.
elements in the texts. characteristics and themes of characteristics and themes of
each period. each period.
Encourage students to share
Encourage students to share
their interpretations and
their interpretations and insights. Encourage students to share Encourage students to share their
insights.
their interpretations and interpretations and insights.
insights.
15. Discussing new concepts and Introduce the concept of literary Introduce the concept of literary Introduce the concept of a
practicing new skills #2 analysis and interpretation. analysis and interpretation. graphical timeline and its
purpose.
Guide students in analyzing a Guide students in analyzing a
selected literary work in more selected literary work from each Guide students in creating a
depth. period in more depth. graphical timeline that focuses on
how the literatures of the
Teach them how to identify Teach them how to identify Philippines for each literary period
literary devices, analyze the literary devices, analyze the proliferated.
author's choices, and interpret author's choices, and interpret
the meaning behind the text. the meaning behind the text. Teach them how to identify the
significant literary works, authors
and events for each period and
how to represent them in a
 timeline.
Divide students into small groups
and assign each group a specific
Divide students into small literary period.
Divide students into small
groups and assign each group a
groups and assign each group a
different literary work from a In their groups, students wil
different literary work.
specific period. research and identify the
significant literary works, authors
In their groups, students will
In their groups, students will and events for their assigned
analyze the assigned work and
analyze the assigned work and period.
prepare a short presentation
Ask the students to introduce prepare a short presentation
16. Developing Mastery highlighting the elements of
themselves through a poem. highlighting the characteristics, They will then create a graphica
literature, themes, and their
themes, and their interpretation. timeline that focuses on how the
interpretation.
literatures of the Philippines for
Each group will present their their assigned period proliferated.
Each group will present their
findings to the class, fostering
findings to the class, fostering
collaboration and deeper Each group will present their
collaboration and deeper
understanding of the texts and timelines to the class, fostering
understanding of the texts.
periods. collaboration and deeper
understanding of the literary
history of the Philippines.
Facilitate a discussion on the
Facilitate a discussion on the Facilitate a discussion on the
relevance of literature in relevance of studying literary relevance of creating a graphica
everyday life. history in everyday life. timeline in everyday life.

Explore how literature can Explore how literary history Explore how graphical timelines
17. Finding practical applications of provide insights into human reflects and shapes culture, can be used to represent and
concepts and skills in daily experiences, foster empathy, society, and individual identities. analyze different types of data
living and broaden perspectives. and information.
Encourage students to reflect on
Encourage students to reflect on how literary history can be Encourage students to reflect on
how literature can be applied to applied to their own lives and how graphical timelines can be
their own lives and the world applied to their own lives and the
the world around them.
around them. world around them.
18. Generalizing and abstractions The students will read their Guide students in reflecting on Guide students in reflecting on Guide students in reflecting on
about the lesson composed poem in front of the the broader significance of the broader significance of the broader significance of
class. studying literature from various studying literary history from studying literary history and
writers. pre-colonial to contemporary creating a graphical timeline.
periods.
Discuss how literature reflects Discuss how literary history
and shapes culture, society, and Discuss how literary history reflects and shapes culture
individual identities. reflects and shapes culture, society, and individual identities.
society, and individual identities.
Encourage students to make Encourage students to make
connections between the themes Encourage students to make connections between the themes
 connections between the themes
and ideas explored in the texts and ideas explored in the texts
and ideas explored in the texts
and real-world issues. and real-world issues.
and real-world issues.
Assess students' understanding
Assess students' understanding
Assess students' understanding and mastery of the lesson
and mastery of the lesson
and mastery of the lesson through a written or oral
through a written or ora
through a written or oral assessment.
assessment.
assessment.
Evaluate their ability to compose
19. Evaluating Learning Evaluate their ability to
their literary piece. Evaluate their ability to create a
Evaluate their ability to define understand and define literary
graphical timeline that focuses on
literature, identify elements of history, identify the
how the literatures of the
literature, analyze texts, and characteristics and themes of
Philippines for each literary period
interpret meaning. each period, analyze texts, and
proliferated.
interpret meaning.
Provide additional reading Provide additional reading
materials for students to explore materials for students to explore
independently or in small independently or in small
groups. groups.

Assign writing tasks that require Assign writing tasks that require
20. Additional Activities for students to apply their students to apply their
Application or Remediation understanding of literature and understanding of literary history
express their own and express their own
interpretations. interpretations.

Offer remedial activities or one- Offer remedial activities or one-

on-one support for students who on-one support for students who
may need extra assistance. may need extra assistance.

REFLECTION

H. No. of learners who earned

80% in the evaluation.
I. No. of learners who require
additional activities for
remediation who scored below
80%.
J. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
K. No. of learners who continue to
require remediation.
L. Which of my teaching
strategies worked well? Why
did this work?
M. What difficulties did I encounter
which my principal or
supervisor can help me solve?
N. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: ROMA C. PERLADO Checked by: _______________________ Noted by: SANDY A. SALDIVAR
Subject Teacher School Head

Republic of the Philippines

Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
GOV. MARIANO E. VILLAFUERTE HIGH SCHOOL
CAROYROYAN, PILI, CAMARINES SUR

LEARNING PLAN SUBJECT: 21st CENTURY LITERATURE FROM THE GRADE LEVEL: 11- 1st Sem / 1st Q COVERED July 29-August 1,
PHILIPPINES AND THE WORLD DATE: 2024
S.Y. 2024-2025 TEACHER: ROMA C. PERLADO Section/s handled: 11-Bloodstone/11-Kyanite Day No.: 4
 Session 1: JULY 29, 2024 Session 2: JULY 30, 2024 Session 3: JULY 31, 2024 Session 4: AUGUST 1, 2024
I. OBJECTIVES SHS Orientation Seminar
A. Content Standards

B. Performance Standards
C. Learning
1. Assess student’s reading ability through PHIL-IRI and RLA
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
6. LM’s Pages
7. Textbook’s Pages
B. Other Resources PHIL-IRI and RLA Materials

Prepared by: ROMA C. PERLADO Checked by: _______________________ Noted by: SANDY A. SALDIVAR
Subject Teacher School Head