Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 11 views

    Objectives

    Uploaded by

    juvelyn.aclao
    This document outlines the objectives, content, learning resources, and procedures for a lesson on 21st century literature. The objectives are for students to understand and appreciate various literary genres across cultures and demonstrate analysis of 21st century texts. The content will cover literary genres from Asian, Anglo-American, European, Latin American, and African traditions. Learning resources include websites on literary analysis and vocabulary. The procedures include a review of context, introduction of denotative and connotative meanings, and presentation of 21st century genres like hyper-poetry, blogs, and graphic novels.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Objectives

    Uploaded by

    juvelyn.aclao
    11 views14 pages
    This document outlines the objectives, content, learning resources, and procedures for a lesson on 21st century literature. The objectives are for students to understand and appreciate various literary genres across cultures and demonstrate analysis of 21st century texts. The content will cover literary genres from Asian, Anglo-American, European, Latin American, and African traditions. Learning resources include websites on literary analysis and vocabulary. The procedures include a review of context, introduction of denotative and connotative meanings, and presentation of 21st century genres like hyper-poetry, blogs, and graphic novels.

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document outlines the objectives, content, learning resources, and procedures for a lesson on 21st century literature. The objectives are for students to understand and appreciate various literary genres across cultures and demonstrate analysis of 21st century texts. The content will cover literary genres from Asian, Anglo-American, European, Latin American, and African traditions. Learning resources include websites on literary analysis and vocabulary. The procedures include a review of context, introduction of denotative and connotative meanings, and presentation of 21st century genres like hyper-poetry, blogs, and graphic novels.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    11 views14 pages

    Objectives

    Uploaded by

    juvelyn.aclao
    This document outlines the objectives, content, learning resources, and procedures for a lesson on 21st century literature. The objectives are for students to understand and appreciate various literary genres across cultures and demonstrate analysis of 21st century texts. The content will cover literary genres from Asian, Anglo-American, European, Latin American, and African traditions. Learning resources include websites on literary analysis and vocabulary. The procedures include a review of context, introduction of denotative and connotative meanings, and presentation of 21st century genres like hyper-poetry, blogs, and graphic novels.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 14

    Objectives

    A. Content Standard
    The learner will be able to understand
    and appreciate literary texts in various
    genres across national literature and
    cultures
    B. Performance Standard
    The learner will be able to
    demonstrate understanding and
    appreciation of 21st century
    literature of the world
    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 from
    research
    C. Learning Competency
    Q2-8 Infer the literary meaning from
    literal language based on usage
    Q-9 Situate text in the context of the
    region and the nation
    II.CONTENT
    Literary genres, traditions and forms
    from different national literature and
    cultures, namely, Asian, Anglo-
    American,
    European, Latin American, and
    African
    III.LEARNING RESOURCES
    1.
    https://edsitement.neh.gov/sites/defaul
    t/files/2018-08/worksheet3_teacher_v
    ersion.pdf
    2.
    https://my.hrw.com/support/hos/hostp
    df/host_text_219.pdf
    3.
    https://www.vocabulary.com/lists/239
    547
    4.
    https://archive.vcu.edu/english/engwe
    b/webtexts/hour/katebio.html
    IV.PROCEDURE
    A. Reviewing previous lesson or
    presenting the new lesson
    Good morning, how is your day
    today? I hope you are feeling good
    don’t forget to wash your hands often
    and follow the
    safety standards. Last meeting you
    learn more about what is a context and
    its importance. Today, we will be
    dealing more
    about learning more about the hidden
    meaning of a text by understanding
    the denotative and connotative
    meaning. In our
    previous lesson you unveiled the
    elements and structure of a literature.
    One of the elements is literature is
    figurative
    language and under figurative
    languages we have examples that will
    be shown later.
    Let’s have a review!
    Figurative language is used to mean
    something other than what is written,
    something symbolic, suggested, or
    implied. For
    example: It was raining cats and dogs,
    so I rode the bus. In this example of
    figurative language, there were not
    actually
    cats and dogs falling from rain clouds,
    instead, the rain felt so heavy and
    large that it was almost as if small
    animals were
    falling from the sky!
    Common Types of Figurative
    Language
    There are many, many types of figures
    of speech that can be involved in
    figurative language. Some of the most
    common
    Objectives
    A. Content Standard
    The learner will be able to understand
    and appreciate literary texts in various
    genres across national literature and
    cultures
    B. Performance Standard
    The learner will be able to
    demonstrate understanding and
    appreciation of 21st century
    literature of the world
    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 from
    research
    C. Learning Competency
    Q2-8 Infer the literary meaning from
    literal language based on usage
    Q-9 Situate text in the context of the
    region and the nation
    II.CONTENT
    Literary genres, traditions and forms
    from different national literature and
    cultures, namely, Asian, Anglo-
    American,
    European, Latin American, and
    African
    III.LEARNING RESOURCES
    1.
    https://edsitement.neh.gov/sites/defaul
    t/files/2018-08/worksheet3_teacher_v
    ersion.pdf
    2.
    https://my.hrw.com/support/hos/hostp
    df/host_text_219.pdf
    3.
    https://www.vocabulary.com/lists/239
    547
    4.
    https://archive.vcu.edu/english/engwe
    b/webtexts/hour/katebio.html
    IV.PROCEDURE
    A. Reviewing previous lesson or
    presenting the new lesson
    Good morning, how is your day
    today? I hope you are feeling good
    don’t forget to wash your hands often
    and follow the
    safety standards. Last meeting you
    learn more about what is a context and
    its importance. Today, we will be
    dealing more
    about learning more about the hidden
    meaning of a text by understanding
    the denotative and connotative
    meaning. In our
    previous lesson you unveiled the
    elements and structure of a literature.
    One of the elements is literature is
    figurative
    language and under figurative
    languages we have examples that will
    be shown later.
    Let’s have a review!
    Figurative language is used to mean
    something other than what is written,
    something symbolic, sug presentation, whi
    st
    Mata E.L et al (2016), 21
    Century literature from the
    Philippines and the World for
    Senior
    High, Mutya, malabon
    Thaddeus E.M et. Al. (2017)
    st
    21 Century Literature from the
    Philippines and the Worl
    Power poi Power point
    clip “Ang Huling Tala” an
    21st Century Literary Genres

    a.Hyper-poetry e.spoken poetry

    TOPIC/LESSON NAME B.Blogs f.speculative fiction

    C.Textula g.Graphic Novel

    Power point D.Chick-lit h. Flash Fiction

    presentation
    , white
    board,
    CONTENT STANDARD The learner will be able to understand and appreciate literary
    texts in various genres across national literature and culture

    The learner will be able to demonstrate understanding and

    matrix, appreciation of 21st century literature of the world through a

    written close analysis and critical interpretation of a literary

    rubric, video text in terms of form and theme, with a description of its

    context derived from research

    PERFORMANCE STANDARD
    Writing a close analysis and critical interpretation of literary
    texts and doing an adaption of these require from the learner
    the ability to:

    LEARNING COMPETENCIES 1. Differentiate


    /compare and contrast the various 21st century
    literary genres and the ones from the earlier genres/period

    Power point citing their elements, structures and traditions.

    presentation
    ,
    At the end of the lesson.the learners will be able to:

    SPECIFIC LEARNING OUTCOMES 1.Identify the varied 21st Century literary genres

    2.Explain the similarities and the differnces of varied 21st


    literary genres

    3.Apprreciate the 21st century literary genres by composing a


    flash fiction,

    MEETING LEARNERS NEED


    PROCEDURE

    I.Introduction

    Prayer

    Routine activities

    Presentation of the objectives

    2.Motivation
    I.Each row/column will write a 1 line
    hugot of the given picture for 3 minutes
    on a strip of paper

    II.Afterwards,the hugot line of each


    row/column will be passed on the board
    to form a stanza.

    III.Two students will read the previous


    stanza using appropriate emotions and
    gestures

    IV> The teacher will ask the ff.questions

     How did you construct your


    hugot line?
     What happened after your hugot
    line were collated into stanza?
     What is now the language style
    of your stanza?
     What prompted you to express
    your emotions in your hugot
    line?

    3.Instruction/Delivery

    1.the students’ response will now lead to


    the brief introduction of spoken word
    poetry by the teacher.

    2.the teachers will present 21st century


    genres such as : chick lit,hyper
    poetry,spoken poetry,blogs,speculative
    fiction,textual,flash fiction,graphic novel.

    contrast matrix, rubric, video


    clip “Ang Huling Tala” and the
    film “The Devil Wears Prada
    clip “Ang Huling Tala” and the
    film “The Devil Wears Prada
    clip “Ang Huling Tala” an
    clip “Ang Huling Tala” an

    You might also like