ESCALANTE NATIONAL HIGH SCHOOL

Brgy. Alimango, Escalante City

Senior High School
Daily Lesson Plan (DLP)
in
ST
21 CENTURY LITERATURE IN THE PHILLIPINES AND THE WORLD

Teacher: GLENDY B. ALO

Learning 21ST CENTURY LITERATURE IN
Teaching
December 10, 2019 Area: THE PHILLIPINES AND THE
Date:
WORLD
Grade Level Grade 11- HUMSS 2 7:30 – 8:30

I. LEARNING OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate the elements
and contexts of 21st century Philippine literature from the regions.
B. Performance Standard The learners will be able to demonstrate understanding and
appreciation of 21st Century Philippine literature from the regions
through 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.

C. Learning EN12Lit-Id-25: differentiate/compare and contrast the various

Competency/ies 21st century genres and the ones from the earlier genres/periods
citing their elements, structures and traditions.

D. Specific Learning After the lesson, the students are expected to:
Objective/s a. Recognize the literary genres and meaning of the text used by the
world known authors based from their literary writings.
b. Explain how tradition makes a difference in their works and word
meaning in their works.

II. CONTENT Study and appreciation of literary texts from the different
genres.

III. LEARNING RESOURCES

A. Topic Major Genres in Literature ( mangga, creative nonfiction, blogs
and doodle fiction)
B. References

Internet

A. Textbook a. Appreciation of literature

b. Short Story and its Elements on prezi
c. Regional Filipino national artist in short story in prezi
B. CG
Curriculum Guide Page 2
C. Materials Led TV, activity cards, laptop, cartolina
D. Value Focus Appreciation of the value and meaning of life through different
literary works.
IV. PROCEDURES
A. Setting the stage 1. Prayer, and Attendance Checking
2. Review of previous lesson
The teacher says: “Is it possible for a person to fall in love again
with his/her ex?”
The teacher will present pictures from the movies/teleseryes and let
the students share about their insights about the movie/teleserye.

B. Explaining to This morning we are going to talk about the tradition and culture in
 Students what to do the formation of literary piece.

(The teacher will present the objectives)

a. Recognize the literary genres and meaning of the text used by the
world known authors based from their literary writings.
b. Explain how tradition makes a difference in their works and word
meaning in their works.

C. Teaching/Modelling The teacher will:

 Discuss about the different major genres in literature
namely; mangga, creative nonfiction, blog and doodle
fiction.
 Keep the students to be actively participate during the class.

D. Guided Practice  Divide the class into four groups.

 Standard behaviour must be observed
 Distribute the activity card
 Guide the students in their work
E. Independent  The Teacher will let the students watch the video of the story
Practice “How My Brother Leon Brought Home a Wife” by Manuel E.
Arguilla of La Union.
 The students will answer the following guide questions after
watching the video.
 GUIDE QUESTIONS

1. Who are the main characters of the story?

2. What is the theme of the short story?
3. Who is the author of the story?
4. Where is the main setting of the story?
5. Who is the narrator of the story?

F. Closure  What was the moral lesson of the story “How My Brother
Leon Brought Home a Wife”?
 What did you learn from our lesson today?
 What do you think is the most important element of the
story?
 Are these elements important in writing a short story? Why?

V. EVALUATION Directions: Read and understand the following statements. Choose

the letter of the correct answer on the choices given.

1. The technique writers use to create and develop characters.

a. allusion
b. characterization
c. symbolism
d. figurative language
2. The time and place of the story.
a. theme
b. setting
c. science fiction
d. plot
3. A series of related events (what happens in the story).
a. theme
b. setting
c. plot
d. irony
4. The plot of a story usually has some sort of _______________
that must be resolved.
 a. climax
b. rising action
c. conflict
d. theme
5. What is the most exciting part of the story called?
a. conflict
b. falling action
c. resolution
d. climax

VI. ADDITIONAL Read the short story entitled “Dead Stars” by Paz Marquez of
ACTIVITY Lucena City. Identify the theme, characters, setting and plot
of the story.

VII. REFLECTION
A. No. Of learners who earned 80% in the evaluation: ___________
B. No. Of learners who require additional activities for remediation who scored below 80%:
______

Prepared by: Checked by:

GLENDY B. ALO MIRA C. VILLAROSA

Teacher I Master Teacher II

ACTIVITY SHEET

Instructions:
1. Each member of the group shall participate.
2. Activity shall be given 15 minutes
3. Present your work in front of the class

Group 1
The students will act out the climax of the teleserye “Pangako Sayo”.

ACTIVITY SHEET

Instructions:
1. Choose any representative from the group.
2. Activity shall be given 15 minutes
3. Present your work in front of the class

Group 2
Draw a slogan about the tone of the story “One More Chance”

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ACTIVITY SHEET

Instructions:
1. Each member of the group shall participate.
2. Activity shall be given 15 minutes
3. Present your work in front of the class

Group 3
 The students will act out the conflict of the characters in the movie “Everyday I Love
You”.

ACTIVITY SHEET

Instructions:
1. Each member of the group shall participate.
2. Activity shall be given 15 minutes
3. Present your work in front of the class

Group 4
Create a stanza of 4 lines about the theme of the story “Everyday I Love You”

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. The landlady swore she lived

TELEPHONE CONVERSATION
Wole Soyinka

The price seemed reasonable, location

Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. “Madam,” I warned,
“I hate a wasted journey—I am African.”
Silence. Silenced transmission of
Pressurized good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was, foully.

“HOW DARK?” . . . I had not misheard . . . “ARE YOU LIGHT

OR VERY DARK?” Button B. Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar-box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis—

“ARE YOU DARK? OR VERY LIGHT?” Revelation came.

“You mean—like plain or milk chocolate?”
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wavelength adjusted,
I chose. “West African sepia”—and as an afterthought,
“Down in my passport.” Silence for spectroscopic
Flight of fancy, till truthfulness clanged her accent
Hard on the mouthpiece. “WHAT’S THAT?” conceding,
“DON’T KNOW WHAT THAT IS.” “Like brunette.”

“THAT’S DARK, ISN’T IT?” “Not altogether.

Facially, I am brunette, but madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blonde. Friction, caused—
Foolishly, madam—by sitting down, has turned
My bottom raven black—One moment madam!”—sensing
Her receiver rearing on the thunderclap
About my ears—“Madam,” I pleaded, “wouldn’t you rather
See for yourself?”