TEACHING GUIDE

21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 1: Traditions and Locations: The Filipino Poem; “Mayon”
by Christian Sendon Cordero
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners demonstrate understanding and appreciation
of 21st Century Philippine Literature from the regions thru:
 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.
 An adaptation of a text into other creative forms using
multimedia.
The learners critically understand the writer’s culture thru
still photo exhibit
LEARNING COMPETENCIES  Identify the geographic, linguistic and ethnic
dimensions of Philippines
 The learners analytically create a table showing a
representation of Bikol’s beliefs and culture.
SPECIFIC LEARNING OUTCOMES Still photo exhibit
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Traditions and Locations: The Filipino Poem; “Mayon” by Christian Sendon
Cordero.
 Practice:
Organized table showing different information from the literary piece read.
 Enrichment:
Presentation of the searched pictures of Bikol literature and used it in still photo exhibit.
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about the Philippine students.
literature.
MOTIVATION List at least 5 images found in the poem: The teacher will collect the
”Philippines Is a Blessed Nation” - Poem by ideas of the students and
Ramon Amancio Estanque connect it with the Filipino
poems.
No one ever saw me like you do
All the things that I could add up too
I never knew just what a smile was worth
But your eyes see everything without a single word

'Cause there's somethin' in the way you look at me

It's as if my heart knows you're the missing piece
You make me believe that there's nothing in this
world I can't be
I never know what you see
But there's somethin' in the way you look at me

If I could freeze a moment in my mind

It'll be the second that you touch your lips to mine
I'd like to stop the clock, make time stands still
'Cause, baby, this is just the way I always wanna
feel

I don't know how or why I feel different in your eyes

All I know is it happens every time
The way you look at me
INSTRUCTION/ Lesson 1: Traditions and Locations: The Filipino
DELIVERY Poem; “Mayon” by Christian Sendon Cordero

 The long history of poetry

 Discussion on poetry that has been part of
Filipino culture.
 Bikol Literature
 Discussion on the Bikol works in literature.
 Discuss the poem “MAYON” by Kristian
Sendom Cordero
PRACTICE Organized table showing different information from The teacher will guide the
the literary piece read. students.
ENRICHMENT Presentation of the searched pictures of Bikol
literature and used it in still photo exhibit.
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 2: Representation and the Philippine Canon; “Third

World Geography” by Cirilo F. Bautista (Manila)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners create a graphic representation showing the
meaning and understanding about the literary piece presented
by the teacher.
LEARNING COMPETENCIES  Identify 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)
 Confidently locate and identify the different figures of
speech used in the literary piece, “The Third World
Geography”
SPECIFIC LEARNING OUTCOMES Creative Visualization of the Poem
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Representation and the Philippine Canon; “Third World Geography” by
Cirilo F. Bautista (Manila)
 Practice:
A completed graphic organizer showing parts of the poem that use “figures of speech”
 Enrichment:
Presentation of the searched pictures of Representation and the Philippine Canon;
“Third World Geography” by Cirilo F. Bautista (Manila) and make a Creative Visualization of the
Poem.
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES
INTRODUCTION Communicate the learning
objectives/competencies to the students.
They will watch a video about the Philippine canon. students.
MOTIVATION Picture Critiquing of Representation and the
Philippine Canon; “Third World Geography” by
Cirilo F. Bautista (Manila)
INSTRUCTION/ Representation and the Philippine Canon; “Third
DELIVERY World Geography” by Cirilo F. Bautista (Manila)
MEETING THE LEARNER’S
NEED
The teacher will share the
objectives/competencies that
she wants to attain by the
The teacher will collect the
ideas of the students and
connect it with the Filipino
poems.

 What are the dramatic situation and the

persona?
Discuss the poem ; “Third World Geography” by
Cirilo F. Bautista (Manila)
PRACTICE A completed graphic organizer showing parts of The teacher will guide the
the poem that use “figures of speech” students.
ENRICHMENT Presentation of the Picture Critiquing of
Representation and the Philippine Canon; “Third
World Geography” by Cirilo F. Bautista (Manila)
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 3: Philippine Literature: Writing in the Regions; “Home

of the Ashfall” by John Jack Wigley (Pampanga)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners perform a skit showing a scenario from the literary
piece tackled.
LEARNING COMPETENCIES Value the contributions of local writers to the development of
regional literary traditions.
SPECIFIC LEARNING OUTCOMES Skits of scenes of the essay
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Philippine Literature: Writing in the Regions; “Home of the Ashfall” by John
Jack Wigley (Pampanga)
 Practice:
Constructed essay about the importance of remembering and understanding our local
writers.
 Enrichment:
Skits of scenes of the essay of the Philippine Literature: Writing in the Regions; “Home
of the Ashfall” by John Jack Wigley (Pampanga)
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES
INTRODUCTION Communicate the learning
objectives/competencies to the students.
They will watch a video about the Home of the
Ashfall.
MOTIVATION Mapping (historical background) of Philippine
Literature: Writing in the Regions; “Home of the
Ashfall” by John Jack Wigley (Pampanga)
INSTRUCTION/ Philippine Literature: Writing in the Regions;
DELIVERY “Home of the Ashfall” by John Jack Wigley
(Pampanga)
 Who are the regional writers?
 What are regional literatures?
 How does style and tone affect an essay?
PRACTICE Constructed essay about the importance of
remembering and understanding our local writers.
ENRICHMENT Presentation of the Skits of scenes of the essay
MEETING THE LEARNER’S
NEED
The teacher will share the
objectives/competencies that
she wants to attain by the
students.
The teacher will collect the
ideas of the students and
connect it with the Filipino
poems.
The teacher will guide the
students.
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 4: Writing the Regions: Traditions and Trends; “Voice
Tape” By Ariel S. Tabag (Cagayan)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners dramatize an expected ending for a literary piece..
LEARNING COMPETENCIES  Appreciate the contributions of the canonical Filipino
writers to the development of national literature.
 The learners objectively discuss the problem faced by
the characters in the literary piece by making a real-life
scenario in line with the discussed literary piece.
SPECIFIC LEARNING OUTCOMES Skit Reenacting Possibilities of the Story’s Ending
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Writing the Regions: Traditions and Trends; “Voice Tape” By Ariel S.
Tabag (Cagayan)
 Practice:
Skit Reenacting Possibilities of the Story’s Ending
 Enrichment:
Skit Reenacting Possibilities of the Story’s Ending with the piece of Writing the
Regions: Traditions and Trends; “Voice Tape” By Ariel S. Tabag (Cagayan)
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about the Writing the students.
Regions: Traditions and Trends; “Voice Tape” By
Ariel S. Tabag (Cagayan)
MOTIVATION Making connections in relation with the piece of The teacher will collect the
Writing the Regions: Traditions and Trends; “Voice ideas of the students
Tape” By Ariel S. Tabag (Cagayan)
INSTRUCTION/ Making connections in relation with the piece of
DELIVERY Writing the Regions: Traditions and Trends; “Voice
Tape” By Ariel S. Tabag (Cagayan)
 From regional to national
 Voice tape
PRACTICE Skit Reenacting Possibilities of the Story’s Ending The teacher will guide the
students.
ENRICHMENT Presentation of the Skit Reenacting Possibilities of
the Story’s Ending
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 5: Emerging Trends in Philippine Literature: Creative

Non-fiction; “Five Brothers, One Mother” from “Many Mansions”
By Exie Abola (Manila)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners creatively make a powerpoint presentation
showing the timeline of literary genres citing their elements,
structures and tradition.
LEARNING COMPETENCIES  Differentiate/ Compare and Contrast the various 21st
century literary genres and the ones from the earlier
periods citing their elements, structures and traditions.
 The learners create a venn diagram showing the
differences and similarities of a 21st century literature
from the old ones.
SPECIFIC LEARNING OUTCOMES PPT Presentation
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Writing the Regions: Traditions and Trends; “Voice Tape” By Ariel S.
Tabag (Cagayan)
 Practice:
A Venn diagram showing the the comparison and contrast of a 21 st century lit. to the
old ones.
 Enrichment:
Making connections in relation with the piece of Writing the Regions: Traditions and
Trends; “Voice Tape” By Ariel S. Tabag (Cagayan)
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about Emerging Trends in students.
Philippine Literature: Creative Non-fiction; “Five
Brothers, One Mother” from “Many Mansions” By
Exie Abola (Manila)
MOTIVATION Listing Differences and Similarities thru a note The teacher will collect the
taking group activity ideas of the students
INSTRUCTION/ Emerging Trends in Philippine Literature: Creative
DELIVERY Non-fiction; “Five Brothers, One Mother” from
“Many Mansions” By Exie Abola (Manila)
 What is creative non-fiction?
 “Five Brothers, One Mother” from “Many
Mansions”
PRACTICE A Venn diagram showing the comparison and The teacher will guide the
contrast of a 21st century lit. to the old ones. students.
ENRICHMENT PPT Presentation
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 6: The Language of Literature “The Love of Magdalena

Jalandoni” by Winton Lou Ynion (Iloilo)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners produce an audio-visual documentary based on
the literary piece tackled.
LEARNING COMPETENCIES  Infer literary meaning from literal language based on
usage
 The learners create/supply information from the literary
piece by creating a reliable Organizer that would
complement with the life of the character presented in
the literary piece tackled.
SPECIFIC LEARNING OUTCOMES Audio-visual Documentary
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the The Language of Literature “The Love of Magdalena Jalandoni” by Winton
Lou Ynion (Iloilo)
 Practice:
Audio-visual Documentary
 Enrichment:
Audio-visual Documentary
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about the The Language of students.
Literature “The Love of Magdalena Jalandoni” by
Winton Lou Ynion (Iloilo)
MOTIVATION Changing of ideas in a formative setting about the The teacher will collect the
The Language of Literature “The Love of ideas of the students
Magdalena Jalandoni” by Winton Lou Ynion (Iloilo)
INSTRUCTION/ The Language of Literature “The Love of
DELIVERY Magdalena Jalandoni” by Winton Lou Ynion (Iloilo)
PRACTICE Accomplished table showing the biographical and The teacher will guide the
historical details about Magdalena students.
ENRICHMENT Presentation of the Audio-visual Documentary
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 7: Philippine Literary turns and tropes “The Haiyan
Dead” by Merlie M. Alunan (Leyte)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners integrate ideas from a literary piece thru classroom
discussion and reporting
LEARNING COMPETENCIES Analyze the figures of speech and other literary techniques and
devices in the text.
SPECIFIC LEARNING OUTCOMES Open-Ended questioning
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Philippine Literary turns and tropes “The Haiyan Dead” by Merlie M.
Alunan (Leyte)
 Practice:
Analogy
 Enrichment:
Report and Classroom Discussion
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about the Philippine students.
Literary turns and tropes “The Haiyan Dead” by
Merlie M. Alunan (Leyte)
MOTIVATION Analogy The teacher will collect the
ideas of the students
INSTRUCTION/ Philippine Literary turns and tropes “The Haiyan
DELIVERY Dead” by Merlie M. Alunan (Leyte)
 What is trope?
PRACTICE Analogy The teacher will guide the
students.
ENRICHMENT Report and Classroom Discussion
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 8: What sorrounds the Literary Text: “Green

Sanctuary”(an excerpt) by Antonio Enriquez (Zamboanga,
Misamis Oriental
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners prepare and draw a poster showing Social
Realism
LEARNING COMPETENCIES  Explain the literary, biographical, linguistic, and
sociocultural contexts and discuss how they enhance
the text’s meaning and enrich the reader’s
understanding.
 The learners objectively critique the posters thru its
visualization if it shows appropriate flavor for discussion
esp (Social Realism)
SPECIFIC LEARNING OUTCOMES Poster Exhibit
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the What surrounds the Literary Text: “Green Sanctuary”(an excerpt) by
Antonio Enriquez (Zamboanga, Misamis Oriental
 Practice:
Analogy
 Enrichment:
Poster Exhibit
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about What surrounds the students.
Literary Text: “Green Sanctuary”(an excerpt) by
Antonio Enriquez (Zamboanga, Misamis Oriental
MOTIVATION Analogy The teacher will collect the
ideas of the students
INSTRUCTION/ What surrounds the Literary Text: “Green
DELIVERY Sanctuary”(an excerpt) by Antonio Enriquez
(Zamboanga, Misamis Oriental)
 What is the novel?
PRACTICE Poster Exhibit The teacher will guide the
students.
ENRICHMENT Presentation of Poster Exhibit
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 9: The Region in the Nation: “Promdi@manila” by

Genevieve L. Asenjo (Antique)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD
LEARNING COMPETENCIES  Situate the text in the context of the region and the
nation
 The learners critically list the differences of Promdi and
Manila concept by making a real life scenario In line
with the ideas provided by the literary piece discussed.
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Region in the Nation: “Promdi@manila” by Genevieve L. Asenjo (Antique)
 Practice:
C.Essay
 Enrichment:
C.Essay
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about The Region in the students.
Nation: “Promdi@manila” by Genevieve L. Asenjo
(Antique)
MOTIVATION The teacher will collect the
ideas of the students
INSTRUCTION/ The Region in the Nation: “Promdi@manila” by
DELIVERY Genevieve L. Asenjo (Antique)
PRACTICE C.Essay The teacher will guide the
students.
ENRICHMENT Presentation of C.Essay
 TEACHING GUIDE
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

GRADE LEVEL: 12 GAS

TOPIC/LESSON NAME Lesson 10: Texts and Contexts: “One day on the road” by
Temistokles Adlawan (Cebu)
CONTENT STANDARD The learners understand and appreciate literary texts in various
genres across national literature and cultures
PERFORMANCE STANDARD The learners conduct a photo-shoot portraying a scene from a
literary piece labeling them from the different parts of a plot.
LEARNING COMPETENCIES  Explain the relationship of context with the text’s
meaning
 The learner creatively show the picture from a
photoshoot thru explaining the scenery chose in
consideration of the type of plot used.
SPECIFIC LEARNING OUTCOMES (Street Life)
TIME ALLOTMENT 4 hours

LESSON OUTLINE:

 Introduction:
Sharing lesson objectives and let the students watch a video clip regarding to the topic.
 Motivation:
The teacher will ask some questions regarding to the video and students need to
provide feedbacks.
 Instruction:
Discuss the Texts and Contexts: “One day on the road” by Temistokles Adlawan
(Cebu)
 Practice:
 Reflection Essay
 Enrichment:
Streetlife Scenery for Posting in Social Media
 Evaluation:
Quiz

MATERIALS Laptop and projector, board and chalkboard

RESOURCES Books and Internet
 PROCEDURES MEETING THE LEARNER’S
NEED
INTRODUCTION Communicate the learning The teacher will share the
objectives/competencies to the students. objectives/competencies that
she wants to attain by the
They will watch a video about Texts and Contexts: students.
“One day on the road” by Temistokles Adlawan
(Cebu)
MOTIVATION Video/Picture Analysis The teacher will collect the
ideas of the students
INSTRUCTION/ Texts and Contexts: “One day on the road” by
DELIVERY Temistokles Adlawan (Cebu)
PRACTICE Reflection Essay The teacher will guide the
students.
ENRICHMENT Streetlife Scenery for Posting in Social Media