A Detailed Lesson Plan in 21st Century Literature from the Philippines
School: National College of Science and Grade Level: 11
Technology Senior High School
Core Prep Teacher: Ms. Michaella T. Enguero Learning Area: 21st Century (ABM)
Week Covered: Week 1 Quarter: Second Semester
Date Covered: August 26-27, 2025
I. OBJECTIVES
A. Content Standards The learner will be able to demonstrate understand and appreciate literary
texts in various genres across national literature and culture.
B. Performance The learner will be able to demonstrate understanding an appreciation of
Standards 21st century literature of the world through;
1. A written close analysis and critical interpretation of a literary text in
terms of from and theme, with a description of its context derived from
research.
C. Learning Writing a close analysis and critical interpretation of literary text in texts,
Competencies/Objectives applying a reading approach, and doing an adaptation of these, require
from the learner the ability to:
1. Identify representative texts and authors from Asia, North America,
Europe, Latin America, and Africa.
2. Name major works and writers from Asia, America, Europe, English,
and Africa;
3. Analyze selected literary work from a certain country; and
4. write a close analysis and interpretation of a certain piece.
D. Most Essential (EN121Lit-IIa-22)
Learning Competencies
(MELCs)
II. CONTENT Literary genres, traditions and forms from different national
literature and cultures, namely, Asian, Anglo-American, Europe,
Latin American, and African
III. LEARNING
RESOURCES
A. References
1. Techer’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
Portal
B. Other Learning PowerPoint presentation, Television,
Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Review of Preliminary Activities
Previous/Presenting 1. Prayer
New Lessons Everyone, please stand.
Who’s assigned for the prayer today?
Yes, Cruz, please lead the prayer. (Students will prayer )
2. Greetings
Great Afternoon class!
How are you today, class?" Great afternoon, Ma’am Ell!
I'm great, thank you! I'm excited for our We are fine, Ma'am.
lesson today How about you?
3. Classroom Management
Before you sit, please check your Yes, Ma'am.
surroundings. Make sure your chairs and (The students will pick up all the pieces of
desks are properly arranged and there's trash and take their seats.)
no trash on the floor.
Thank you for keeping our classroom
clean and organized.
4. Checking of Attendance
Let's check your attendance first.
When i call your name, kindly say (Students will say 'Present')
'Present'.
So, before we start to our discussion let's
have a motivation first, Are you ready? "Yes, Ma'am"
Motivation (The students will count 1, 2, then proceed
to their perspective group)
In their respective group (5), the
teacher will give them strips of paper
with jumbled letters.
You have 3 minutes. The highest scorer
wins a prize.
"Yes, ma'am"
Are we clear class?
(Students will start writing on the board)
(student will share their insights)
Jumbled Letters: Right Answers:
AIASN ASIAN
AONGL ANGLO
AEIAMRCN AMERICAN
EUOEARPN EUROPEAN
AILTN LATIN
AIAFRCN AFRICAN
B. Establishing in the -In this lesson, students will be guided
Purpose of the Lesson in identifying texts and authors around (students will read)
the world-Asian, Anglo-America,
European, Latin American, and
African-by giving specific differences
in each given texts, and introducing
the lives and works of the various
authors.
- In their respective groups, they will (students will read and share their
be writing a close analysis based on understanding)
the given text.
- Individually, the learner is expected
to come up with his/her own
interpretation of the given text.
C. Presenting The teacher will paste the following
Examples or words on the board:
instances of the New
Lesson ASIAN
ANGLO-AMERICAN
EUROPEAN
LATIN AMERICAN
AFRICAN
The teacher will give each group with
pictures and short texts. The learners
are tasked to paste these beside the
words on the board where they think
these pictures/text belong.
D. Discussing New The teacher will discuss the Literary
Concepts and genres, traditions and forms from
Practicing New Skills different national literature and
#1 cultures, namely, Asian, Anglo-
American, Europe, Latin American,
and African.
What is World Literature
World Literature is the totally of all
national literatures.
The term “World Literature” was
introduced by Jogann Wolfgang Von
Goethe. He used the word
“welttliteratur” in 1897.
Goethe studied the characteristic features
and interrelationships of different
national literatures. He studied the works
of famous writers which presented (students will read)
different literary phenomena of different
historic periods. World literature is the
cultural heritage of all humanity.
21ST CENTURY ASIAN LITERATURE
Scheherazade (short story) by Haruki
Murakami (Japan)
Their last visitor (sudden fiction) by
Kim Young Ha (South Korea) translated
by Dafna Zur
Battle Translated by Arthur Waley
(Singapore)
On the treshing floor, i chase chickens
away translated by Ming Di (China)
21ST CENTURY North American
LITERATURE
A History of Everything, Including
You (sudden fiction) by Jenny Hollowell
(United States)
A Gentleman's C (microfiction) by
Padgett Powell (United States)
One Today (poem) by Richard Blanco
(United States)
We Ate the Children Last (science
fiction) by Yann Martel (Canada)
The Right Sort (twitter story) by David
Stephen Mitchell (United Kingdom)
One Night (elegy) by Ann Gray (United
Kingdom)
21ST CENTURY EUROPEAN LITERATURE
Hazaran (short story) by Jean-Marie
Gustave Le Clezio (France), translated by
Patricia E. Frederick
Kiss (blog fiction) by Carlos Ruiz Zafon
(Spain)
The Red Fox Fur Coat (sudden fiction)
by Teolinda Gersao (Portugal)
Blood of a Mole (sudden fiction) by
Zdravka Evtimova (Bulgaria)
21ST CENTURY LATIN AMERICAN
LITERATURE
Like Hercules (microstory) by Ana
Maria Shua (Argentina) translated by
Steven J. Stewart
Honey (flash fiction) by Antonio Utgar
(Columbia) translated by Katherine
Silver
Essential Things (sudden fiction) by
Jorge Luis Arzola (Cuba)
You Didn't Know (poem) by Idea
Vilarino (Uruguay) translated by jesse
Lee Kercheval
The Desert of Atacama V (poem) by
Raul Zurita (Chile) translated by Anna
Deeny
To Those Who Have Lost Everything
(poem) by Francisco X. Alarcon
(Mexico)
21ST CENTURY LATIN AFRICAN
LITERATURE
As a Woman Grows Older by J.M
Coetzee (South Africa)
Honey (flash fiction) by Antonio Utgar
(Columbia) translated by Katherine
Silver
Poison (science fiction) by Henrietta
Rose-Innes (South Africa)
Hyde Park (creative non fiction) by
Petina Gappah (Zimbabwe)
You Didn't Know (poem) by Idea
Vilarino (Uruguay) translated by Jesse
Lee Kercheval
The First Circle (poem) by Kofi
Awoonor (Ghana)
Tonight (poem) by Ladan Osman
(Somalia
Did you understand the lesson?
Do you have any questions class? Are we (Yes, ma’am)
clear?
Okay, that’s the end of our last
discussion.
(None, yes ma’am)
E. Discussing New
Concepts and
Practicing New Skills
#2
F. Abstraction - The Teacher will the students about
(Making their observation of the given texts: the
Generalizations about structure, the ways they are presented,
the lesson) their similarities and differences
- Also checks if the objectives were
met.
G. Application Give each group a short text ( with an
(Developing Mastery) author), and let them make analysis based
on what they had understood. write this in a (student will share their insights)
white bond paper. The analysis must consist
of at least 50 words. Afterwards, present it
in class.
Battle
Chu’ü Yüan
translated by Arthur Waley
H. Valuing (Finding Let the other groups give their comments
practical applications about the others outputs.
of concepts and skills
in daily living)
I. Evaluation Assessment
(Assessing learning)
Instruction: Match the descriptions in
Column A with the corresponding author
in Column B. Write the letter with the
correct answer on your answer sheet.
Colum B
Column A
a. YAN MARTEL
1. Ghanaian poet and author whose work
b. LADAN OSMAN
combined the poetic traditions of his
c. PETINA GAPPAH
native Ewe people and contemporary and
d. KOFI AWOONOR
religious symbolism to depict Africa
e. HARUKI MURAKAMI
during decolonization.
f. CATHERINE LIM
g. FRANCISCO XAVIER
2. Zimbabwean lawyer and writer. She
ALARCÓN
writes in English, though she also draws
h. JEAN-MARIE GUSTAVE LE
on Shona, her first language.
CLEZIO
i. ELAINE MAGARRELL
3. Somali-American poet and teacher.
j. JENNY HOLLOWELL
Her poetry is centered on her Somali and
Muslim heritage, and has been
published in a number of prominent
literary magazines.
4. It was adapted to the screen and
directed by Ang Lee, garnering four
Oscars (the most for the event)
including Best Director and won the
Golden Globe Award for Best Original
Score.
5. Japanese writer. His books and stories
have been bestsellers in Japan as well
as internationally, with his work being
translated into 50 languages and selling
millions of copies outside his native
country.
6. Singapore writers has published nine
collections of short stories, five novels,
two poetry collections, and numerous
political commentaries to date. Her
social commentary in 1994, titled The
PAP and the people.
7. Her short fiction has appeared in
Glimmer Train, Scheherezade, and the
anthology New Sudden Fiction, and was
named a distinguished story by The
Best American Short Stories.
8. The story introduces such devices as a
"chicken angel" to interrogate the
value of religious faith and to raise
ethical concerns about eating meat. It
exploits the fine line between probable
opposites - such as laughter and
sadness, absurdity and profundity.
9.The author of over 40 works, he was
awarded the 1963 Prix Renaudot for his
novel Le Procès-Verbal and the 2008
Nobel Prize in Literature for his life's
work, as an "author of new departures,
poetic adventure and sensual ecstasy,
explorer of a humanity beyond and
below the reigning civilization".
10. He was one of the few Chicano poets
to have "gained recognition while writing
mostly in Spanish" within the United
States.
J. Agreement
(Additional activities
for application or
remediation)
V. REMARKS
VI. 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
these worked?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use or discover
which I wish to share with other
teachers?
Prepared by:
Ms. MichaellaT. Enguero
Checked by:
Ms Mariel Mae A. Apolinar, LPT
Senior High School Instructor
