DAILY LESSON PLAN

DATE:
SUBJECT: 21ST-CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
GRADE & SEMESTER: Grade 12 1st 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 Philippine
STANDARDS: Literature from the regions.

PERFORMANCE The learner will be able to demonstrate understanding and appreciation of 21st-century Philippine literature
STANDARD: 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

I. Objective: The students will be able to;

a. Identify representative texts and authors from Asia, North America, Europe, Latin
America, and Africa
b. Articulate a more nuance understanding of a multicultural globalized world.
c. Respond critically to the story and consequently articulate this response through a visual
presentation map.

II. Subject Matter:

Topic: Lesson 11: Rethinking the Tower of Babel “The Earnest Parable” by Merlinda Bobis
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 significance of the short story

III. Developmental Activities:

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

Lesson Proper:

Activity:

Reading of the hand-outs/ the short story about ““The Earnest Parable” by Merlinda Bobis

Instructions:
Imagine that you were a part of the Bessel Street neighborhood. What would you do when it was your turn to
receive tongue? Eventually, what would you share with the community?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Analysis:

How should a Filipino student read and appreciate Western literature or literary texts produced by foreign
writers?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
 Abstraction:

 What did you discover in the activity?

 What do you feel about the information?
 What is the relevance of this information to the 21st century youth?

Application:

In groups of four or five, come up with a visual presentation map of the important values that must
be embodied by members of communities or settings deemed multicultural. The groups may start working on
keywords related to the concept “multicultural” or “multiculturalism” to expand the map. It is best to pair up the
key words with photographs, short clippings, or other illustrative materials. The map may be presented in a
PowerPoint, Keynote, or Prezi presentation. Classes may also opt to use Manila Paper be displayed inside
the classroom.

Grading Rubric

MAY STILL BE GOOD EXCELLENT

CRITERIA IMPROVED 2 POINTS 3 POINTS
1 POINT

CONTENTS

CLARITY OF
INSIGHTS

ORGANIZATION

IV. Assessment:

Instructions: Complete the following sentences by choosing your answers in the box provided below.

Differences fable parable immigrant experiences

West Australia love

1. Taste is a marker of similarities and ___________.

2. A ____________ is a short story usually in prose that is often didactic or allegorical.
3. Merlinda Bobis is a Bicolano writer now based in _____________.
4. As a writer, she often writes about _______________.

V. Assignment:
Read the next literary work.