WLP Week 5 21st

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL
WEEKLY LEARNING PLAN (WLP)

First Semester, School Year 2022-2023
Learning Delivery: BLENDED LEARNING (Modular and Face-to-face) Track/ Grade Level: ACADEMIC/ Grade 11
21st Century Literature from the
Quarter/ Week: Quarter 1/ Week 6 Learning Area:
Philippines and the World
Teaching Date/s: October 3-7, 2022 Teacher/ Designation: CHRISTOPHER T. ABUNDO/ Teacher II
Most Essential Learning Competencies (MELCs):

 Discuss how different contexts enhance the text’s meaning and enrich the reader’s understanding. EN12Lit-Ie-28
Topic:
 Module 3, Lesson 1 : Context and Text’s Meaning
Objectives
At the end of the
Day Topic/s Classroom-based Activities Home-based Activities
session, learners
are expected to:
1 &2  Differentiate/ Various Performance
MD compare and Literary What I Can Do
L contrast the Genres Cut out pictures/ search from the
various Literary internet of the examples of different 21st
Genres during Century Literary Genres.
Pre-Colonial
Period,
Contemporary
Period and 21st
Century.

 Buhaynasapa, San Juan, Batangas Empowering
 (043)-575-45-81  buhaynasapa_nhs@yahoo.com.ph Developing Leaders
Learners,
Collaborative Approach
Provide learners the opportunity
to explore and apply the course
material and learning content by
giving examples of different 21st
literary genres.
3 Introduction
F2F  Unlock key terms. What’s In – Task 1. Jumble Jumble!
Directions: Arrange the jumbled letters to form a word that fits to
its meaning.

Learners,
1.ONCEXTT
the circumstances that form the setting for an event,
Constructivist Approach statement, or idea, and in terms of which it can be fully
Allow learners to be actively understood and assessed
engaged in constructing words 2. PHIGRABIOCAL
based on their past and current formed by the beliefs, education, culture, and experiences
knowledge.. of the author
3. ICGUILINST
refers to the context within the discourse, that is, the
relationship between the words, phrases, sentences and even
paragraphs
4. TUSORALCULCIO
helps you understand the social, economic, political, and
cultural forces affecting the work that you are reading
5. ETXT
the main body of a book or other piece of writing, as distinct
from other material such as notes, appendices, and
illustrations
6. ORIHISLACT
the information about the period, the place, and the events
that. created, influenced, or formed the backdrop to the historic
Development
Types of What’s New – Task 2. Which Is!
 Identify what literary Literary Directions: Which statement is Linguistic, Biographical, Socio-
text is the given Text Cultural or Historical.
statements. 1. Joanne Rowling, also known by her pen name J. K.
Rowling, is a British author and philanthropist. She wrote
Harry Potter, a seven-volume children's fantasy series
published from 1997 to 2007
2. “The girl in the red jacket is swinging”
3. Dr D. Gerelmaa, Technical Officer of Health Emergency,

Learners,
WHO, introduced updated policies, methodologies, and

recommendations from the WHO on COVID-19 and
shared the best practices of urgent actions to save lives
Provide learners the opportunity during the pandemic. She provided technical guidance on
to explore and apply the learning COVID-19 response at the sub-national level based on
content by identifying what type the previously implemented activities and key
of text is the statement and achievements in the province. Dr L. Gerelmaa, WHO
justify the answer. Consultant on Health Emergency, recommended to
conduct risk assessment and internal monitoring
4. Casteism leads the members of one caste to exploit the
members of other caste for their own vested interest in
the name of superiority or inferiority.
5. Dowry was a very common institution in Roman times,
and it began out of a desire to get the bride's family to
contribute a share of the costs involved in setting up a
new household.
6. “Each poem and illustration shines with a personality all
its own.” —Shelf Awareness
7. The Russian Revolution of 1917 was a political
movement in Russia that climaxed in 1917 with the
overthrow of the Provisional Government as a result of
communism. Communism is when the government
controls everything, and everything is equally distributed
to the people. Overall, it is a dictatorship. However, the
people of Russia did not feel as if they were being treated
fairly, thus a revolution erupted.
What Is It?

Learners,
The teacher will elaborate more the different literary

 Explain the Context context.
literary, and Types
biographical, of Text
linguistic, and
sociocultural
contexts and
discuss how they
enhance the
text’s meaning
and enrich
reader’s
understanding

Learners,

Learners,
Engagement
What’s More – Task 3: I Justify na Yan!
State whether the statement is TRUE or FALSE. Then justify your
answer.
1. Socio-cultural context is about how literary works depicts the
society. TRUE
Inquiry-based Approach
2. Linguistic context concerns on the language used in the literary
Allow learners to incorporate
text. TRUE
their various senses in
3. In socio-cultural context, it is not necessary that literary work is
understanding and exploring the
connected to the society. FALSE
subject matter.
4. The use of sensory images by the author gives the readers a
clear picture of the story. TRUE
5. Using simple language helps readers understand the literary
texts. TRUE

Learners,
What’s More – Task 4. Citing Details!

Directions: Read the three short passages below. Then identify
 Explain the what literary context (biographical, linguistic, or socio-cultural) is
relationship of used in each passage. Cite details that support your answer.
context with the
text’s meaning,
to explore and apply the learning
content by identifying the types
of context and citing
claims/facts/evidences.

Learners,
Collaborative Approach Assimilation

Encourage learners to share Task 5: Compare and Contrast
their insights and ideas related to What are the similarities and differences of the
the topic. Biographical Context, Linguistic Context, Socio-cultural
Context and Historical Context?
Assessment - Task 5. Mamili Ka!

Directions: Choose the letter of the best answer.
1. What do you call a term which means goes beyond words in

understanding the meaning of a literary text?
a. context b. biographical
c. linguistic d. socio-cultural
2. The following are importance of context except
a. give information b. provide new concepts
c. provide words d. highlight important words
3. Which factor does not influence by context?
a. author’s life b. language
c. society d. concept
. 4. In biographical context, what is being looked into in
understanding the literary texts?
a. life of the author b. language used
c. culture portrayed d. society where he belonged
5. What do you call a piece of material that has a purpose of
telling a story or entertaining?
a. literary text b. story
c. novel d. drama

Learners,
4  Analyze the text Author’s Introduction

F2F through knowing Context What’s In – Task 1. Knowing Author’s Context
the Author’s Directions: Read the short text below, then answer the questions
Context. that follow to understand more the author’s context.
to explore and apply the course
material and learning content.
1. What type of literary text it is? Justify your answer.

BIOGRAPHICAL
2. What kind of environment that surrounds the author while
writing the poem?
COMMUNITY QUARANTINE
3. What is the occurring event in the society during that time
that influence the author in writing the poem? Justify your
answer.
COVID-19 PANDEMIC

Learners,
Development
 Discuss the Imagery What is It?
imagery and and Literary
literary Devices/
devices/technique Techniques
Poem: Engagement
 Read closely to Padre What’s More – Task 2. Understanding the Text
get explicitly and Faura Below is a poem written by Danton Remoto, a Filipino author.
implicitly stated Witness the Read and try to discover what this poem wants to convey. Then,
information. Execution answer the essential question that follow.
of Rizal

Learners,
Essential Questions:
1. Who are the characters in the poem? Write a piece of short
information about each character.
Design activity that will allow
learners to socialize and interact 2. Who speaks in the poem? Extract a sentence from the poem to
with their classmates and even prove your answer.
their teacher. 3. Discuss the form/structure of the poem.
4. What was the situation when Padre Faura stood in the balcony
of Ateneo de Manila?
5. What was the situation of our country based on the poem?
Prove your answer by extracting a line from the poem.
6. To whom the poem is addressed? Explain your answer.
7. How do you feel while reading the poem, that Padre Faura
witnessed the execution of his former student?
8. What was the feeling displayed by the author in the poem?
9. What was the message that Danton Remoto wanted to convey
in this poem?

Learners,
Assimilation
Task 3: The Message!
This discussion of a star is also a metaphor. What is the
metaphor for?
 Test learner’s Assessment - Task 4. Mamili Ka!

learning. Direction: Choose the letter of the correct answer.
1. Who was Fr. F. Faura to Jose Rizal?

a. His godfather b. His uncle
c. His teacher d. His friend
2. What was the nickname given to Jose Rizal mentioned in the
poem?
a. Star b. Mauser c. Ruddy d. Pepe
3. Why Padre Faura expected that they would talk about the
stars?
a. Because Padre Faura worked in the observatory
b. Because Pepe was a star
c. Because Pepe just arrived from Europe
d. Because Pepe was fascinated in the observatory
4. Why Padre Faura was in the observatory when Pepe visited
him?
a. It was the only place where they can talk.
b. He was in-charged in the observatory.
c. The observatory was near the Ateneo De Manila
d. The observatory was near Bagunbayan.
5. Why instead of stars, Pepe asked about purgatory to Padre
Faura?
a. Pepe was interested in the after-life.
b. Padre Faura was sick.
c. Pepe was hopeless
d. Pepe was about to be executed

Learners,
5  Understand the Poem: Introduction

F2F context of the Padre What’s In – Task 1. Understanding the Context
poem. Faura
Directions: Look at each picture below. In Column A, each picture
Witness the
depicts the event presented in the poem. In Column B, based on
Execution
your understanding of the poem, write what event happened in
of Rizal
each picture and how do you feel about it.
Encourage learners to share
their insights and ideas related to
the topic to produce valuable
outputs.
 Discuss the Types of Development

Author’s purpose. Author’s What is It?
Purpose Task 2: Let’s Explore!

Learners,
Task 3: Finding the Purpose

 Analyze author’s
purpose in a text. 1. What was the situation when the author wrote this poem?
2. How the author presents the events in the poem?
3. How did the author present her willingness to attain her fervent
wish?

Learners,
4. What nearly impossible things or difficult tasks the author was

willing to do?
5. What do you think the main reason why the author wrote this
piece?
Engagement
What’s More
Task 4. Talking Heads What I Have Learned
 Share insights Reading and appreciating literature can be made possible by
and ideas related understanding the context and text’s meaning.
to topic.
Encourage learners to share
their insights and ideas related to
the topic to produce valuable
outputs.
Assimilation
Task 5. Talking Heads!
 Appreciate the Based on your understanding after reading the poem plus
context of the what the Philippine history shared with you, what kind of society/
poem through situation each character live? How each character struggle in his
comparing the situation?
character and
situation to the

Learners,
current
situation/society
or community.
Reflective Approach
Utilize learners’ observation and
evaluation skills to assess a
scenario effectively.
Assessment - Task 6. Mamili Ka!

Direction: Choose the letter of the correct answer.
 Test the learner’s 1. The persona in the poem “Padre Faura Witness The Execution
learning. of Rizal” was _______.
a. Danton Remoto b. Dr. Jose Rizal
c. Padre Faura d. You
2. The mood of the poem was _______.
a. Mournful b. Delightful
c. Joyful d. Mysterious
3. The speaker was shivering while standing in the roof because
_______.
a. He was dizzy. b. It was cold.
c. It was December. d. It was high.
4. In stanza 2 & 3 the persona recalled what transpired between
him and Pepe. This literary device is called _______.
a. Prophecy b. Symbolic
c. Flashbacking d. foreshadowing

Learners,
5. Pepe came from Europe where winter was bitter. His face
became ruddy because _______.
a. He was exposed to humiliation
b. He was exhausted.
c. He was not accustomed to the weather
d. He was exposed to sudden sun.
Prepared by: Noted:
CHRISTOPHER T. ABUNDO ARRAH S. SULIT

Teacher II Master Teacher I
Noted:
ANACLETO M. GUNIO, Ed.D.

Principal IV

Learners,

WLP Week 5 21st

Uploaded by

Copyright:

Available Formats

WLP Week 5 21st

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

WLP Week 5 21st

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

WEEKLY LEARNING PLAN (WLP)

Most Essential Learning Competencies (MELCs):

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

WHO, introduced updated policies, methodologies, and

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

The teacher will elaborate more the different literary

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

What’s More – Task 4. Citing Details!

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

Collaborative Approach Assimilation

Assessment - Task 5. Mamili Ka!

1. What do you call a term which means goes beyond words in

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

4  Analyze the text Author’s Introduction

1. What type of literary text it is? Justify your answer.

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

 Test learner’s Assessment - Task 4. Mamili Ka!

1. Who was Fr. F. Faura to Jose Rizal?

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

5  Understand the Poem: Introduction

 Discuss the Types of Development

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

Task 3: Finding the Purpose

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

4. What nearly impossible things or difficult tasks the author was

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

Assessment - Task 6. Mamili Ka!

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

Prepared by: Noted:

CHRISTOPHER T. ABUNDO ARRAH S. SULIT

ANACLETO M. GUNIO, Ed.D.

BUHAYNASAPA INTEGRATED NATIONAL HIGH SCHOOL

You might also like