Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF BULACAN
_____________________________________________
(School)

WEEKLY HOME LEARNING PLAN – GRADE 11/12

Learning Area: 21st Century Literature from the Philippines and the World Week: 1 Date Covered:_____________
MELCs:
 Writes a close analysis and critical interpretation of literary texts and doing an adaptation of these
require from the learner the ability to identify: a. the geographic, linguistic, and ethnic dimensions
of Philippine literary history from pre-colonial to the contemporary; and b. representative texts and
authors from each region (e.g. engage in oral history research with focus on key personalities from
the students’ region/province/town)
Objectives:
At the end of the module, the learner is expected to:
1. identify geographic, linguistic, and ethnic dimensions of Philippine literary history
from pre-colonial to contemporary and representative texts from the regions;
2. write a close analysis and critical interpretation of literary texts; and
3. show a sense of adaptability of the Philippine Literary History.
DAY AND
LEARNING TASK
TIME
 Gear up for the lessons to be accomplished today. Eat healthy breakfast and think
that you are really going to school today.
 A healthy mind starts with a healthy body. Do some simple exercises that can
stimulate your mind.
Note: Use the provided answer sheets for all the activities in the module. You can use separate sheets of
paper if it is needed. Do not write anything on the modules. Take care of the modules while it is in your
custody. Do not drink near the modules to avoid unnecessary accidents.
Preliminaries/Introduction (What I need to know)
 In this module, the student is expected to learn about the Philippine literary history
from pre-colonial to contemporary period. He/she is expected to make a critical
interpretation of various literary pieces, and show appreciation about the Philippine
literary history.
Pre assessment (What I Know)
For Lesson 1:
 In this part, the activity aims to test what the student already knows about the
lesson.
For Lesson 2:
 You may think of your own activity that relates to the lesson. (This lesson is the
continuation of the Module 1 Lesson 1.)
PROCEDURES
Review/Motivations (What’s In)
For Lesson 1:
 In this part of the module, allow the student to think about what he/she knows about
the different literary Periods in Philippine literature and the essential elements of
literary pieces under these periods.
For Lesson 2:
 In this part of the module, allow the student to recall what he/she knows about the
different periods in the Philippine literature. Let him/her discuss what the basic
elements of literary pieces are during the Japanese period. Afterwards, let him/her
share about the changes in literature during the 21st century.
Initial Activity/Discovery (What’s New)
For Lesson 1:
 In this part, let the student complete the literary timeline on page 5.
For Lesson 2:
 In this part, the student will learn about imagery. Let him/her read the poem “Gabu”
 by Carlos A. Angeles on page 17 and answer the two questions that follow.
Discussion of the Topic (What Is It)
For Lesson 1:
 In this part, a brief discussion about periods of Philippine literature is provided. Let
the student read the lessons on pages 6-10 to have better understanding about the
geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-
colonial to contemporary periods.
For Lesson 2:
 In this part, a brief discussion about representative texts from the region is provided.
Let the student read the lesson on pages 17-18.
Enrichment Activities (What’s More)
It’s now time to assess what the student has learned from the lesson. In this part, various
activities are given for independent practice.
For Lesson 1:
 Activity 1: On page 10, let the student identify the author of the given literary texts.
 Assessment 1: Ask the student to complete the table on page 11 by writing the
characteristics of the given literature under the Pre-Spanish Period.
 Activity 2: On page 11, let the student read the sample literary piece “The Sun and
the Moon” and answer the questions that follow.
 Assessment 2: On page 12, let the student identify the message of the given excerpt
by writing words in the boxes.
 Assessment 3: Let the student interpret the emotions of Filipinos in one of the songs
during Post-EDSA, “Ang Bayan ko”. Write the answers on the given answer sheet.
For Lesson 2:
 Activity 1: On page 19, ask the student to complete the organizer by answering the
questions regarding the poem “Gabu.” He/she may re-read the poem on page 17.
 Assessment 1: Turn the module on page 20. Ask the student to read the text and
answer the questions that follow.
 Activity 2: Let the student fill in the graphic organizer on page 20 about the message
of the writer in the text about the awakening of the social and moral consciousness of
the people.
 Assessment 2: Let the student read the text on page 21 and answer the questions
that follow.
Generalization (What I Have Learned)
For Lesson 1:
 Let the student read the points to remember on page 15.
For Lesson 2:
 Let the student read the points to remember on page 22.
Application (What I Can Do)
 On page 23, let the student read the text “Dreamweavers” by Marjorie Evasco. Ask
him/her to write a short interpretation of the verses 1, 6, and 7.
Assessment
 In this part, evaluate the student’s level of mastery. Let the student read and answer
the test on page 24-26.
Additional Activity
 Ask the student to write a short reflection about ways to open the minds of masses on
socio-political and moral issues present in the Philippines.
MODE OF DELIVERY
 Modular Distance Learning: The parent/guardian/authorized representative shall personally submit
the printed module and activity sheets in the respective LGUs. A proof of identity shall be presented
upon the submission/claim of the materials.
 Online Distance Learning: The learner can send outputs to the Google Classroom account provided
by the teacher or to any other platform recommended by the school.

Prepared by: Checked by:

SUBJECT TEACHER NAME OF SCHOOL