DETAILED LESSON PLAN IN 21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

School PEÑABLANCA NATIONAL HIGH SCHOOL Grade Level 11

Teacher KRISTELLE C. CALIMAG Learning Area ENGLISH
Date Quarter 4
Section GRADE 11- HUMSS B Time
OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
B. Performance The learner will be able to demonstrate understanding and appreciation of
Standards 21st century literature of the world through:
1. a critical paper that analyzes literary texts in relation to the context of the
reader and the writer or a critical paper that interprets literary texts using
any of the critical approaches; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning At the end of the sixty-minute period, the students are expected to:
Competencies/ 1. appreciate the cultural and aesthetic diversity of literature of the world;
Objectives 2. situate the texts in the context of the region, nation, and the world; and
3. examine the relationship between the text and context.
D. LC Code EN12Lit-IIc-33; EN12Lit-IIc-29; and EN12Lit-IIg-35
I. CONTENT The learner will be able to know the basic textual and contextual approach in
the study and appreciation of literature.
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material
3. Textbook Pages Uychoco, M. (2016). 21st century literature from the Philippines and the world.
Rex Publishing Store. Manila. p 136-139
4. Additional Materials
for Learning Resource
(LR)
B. Other Learning Biography.com Editors (2014) Laura Esquivel. A&E Television Networks. Retrieved from
Resources https://www.biography.com/people/laura-esquivel-185854
Lenhnardt, K. (2016) 48 Amazing facts about Mexico. Retrieved from Fact Retriever LLC
National Geographic. (n.d.) Fast facts about Mexico. Retrieved from
http://kids.nationalgeographic.com/explore/countries/mexico/#mexico-dancers.jpg
YouTube (n.d.) The power of words. Retrieved from https://www.youtube.com/watch?
v=Hzgzim5m7oUaqaq'

III. PROCEDURES Teacher’s Activity Students’ Activity

Preliminary
Activities

Greetings Good morning class. Good morning Ma’am.

Prayer Let us all stand for a prayer. , please lead the Let us put ourselves in God’s
prayer. presence…

Attendance Class monitor, who is absent today?

Checking

Reading of the Before we proceed to our lesson, I have here

House Rules the house rules that you need to follow.
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 Please put your right hand in your heart and
repeat after me. (Read the rules)
1. I will listen to the discussion.
2. I will participate in the activities.
3. I will respect the opinions of my
classmates.

Who can give a short recap about our lesson Last meeting, our lesson was
Reviewing of last meeting? about Context and Text’s
the previous Meaning.
lesson
What does Context mean in literature? Context is the overall set-up
of a story based on the
contributing factors like
setting (time and place),
situations or events

What are the 4 types of Context? The Four types of context in

literature are:
1. Writer’s Context
Reading of the 2. Reader’s Context
Objectives 3. Text’s Context
4. Social Context

At the end of the sixty-minute period, you are

expected to:
1. appreciate the cultural and aesthetic
diversity of literature of the world;
2. situate the texts in the context of the
region, nation, and the world; and
3. examine the relationship between the
text and context.

A. Motivation ACTIVITY 1: THE POWER OF WORDS

Do you believe that a single word could Yes Ma’am
change a world?
Let us watch this video about a blind man and
see what the lady did to him which eventually
changed the man’s situation.
(The teacher will play the video.)

https://www.youtube.com/watch?
v=QYcXTlGLUgE
It was about a blind man
Class, what was the video about? whose everyday routine was
changed because of the
woman who altered the word
reflected in his poster into
something catchy or more
realistic.

A word can transform a life.

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 What lessons can you get from the video? One can help the needy even
in their own little ways.

Good! I am glad that you have a great regards

towards the importance of words in our life.
One word can change or destroy the world.
One’s life can change because of a single word
and one’s life can also be broken with just a
single word. Words are indeed powerful.

B. Activity ACTIVITY 2: What’s my Value

Words are also the living witness of a country.
It document the past, the present, and so to
speak, the future. This time we will be
travelling to Mexico!

In this activity, you will be divided into three

groups.

Unlock the hidden word being defined below

by solving the sum of the following integers.
Use numbers to reveal the hidden word in
the English alphabet. Please refer to the code
below. Write the letter that corresponds to
the ordinal number of your answer inside the
box.

Three Doors:
1. FIRST DOOR Door of History
A-1 B-2 C-3 D-4 E-5 F-6 G-7
H-8 I-9 J-10 K-11 L-12 M-13 N-14
O-15 P-16 Q-17 R-18 S-19 T-20 U-21
V-22 W-23 X-24 Y-25 Z-26

1. 2+(-10)
2. 13-4
3. -1+20
4. 10+10
5. -2+17
6. 9+9
7. -6+32

2. Second Door
A-1 B-2 C-3 D-4 E-5 F-6 G-7 Door of Religion
H-8 I-9 J-10 K-11 L-12 M-13 N-14
O-15 P-16 Q-17 R-18 S-19 T-20 U-21
V-22 W-23 X-24 Y-25 Z-26
1. 9+9
2. 9+(-4)
3. 6(2)
4. 3(3)
5. -5+12
6. 10+(-1)
7. 9+6
8. 7(2)

3. Third Door Door of Culture

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A-1 B-2 C-3 D-4 E-5 F-6 G-7
H-8 I-9 J-10 K-11 L-12 M-13 N-14
O-15 P-16 Q-17 R-18 S-19 T-20 U-21
V-22 W-23 X-24 Y-25 Z-26

1. 4+ (-1)
2. 18+3
3. 6(2)
4. 40+(-20)
5. 22-1
6. 9+9
7. 2+ (-7)
1. Door of History
United Mexican States or better known as
Mexico was one of the colonized lands of
Spain. They remained under Spanish control
for nearly 300 years until the Mexican people,
led by a priest named Father Hidalgo, rose up
against the Spanish on September 16, 1810.

2. Door of Religion
The Spanish arrival and colonization brought
Roman Catholicism to the country, which
became the main religion of Mexico. 95.6% of
the population were Christians in 2010.
Roman Catholics are 89% of the total; 47%
percent of whom attend church services
weekly. In absolute terms, Mexico has the
world's second largest number of Catholics
after Brazil.

3. Door of Culture
One of the empires in Mexico were the Aztecs.
They adopted human sacrifice from earlier
cultures because they believed the universe
would come to an end and the sun would
cease to move without human blood. There
are many ancient statues of gods sticking out
their tongues, which may be a sacred gesture
that suggests their thirst for blood. When
Spanish Conquistador Hernan Cortés arrived
in 1519, the Aztecs believed he was their
returning god, Quetzalcoatl, and offered him
the drink of the gods: hot chocolate.

Additional Points to Share:

1. Mexico is the 14th largest country in the world
by total area.

2. Even though over 50 native tongues are still

spoken in rural locations, Spanish is the
national language of Mexico. In fact, Mexico is
the most populated Spanish-speaking country
in the world.
3. The Spanish occupation influenced all aspects
of Mexico.
(The teacher will process each facts on the
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 designated doors.)
C. Abstraction The story that you are about to read this
morning was set in Mexico. The story’s main
character was a Mexican who became the
translator (“The Tongue”) and lover of
Hernan Cortes, the Spanish conquistador,
whom we had talked about a while ago. In this
excerpt, consider how Malinalli, the
protagonist discovered how powerful she was
as she can manipulate the world through her
words being a translator. Also, consider how
the Spanish colonization affected the lives of
the Mexicans especially to the main character.

Now, I will give copies of the selection that we

will discuss this morning. I will only give you
six minutes to read the selection. Please read
the text silently.
MALINCHE
[Excerpt]
by Laura Esquivel
(Mexico)

Malinalli needed that silence to create new and resonant words. The right words, the ones that were necessary.
Recently, she had stopped serving Portocarro, her lord, because Cortes had named her “The Tongue,” the one who
transcribed what he said into the Nahuatl language, and what Montezuma’s messengers said, from Nahuatl to Spanish.
Mallinali had learned Spanish at an extraordinary speed, in no way could it be said that she was completely fluent. Often she
had to turn to Aguilar to help her to translate it correctly, so that what she said made sense in the minds of both the Spaniards
and the Mexicans.
Being “The Tongue” was an enormous responsibility. She didn’t want to make a mistake or misinterpret, and she
couldn’t see how to prevent it since was so difficult translating complex ideas from one language to the other. She felt as if
each time she uttered a word she journeyed back hundreds of generations. When she said the name of Ometeotl, the creator
of the dualities of Omecihuatl and Ometecuhtli, the masculine and feminine principles, she put herself at the beginning of
creation. That was the power of the spoken word. But then, how can you contain in a single word the god Ometeotl, he who is
without shape, the lord who is not born and does not die; whom water cannot wet, fire cannot burn, wind cannot move, and
earth cannot bury? Impossible. The same seemed to happen to Cortes who couldn’t make her understand certain concepts of
his religion. Once she asked him what the name of God’s wife was.
“God doesn’t have a wife,” Cortes answered.
“It cannot be.”
“Why not?”
“Because without a womb, without darkness, light cannot emerge. It is from her greatest depths that Mother Earth
creates precious stones, and in the darkness of her womb that gods and humans take their forms. Without a womb there is no
god.”
Cortes stared intently at Malinalli and saw the light in the abyss of her eyes. It was a moment of intense connection
between them, but Cortes directed his eyes somewhere else, abruptly disconnected himself from her, because he was
frightened by that sensation of complicity, of belonging, and he immediately tried to cut off the conversation between them, for,
aside from everything else, it seemed too strange speaking about religious matters with her, a native in his service.
“What do you know about God”! Your gods demand all the blood in the world in order to exist, while our God offers His
own to us with each Communion. We drink his blood.”
Malinalli did not understand all of the words that Cortes had just uttered. What she wanted to hear, what her brain
wanted to interpret, was that the god of the Spaniards was a fluid god; for he was in the blood, in the secret of the flesh, the
secret of love; that he was contained in the eternity of the universe. And she wanted to believe in such a deity.
“So then your god is liquid?” Malinalli asked enthusiastically.
“Liquid?”
“Yes. Didn’t you say that he was in the blood that he offered?”
“Yes, woman! But now answer me, do your gods offer you blood?
“No.”
“Aha! Then you shouldn’t believe in them.”
Malinalli eyes filled with tears as she replied.

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 “I don’t believe that they have to offer blood. I believe in your liquid god, I like that he is a god who is constantly
flowing, and that he manifests himself even in my tears. I like that he is stern, strict, and just, that his anger could create or
make the universe vanish in one day. But you can’t have that without water or a womb. For there to be songs and flowers,
there needs to be water; with it, words rise and matter takes on form. There is life that is born without a womb, but it does not
remain long on the earth. What is engendered in darkness, however, in profundity of caves, like precious gems and golds,
lasts much longer. They say that there is a place beyond the sea, where there are higher mountains, and there, Mother Earth
has plentiful water to fertilize the Earth; and here, in my land, we have deep caves and within them, great treasures are
produced—”
“Really? What treasures? Where are these caves?”
Malinalli did not want to answer him and said that she did not know. His interruption bothered her. It proved that
Cortes was not interested in talking about his religion, or his gods, or his beliefs, or even about her. It was clear that he was
only interested in material treasures. She excused herself and went to weep by the river.
This and many other things made it difficult for them to understand each other. Malinalli believed that words colored
memory, planting images each time that a thing was named. And as flowers bloomed in the countryside after a rainfall, so that
which was planted in the mind bore fruit each time that word, moistened by saliva, named it. For example, the concept of a
true and eternal god, which the Spaniards had proclaimed, in her mind had borne fruit because it had already been planted
there by her ancestors. From them she had also learned that things came to exist when you named them, when you
moistened them, when you painted them. God breathed through his word, gave life through it, and because of this, because of
the labor and grace of the God of All Things, it was possible to paint in the mind of the Spaniards and Mexicas new concepts,
new ideas.
Being “The Tongue” was a great spiritual duty, for it meant putting all her being at the service of the gods so that her
tongue was part of the resounding system of the divinity, so that her voice would spread through the cosmos the very meaning
of existence. But Malinalli did not feel up to the task. Very often, when translating, she let herself be guided by her feelings,
and then the voice of fear, fear of being unfaithful to the gods, of failure, fear of not being able to bear responsibility. And
truthfully, also fear of power, of taking power.
Never before had she felt what it was like to be in charge. She soon found that whoever controls information, whoever
controls meaning, acquires power. And she discovered that when she translated, she controlled the situation, and not only that
but that words could be weapons. The finest of weapons.

ACTIVITY 3: THINK, PAIR, AND SHARE

Look for a partner. Brainstorm or think about

your answers to some questions pertaining to
the excerpt of the novel, Malinche. I will be
randomly selecting pairs to answer the
questions. You are given 4 minutes to do the
task. (Questions are reflected on the
Abstraction Phase.)

D. Analysis It is now time to share your answers.

1. What are the differences between For Malinalli, things came to

Malinalli’s and Cortes’s view of the exist when they were named,
world? moistened, and painted. She
believed that God breathed
through his word.
As for Cortes, the world has a
lot of something to offer. He
was not interested in religion,
he is only hooked to the
treasures found in Mexico.

They have different ways

2. Why do you think they have different because Cortes is a
ways of looking at the world? Is your conquistador and he is only
view closer to Malinalli’s or Cortes’s? after of gold and power
whereas Malinalli is a slave
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 Explain your answer. and has a non-autocratic
attitude, her thoughts is
limited only to some natural
aspects of life.

My view is closer to Malinalli

because I am not after life’s
treasures.

My view is closer to Cortes

because I love to hold power.

Their relationship was not

3. From the characterization of Cortes and genuine; it was full of debates.
Malinalli, what kind of relationship do
you think they have? Their relationship was real, as
conflicts had strengthen them
as couples.

In the last paragraph it was

4. What are the power of the words or the stated: “…whoever controls
power of language according to the story? information, whoever
controls meaning, acquires
power.”

Words colored memory; it

painted concepts and ideas in
the mind.

Yes. People who are equipped

5. Do you agree that words are “the finest of with the words can establish
weapons”? Do you think this is applicable power. It is applicable today
today? Give examples to prove your as information holders has
answer. the power to manipulate or
even fabricate information
and thus, could also worsen a
certain scenario.

E. Valuing Considering the literary piece and your Words are the most powerful
thoughts, what is then the ultimate power of weapons in this world. For
words? instance, there are heroes in
the Philippine setting before
who fought through words
rather than the bloody
revolts.

After reading the text, how do you view the Words are so precious like
value of words now? gems. It should be properly
used as it could also demean
someone if not uplift.
F. Application Go back with your groups during the second
activity. This time, you will have another
group activity.
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 Each group will be given different tasks. Full
details of the task are provided in the task
cards that I will hand to your respective
groups. You are only given 8 minutes to
furnish everything related to your task. Once
all are done, each group will present their
presentation.

Group 1: 6 Word Flash Fiction

Write a 6 word flash fiction emphasizing the
positive impact of words to mankind.

Group 2: 4 Panel Comic Strip

Make a 4 panel comic strip showing the
ultimate power of words in fighting
colonization

Group 3: ONE-STANZA POEM

Look or create a poem which shows the right
for everyone to use the power of words in
expressing individual views about life.
Present your poem through choral reading.

Criteria:
Content- 50%
Presentation- 30%
Cooperation- 20%
TOTAL 100%

G. Assignment SOCIAL MEDIA SLOGAN

With the same groupings, write a slogan
which advocate the power of words. Take a
photo of your output and post it on Facebook.
The leader will be the one to upload the
output. In not more than five sentences,
provide a caption on each slogan which
explains your points. Use the official hashtag
for easy tracking: #PowerofWords.

Your output will be graded based on the

following:
Craftsmanship- 50%
Creativity- 30%
Originality- 20%
TOTAL 100%
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80 %
on the formative
assessment

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B. No. of learners
who requires
additional
activities for
remediation
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 work?
F. What difficulties
did I encounter
which my
cooperating
teacher can help
me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
practice teachers?

Prepared by:

KRISTELLE C. CALIMAG
English Teacher

Checked and observed by:

DAVIS M. LAGUNDI
Secondary School Head Teacher III

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