Dr. Vicente F.

Gustilo
Schools Division: Cadiz City School:
MNHS
21st Century Literature of the 2nd Semester / 2nd
Learning Area:
Philippines and the World Quarter
Grade
DAILY LESSON Teacher: Mishel P. Coros 11
Level:
LOG
Date January 21, 2018
The learner will be able to understand and appreciate
Content
literary texts in various genres across national literature and
Standard:
cultures.
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
Performance description of its context derived from research;
I. OBJECTIVES
Standard: 2. 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
3. an adaptation of a text into other creative forms using
multimedia.
1. explain the texts in terms of literary elements, genres,
Learning
and traditions
Competency(ies):
EN12Lit-IIb-32
II. CONTENT Literary Elements of a Poem
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide Pages
2. Learner’s Material’s
Pages
3. Textbook Pages
4. Additional Materials Pictures, Video
B. Other Learning Resources:
IV. PROCEDURE:
The teacher reviews the previous lesson by asking the following questions:
a. Who are the significant contemporary writers from all over the world?
Give some of their literary pieces.
Review:
b. Among them, who do you like most? Why?
c. In the age where most books have film adaptation, what do you prefer;
reading the book or watching the movie? Why?
a. The teacher asks students to watch a video entitled An Invocation for
Beginnings by opening the link
https://www.youtube.com/watch?v=RYlCVwxoL_g.
Motivation:
b. The teacher will then get the students reaction and opinion of the video
they’ve watched.
 c. The teacher will ask some students to share their daily devotion or
invocation to the class.
d. Motive Questions
1. Who among you here do daily devotion?

2. What is devotion for you? What do you share in your devotion?

3. What is the benefit of having a devotion? How is it manifested?

The teacher ask students to open Google Classroom (class code: egpgg1w) to
have a copy of the poem Litany.

“LITANY” BY: BILL COLLINS

You are the bread and the knife,

the crystal goblet and the wine.
You are the dew on the morning grass
and the burning wheel of the sun.
You are the white apron of the baker,
and the marsh birds suddenly in flight.

However, you are not the wind in the orchard,

the plums on the counter,
or the house of cards.
And you are certainly not the pine-scented air.
There is just no way that you are the pine-scented air.

It is possible that you are the fish under the bridge,

Presentation maybe even the pigeon on the general's head,
and Discussion:
but you are not even close
to being the field of cornflowers at dusk.

And a quick look in the mirror will show

that you are neither the boots in the corner
nor the boat asleep in its boathouse.

It might interest you to know,

speaking of the plentiful imagery of the world,
that I am the sound of rain on the roof.

I also happen to be the shooting star,

the evening paper blowing down an alley
and the basket of chestnuts on the kitchen table.

I am also the moon in the trees

and the blind woman's tea cup.
But don't worry, I'm not the bread and the knife.
You are still the bread and the knife.
 You will always be the bread and the knife,
not to mention the crystal goblet and--somehow--the wine

Retrieved from: https://sites.google.com/site/eaglepoetry/billy-collins/today

Guide Questions:

A. Describe the character talking in this poem from the Litany. To

whom is the persona talking?
B. What is your initial reaction as you begin to read the poem?
C. What situations in the story remind me of people and situations in
my own life? How are they similar and how are they different?
D. What do the speaker tries to imply in the last stanza? What is the
significance of the message to the addressee?

After the questions were answered and processed. The teacher tells the class to
open Google Classroom (class code: egpgg1w) to have a copy of the handouts

Literary Elements of Poem

STANZAS: Stanzas are a series of lines grouped together and separated
by an empty line from other stanzas. They are the equivalent of a paragraph in
an essay. One way to identify a stanza is to count the number of lines. Thus:

 couplet (2 lines)
 tercet (3 lines)
 quatrain (4 lines)
 cinquain (5 lines)
 sestet (6 lines) (sometimes it's called a sexain)
 septet (7 lines)
 octave (8 lines)

RHYME: Rhyme is the repetition of similar sounds. In poetry, the most

common kind of rhyme is the end rhyme, which occurs at the end of two or
more lines. It is usually identified with lower case letters, and a new letter is
used to identify each new end sound. Take a look at the rhyme scheme for
the following poem

I saw a fairy in the wood,

He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen\
 RHYTHM: Creates the pleasant gliding effect when we read a poem. It helps
readers to travel along the lines of the poem with a certain enjoyable tempo
created by the components of rhythm.

Never in my lonely life,

Could you make it -- be my wife.

or,

If only then she had seen,

That crime and anger were to have been.

METER: the systematic regularity in rhythm; this systematic rhythm (or

sound pattern) is usually identified by examining the type of "foot" and the
number of feet.
After the discussion, the teacher ask students to complete the graphic
organizer.

STANZA RHYME

Exercises:
LITANY
By: Billy Collins

METER
RHYTHM

Ask students to enumerate the elements of poetry and define each then ask,
Generalization:
“why is it essential to use literary elements in writing poems?”
The teacher will divide the class into three group and perform differentiated
activities using the poem below.

the seagulls and the sea

Sandra Feldman

I love the seagulls and the sea,

Their salty language speaks to me,
Application: Intrigues me also and as such,
I do enjoy them very much,
Their motion always, windy free,
They move forever, gracefully,
They go together, peacefully,
And love each other, endlessly,
The seagulls and the sounding sea.

GROUP 1: identify different elements

 GROUP 2: Deliver the Poem

GROUP 3: Interpret by Drawing/Painting

Evaluation:
V. REMARKS
Mastery Level (ML):
Instructional Decision
(ID)
VI. REFLECTION:
# Of learners of who got
a score of 80% up