Grades 1-12 School Diclum National High Grade Level 11

Daily Lesson School

Log Teacher MARY ROSE P. SA-ONOY Learning Area 21st Century Litrature
(Pang-araw-araw Teaching Dates June , 2021
na Pagtuturo)
Quarter 4
and Time

A. Content The learner will be able to understand and appreciate literary texts in various genres
Standard across national literature and
cultures.
B. Performanc The learner will be able to demonstrate understanding and
e Standard appreciation of 21 century literature of the world through:
st

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;
C. Learning Writing a close analysis and critical interpretation of literary texts,
Competenc applying a reading approach, and doing an adaptation of these, require
ies from the learner the ability to identify: representative texts and authors
from Asia, North America, Europe, Latin America, and Africa.
EN12Lit-IIa-22
Objectives 1. Identify the literary elements present in a short story as a literary text.
2. Determine the poetic devices used in poetry.
3. Understand steps in writing close analysis and critical interpretation of a literary text
4. Write a close analysis and literary interpretation/criticism of a given text
Writing a Close Analysis and Critical
II. Content
Interpretation of Literary Texts
III. Learning
Resources
A. References Learning Activity Sheets Quarter 4 MELC 1
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4.Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Laptop, projector, task cards
Resources
1. Procedures
4.1 Introduct A. Drill: Catch a Word (Picture Edition) (5mins)
ory Activity Instructions: Divide the class into two groups (male and female) Recall lesson
about elements of literature and poetic devices using picture clues. Write your
answer in a meta cards. Every correct answer is given 1 point. Additional point
will be given to the first group to raise the correct answer.

1. + = (SETTING)

2. + = (POINT OF VIEW)

C
3.

+ = (SYMBOL)
.
C

4. + + = CHARACTER

5 . + + = SHORT STORY
(Note: InCthis activity, while we are learning how to connect the concept through
adding the pictures, we are also refreshed by the basic lesson in Math and
Science like the long and short, ray of light, rocks etc.)

B. Motivation: “Who Wants to be a Millionaire?” (5 mins)

Instructions Retain the groupings of learners. Distribute another set of meta cards for
them to write their answers. Five trivia questions will be asked. Questions are
arranged from simple to difficult level of difficulty. Each question has money reward.
Whoever accumulates the most money after the fifth question will be declared
winner.

1.It is called the “Dark Continent” because most people know very little about this
continent since it remained unexplored over a long period of time.
b. Europe b. Africa c. Asia d. Australia
(Answer: Africa is called the “Dark Continent” because most people know very little about this
continent since it remained unexplored over a long period of time.)

2.Literature refers to written and oral works created by literary writers in South America,
and the Caribbean.
a. African literature b. Arabic literature
c. Latin American Literature d. English Literature
(Answer: Latin American Literature refers to written and oral works created by literary writers
in South America, and the Caribbean.)

3.Latin American literature is the literature of the _________- speaking countries of the
Western Hemisphere.
a. Spanish b. English c. Italian d. Latin
(Latin American literature is the literature of the Spanish- speaking countries of the Western
Hemisphere.)

4. Dominican Latina writer known with her novel, “In the Name of Salome.”
a. William Shakespeare b. Emily Dickenson c. Julia Alvarez d. Elizabeth Browning
(Among those included in the Latin American literature are the Dominican Latina writer Julia
Alvarez with her novel, In the Name of Salome)

5. African American Baptist minister and activist who became the most visible
spokesperson and leader in the American civil rights movement from 1955 until his
 assassination in 1968. He is known for his speech, “I have a Dream.”
a. Nelson Madela b. Martin Luther King Jr. c. Abraham Lincoln d. Tennyson

(Note: While learning facts about literature, we are also learning history and basic
Mathematics through adding money.)
4.2 Activity Activity: Singing…Analyzing (10 mins)
Instructions: Let learners listen to the song “Freedom” by Beyonce . Learners will be
asked to sing the song plays in a TV projector.

Freedom I'm a wade, I'm a wave through your shallow

love Tell the deep I'm new
Tryna rain, tryna rain on the thunder
Tell the storm I'm new I'm telling these tears, "Go and fall away, fall
I'ma walk, I'ma march on the regular
away," oh May the last one burn into flames
Painting white flags blue
Lord, forgive me, I've been running
Running blind in truth (Repeat Chorus)
I'ma rain, I'ma rain on this bitter love
Tell the sweet I'm new Ten Hail Marys, I meditate for practice
I'm telling these tears, "Go and fall away, fall Channel 9 news tell me I'm movin' backwards
away," oh Eight blocks left, death is around the corner
May the last one burn into flames Seven misleading statements 'bout my persona
Six headlights waving in my direction (Come on)
Freedom! Freedom! I can't move Five-O askin' me what's in my possession
Freedom, cut me loose! Yeah Yeah, I keep runnin', jump in the aqueducts
Freedom! Freedom! Where are you? Fire hydrants and hazardous
'Cause I need freedom, too! Smoke alarms on the back of us
I break chains all by myself
But mama, don't cry for me, ride for me
Won't let my freedom rot in hell
Try for me, live for me
Hey! I'ma keep running
Breathe for me, sing for me
'Cause a winner don't quit on themselves Honestly guidin' me
I could be more than I gotta be
I'm a wade, I'ma wave through the waters Stole from me, lied to me, nation hypocrisy
Tell the tide, "Don't move"
I'ma riot, I'ma riot through your borders Code on me, drive on me
Call me bulletproof Wicked, my spirit inspired me, like yeah
Lord, forgive me, I've been runnin' Open correctional gates in higher desert (Yeah)
Runnin' blind in truth Open our mind as we cast away oppression
(Yeah)
I'm a wade, I'ma wave through your
Open the streets and watch our beliefs
shallow love Tell the deep I'm new
After singing learners will be And when they carve my name inside the
I'm telling these tears, "Go anddivided into
fall away, fallfive groups and will be asked by the following guide
concrete I pray it forever reads
questions.
away," oh May the last one burn into flames
1. What are the words that rhyme in the song?
2. Did the author use rhyme scheme at the end of each line of a song?

3. To whom the song is addressed?

4. Did the author choose a free format in writing the song?
5. Did the author use figurative language as a literary device in the song?
6. Is the song easy to be understood by ordinary readers like students?
7. Did the author use strong emotions to control the language in the song?
8. Was the author’s nationality reflected in the genre of the poem?

4.3 Analysis Activity: A Critical Me and You (5 mins)

Instructions: Ask the following questions to the class for them to be given hint of the meat of the
lesson.

1. Why is it important to explain the poetic devices in analyzing a piece of poetry?

2. Is knowing the author’s background helped in understanding the meaning of
 song/poem?
4.4 Activity: Reading Engagement. (10 mins)
Abstraction Instructions: Instruct learners to open their Learning Activity Sheet (Quarter 4 MELC 1) and read the discussions
about close analysis and critical interpretation of literary text.

Close reading is deep analysis of how a literary text works; it is both a reading process and something you include in
a literary analysis paper, though in a refined form. Fiction writers and poets build texts out of many central
components, including subject, form, and specific word choices

A. A step-by-step guide on how to write a critical analysis of a poem

Step 1: Read the poem
Step 2: Know who the speaker is
Step 3: Identify the main theme of the poem
Step 4: Establish the context
Step 5: Identify inter-textuality
Step 6: Identify the genre of the poem
Step 7: Create a checklist for your critical analysis
Step 8: Review the poem’s plot
Step 9: Analyze the poem’s rhyme scheme
Step 10: Analyze the format
Step 11: Analyze the used figurative language
Step 12: Create a thesis statement
Step 13: Gather evidence from the poem to support the controlling idea or thesis statement
Step 14: Write the analysis

B. Literary Analysis: THE BIG 5 (Basic Elements of Literature)

PLOT – CHARACTER – SETTING – POINT OF VIEW – THEME
"How can a story be analyzed, and what am I looking for in it?"
When you analyze a literary text, you will deal with basic elements of literature, like plot, theme,
character, point of view, and setting.
Literary analysis is also known as literary criticism. In this context, "criticism" means a close reading and
interpretation of a literary text, such as a poem, a short story, a play, a novel, or even a movie. The
elements that make up a literary work are closely examined for their meaning and significance. Some of
these elements are theme, character, and plot. Regardless of what aspect you choose to discuss, your
analysis will focus on one controlling idea that, if writing, can be stated in one direct sentence. For
example: "Although most critics regard Shakespeare's Antony and Cleopatra as a great love tragedy, it is
actually a mockery of a tragedy, for Cleopatra is incapable of love, and Antony is interested only in sex."
This student then introduces evidence from the play to prove her central controlling idea / thesis.

Activity: Comprehension Check

1. How to do close analysis and critical interpretation of a literary text like short story?
2. How about in analyzing poetry?
(Show to learners a sample meme)
 (Note: With this strategy, while learning steps in making close analysis and close interpretation,
learners can have a positive use of ICT since they can use the online application in generating
memes. For those who don’t have resources, that can still enhance their skill in art through making a
comics or cartoon)
4.5 Activity: Finding and Telling Something (10 mins)
Application Directions: Let learners read this poem for 5 mins. After the given time let them find their pair and
do the activity called “FIND SOMETHING THAT…”

Saturday This is Saturday afternoon

By: Charles Mungoshi (poet from Zimbabwe) with nothing to do
thunder in the air,
This is Saturday afternoon – banana leaves rustling against the wall
thunder in the air, the muted sounds of children
banana leaves rustling against the wall playing rag ball somewhere in the streets.
the muted sounds of the children I have done my laundry,
playing rag ball out on the streets. washed up the pots, pans and plates.
I have just had a bath
I have done my laundry, everything is clean, inside and outside.
washed up the pots, pans and plates. I am sitting by the window
My room is clean. and all the world is here.
I have just taken a bath; Where could anyone, or anything
I am sitting by the window. possibly wish to escape to?I have done my
laundry,
Far, far across the cocoa-coloured fields washed up the pots, pans and plates.
across the river at the foot of those hills – My room is clean.
cars, like matchbox toys, hurtle I have just taken a bath;
towards their weekend destinations. I am sitting by the window.
I know I shall watch them
crawl back again on Sunday evening.
I know it: they can never escape
their destiny which is so deeply-etched
somewhere inside me.
 4.6 Activity: “Differentiated Writing Practice” (15 mins)
Evaluation (Divide the class into three groups: (The WRITERS, The CRITICS, and The MEME GENERATORS)
Direction:
Assigned Group TASKS
The WRITERS Write a two stanza poem depicting racial
discrimination as a theme
The CRITICS Write a close analysis and interpretation of the
story “Hands of the Black from African Literature
The MEME GENERATORS Make a literary meme about making close
analysis and critical interpretation of literary text.
(Present rubric for each output)

Rubric for Writing Activities (THE WRITERS & THE CRITICS)

Content: 20 pts
Organization of Ideas – 10pts
Language and Mechanics – 10pts
40 pts
Rubric for Meme Generators:
Relevance to the topic: 20pts
Language and Mechanics – 10 pts
Over-all Impact - 10 pts
40 pts

Assessment Paper and Pencil Test

tMethod
a) Observation
b) Talking to
Learning/Con
ferencing
c) Analysis of
Learners’
Products
Tests Activity: MOON or STAR (Individual Activity)
Instructions: Draw a Star if the statement is correct and
MOON if it is wrong.
1. Literary analysis is also known as literary criticism.
2. America is considered as a Dark Continent.
3. Poetic devices include figure of speech.
4. Persona and point of view connote the same
meaning.
5. The languages which Latin American authors
usually use in writing are Spanish, Portuguese,
English or a language native to their specific
country.
4.7 Assignment
Reinforcing/ “Criticize Squarely”
Strengthening Instructions: Let learners write a close analysis and critical interpretation of the story
the day’s “In the Name of Salomé” by Julia Alvarez (Algonquin Books of Chapel Hill. Provide
lesson them guide questions that will help them compose a paragraph. Learners are given a
maximum of two weeks to accomplish this assignment. With this long waiting time
given to them, they can ask assistance from their home facilitators, other
knowledgeable friends or even to the teacher. Also, they can either pass a hard copy of
their literary analysis or can send it online through Goggle Classroom, Messenger
(Private Message or in Group Chat) or through my email
(maryrose.saonoy.deped.gov.ph) if they have gadgets and resources.
SAMPLE QUESTIONS:
• Were the literary elements like theme, characters, setting, plot, conflict, tone,
and point of view clearly depicted by the author in the story?
• Do the characters portray realistic scenes?
• Does the author use clear and simple language in his writings?
• Does the story contain violent scenes and languages?
• Does the author use sensory imagery to capture the reader’s interest and
emotion?

RUBRIC FOR WRITING COMPOSITION

Performan Very Good Good Needs Improvement
ce Areas
10-8 7-5 4-1

Content Article has specific central Central idea is vague; Unable to find specific
idea that is clearly stated non-supportive to the supporting details
in the opening paragraph, topic; lacks focus
appropriate, concrete
details

Organizati Article is logically Writing somewhat Central point and flow

on organized and well- digresses from the of article is lost; lacks
structured central idea organization and
continuity

Style Writing is smooth, Sentences are varied Lacks creativity and

coherent and consistent and inconsistent with focus. Unrelated word
central idea choice to central idea
understanding of
information in text

Mechanics Written work has no Written work is Written article has

errors in word selection relatively free of several errors in word
and use sentence errors in word selection and use.
structure, spelling, selection and use, indiscriminately
punctuation, and sentence structure, selected phrases or
capitalization spelling, punctuation sentences.
and capitalization
(some have errors)

Enriching/
inspiring the
day’s lesson
Enhancing/
improving the
day’s lesson
Preparing the
new lesson
plan
4.8 concluding
activity
2. Remarks
3. Reflections
a. No. of
learners who
earned 80% in
the evaluation
b. No. of
learners who
require additional
activities for
remediation
c. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson
d. No
oflearners who
continue to
require
remediation
e. Which of
my learning
strategy worked
well? Why did
these work?
f. What
difficulties did I
encounter which
my Principal or
Supervisor can
help me solve?
g.What
innovation or
localized
materials did
Iuse/discover
which I wish to
share with other
teachers?
Prepared by:
Name: Mary Rose P. Sa-onoy School: Diclum National High School
Position/Designation: MT2 Division: Antique
Contact No.:09106315014 E-mail Address:
maryrose.saonoy@gmail.com
Observed by:

JOEL B. JOSUE
Principal III
Date: ______________
Bibliography
Appendices (Attach all materials that will be used)
1. Activity sheet…
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. Powerpoint Presentation …
6. Others