Detailed Lesson Plan in 21st Century Literature from the Philippines and the World

Week 1 Competency 1
Section ABM & Housekeeping Time Frame 2 hours
Date:July 7, 2016
Content Standard
The learner will be able to understand and appreciate the elements and contexts of 21st century

Performance Standard
The learner will be able to demonstrate understanding and appreciation of 21st Century
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; and
2. an adaptation of a text into other creative forms using multimedia.
Learning Competency
Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these
require from the learner the ability to identify the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the contemporary. (EN12Lit-Ia-21)

I- OBJECTIVES
At the end of the lesson, the sutdents are expected to:
1. identify the geographic, linguistic and ethnic dimensions of Philippineliterary history from pre-
colonial to modern;
2. appreciate the application of elements of short story in the text provided, payingparticular attention
to the regional origins of the short story; and
3. respond critically to the short story and articulate this response through a presentation that
showcases regional culture.

II- SUBJECT MATTER

Topic Various Dimensions of Phil. Literature
Materials metacards, pictures and copy of the short story, Suan, the Good Guesser
References DepEd Tambayan.gov.ph.
Code (EN12Lit-Ia-21)

III- PROCEDURES
A. Daily Routine
1. Prayer
2. Greetings
3. Putting the class in order
B. Motivation
Title: Complete Me!!! Guess What!
Time Frame: 15 minutes
Directions:
a. The class will divided into five groups.
b. They group will choose a leader and secretary.
c. The leader of each group will choose 1 representative to act the task given to them.
d. The group will guess the action perform by the representative.
e. Each group will just be given 3 minutes to act out and guess the answer.
f. The other group will do the same.
g. The group that will finish earlier and got a perfect score will be the winner.
The words/phrases to be acted out
ü MariangMakiling
ü Paru-parongbukid
ü LeronleronSinta
ü Biagni Lam-ang
ü IbongAdarna
ü Noli Me Tangere
ü El Felibusterismo
ü Jose Rizal
ü Pangingisda
ü Pangingisda

Process Questions: (10 minutes)

1. What can you say about the words/phrases you acted out?
2. How do these words/phrases related to Philippine literature?
3. Do you know those peple? songs?literary pieces?
4. What else can you add?

C. LESSON PROPER
TITLE 1. Activity COLLABORATIVE LEARNING GROUP PRESENTATION
Class Grade 11 SHS
Duration 30 minutes
Number of required participants 10 members
Objectives of the collaborative learning 1. Discuss the short story “Suan the Good Guesser.
Procedures 2. Identify the elements of a short story.
3. Determine the culture and tradition of the Philippines depicted in the story.
4. Showcase critical thinking skills and creativity in presenting the task.
1. Each of the group will present the assign task for 5 minutes
2. Every group will be oriented on how they should be graded.
3. Rubrics will be disseminated to the leader of each group
4. Metacards will be given in each group for the task assign to them.
Expected Outcomes The learners will be able to recognize the importance of Philippine literature in
today’s generation.
Rubrics for group presentation Collaboration 10
Content Relevance 10
Critical thinking skills applied 7
Creativity 8
Behavior /Attitude 5
Total 40
2. Analysis: Peer Discussion (20 minutes)
a. Analyze the elements of the short story.
b. Determine and recognize the culture and tradition depicted in the story.
c. Explain the concept and origin of the short story.

3. Abstraction: Enrichment (15 minutes)

a. Discuss the elements of the short story.
b. Explain where the story originated and the cultures depicted in the story.
c. Say: In every literary works, culture and tradition of each region are depicted.

4. Application: (20 minutes)

a. Each group will perform a short skit of a the story, Suan the Good Guesser.
b. The groups may have it creatively and showcase the traditions depicted in the story.
c. Rubrics:
Originality 20
· Relevance 50
Creativity 30

IV- ASSESSMENT
Students will task to analyze the literary piece “Suan, the Good Guesser”
Guide for analysis:
Ø Origin of the story.
Ø Elements of the story.
Ø Depicted culture and traditions in the story.
V- ASSIGNMENT
ü Write a reflective journal on the story Suan, the Good Guesser.

VI- REMARKS The lesson will be discussed for two hours. The liteary piece to be used in the lesson
may vary according to your region/provice.
VI- REFLECTION
A. No.of learners who earned 80% on the formative assessment
B. No.of learners who require 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 strategiesworked well?Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?