Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Year Level: Semester: Duration: Date

1 21 Century Literature from the Philippines and the
st
11 1 st
2 hours & 30 August 14-18
2023
World minutes

Learning Competency/ies: Writing a close analysis and critical interpretation of literary texts and Code:
(Taken from the Curriculum Guide ) 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 EN12Lit-Ia-
b. representative texts and authors from each region (e.g. engage 21
in oral history research with focus on key personalities from the students’
region/province/town)

 Literature is a body of written works produced in a particular country, language, or age

Key Concepts / Understandings to
 Literature uses words whether in oral or written form
be Developed  Literature reflects the culture of a group of people since it mirrors life
 Literature affect readers and listeners and teaches them how to think analytically and
critically
 Literature teaches about life
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVE:
2015)

Knowledge Remembering Define Literature

The fact or condition of
knowing something with
familiarity gained through Explain the meaning of literature
experience or association Understanding

Applying  Compare and Contrast the various 21st Century Literary genres
Skills and the ones from the earlier genres
The ability and capacity acquired
through deliberate, systematic, and
 The class well then share insights on the lesson discussed.
sustained effort to smoothly and
adaptively carryout complex
Analyzing Recognize the Philippine literature
activities or the ability, coming from
one's knowledge, practice, aptitude,
etc., to do something Evaluating

Creating

Receiving
Attitude
Phenomena
Relates the students and teaches them how to think analytically and critically through
Values Valuing reading of literature.
2. Content Introduction to Philippine Literature

3. Learning Resources Laptop, Pictures, PowerPoint Presentation, Video, Instructional Materials

4. Procedures
4.1 Introductory Activity Routinary Activities
10 minutes  Prayer
 Checking of class attendance
 Energizer

Activity: DEFINE ME!

Learners will be grouped into 5 groups. Then each group will pick a rolled paper from
the teacher and they will define the given questions that they pick/choose. The
students will choose their leader to present all their consolidated ideas in front of the
class.
The five questions (5):
1. What is the beginning of 21st Century Literature?
2. What are the changes in literature during the 21st century literature?
3. Why is there a need to study 21st century literature?
4. What is the importance of studying literature?
5. What are the expectations of the 21st century learners?

4.2 Activity I Written Work (20points.)

20 minutes Briefly answer the following activity as you try to recall one of your favorite Philippine story or
stories.

Let’s Check In!

Recall one of your favorite stories. Find out the life story of
its author and answer the following questions:
 Describe the author of the story
 What are some personal experiences
of the author that affect his view point
in life?
 How are viewpoints reflected in one’s
writing?

II. Watch or recall a movie or book that talk about a certain Philippine historical event.
Answer the following question briefly:
1. What is the historical situation taking place?
________________________________________
2. What do you think is the prevailing social order shown?
_________________________________________
3. What is the main idea or theme of the story?
_________________________________________
4. How do the people during those times act? How do they differ from our generation?
_________________________________________
5.How does the event affect the author and his perspectives about the situation?
__________________________________________

4.3 Analysis DEBRIEFING: Based on the previous activity, let the students analyze what was in the
10 minutes periods of Philippine literature. This will lead the students to the idea of what was
happening in the Philippine literature period and what are the changes in literature during
the 21st century?

Process Questions:

1. What do you know about the Philippine Literature?

2. How do the different genres of literature differ from last 20 th century? Cite some
examples.

4.4 Abstraction DISCUSSION: Discuss what 21st century literature is, and identify the geographic, linguistic,
40 and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary.
minutes
Afterwards, present a video that summarizes the topic.

Video Presentation Link: https://youtube.com/@honey-jemocampo2434

 WHAT’S IN?
4.5 Application
30 minutes Utilizing the same group, the students are going to answer the two (2) questions. The
students will consolidate all their ideas and they will present it in front of the class.

1. What do you know about the different Literary Periods in Philippine Literature?

2. What are the essential elements of the literary pieces under different periods of literature?

4.6 Assessment The teacher will assess the students’ understanding of the
20 minutes Analysis of Learners' Products lesson through a quiz. The quiz is divided into two parts, a 5-
item multiple choice and 5-item identification.
They will be given 10 minutes to answer the quiz.

I. Multiple Choice (5 pts)

Directions: Read each item carefully. Write the letter of the
correct answer on your answer sheet.

During the period, Jose Rizal’s works such as Noli Me Tangere

and El Filibusterismo were written to awake the mind of our
country men.
A. Spanish Period
B. American Period
C. Pre- Spanish Period
D. Period of Enlightenment

2. The Philippines had literature such as legends, folktales,

folksongs, and the like.
A. Spanish Period
B. Japanese Period
C. Pre-Spanish Period
D. Period of Enlightenment

3. In this period, religious books were written, such as Doctrina

Cristiana and Urbana and Felisa, to support or contradict the
Catholic Church.
A. Spanish Period
B. American Period
C. 21st Century Period
D. Period of Enlightenment

4. Filipino writers went into all forms of literature like news,,

reporting, poetry, stories, play, essays, and novels which
clearly depicted their love of country and their longings for
independence.
A. Edsa 1 Period
B. American Period
C. Pre-Spanish Period
D. The 3rd Republic Period

5. Filipino Literature was given a break during this period for

the Filipino literature was prohibited from using many wrote
plays, poems, short stories, etc., Topic and themes were often
about life in the provinces.
A. Japanese Period
B. American Period
C. Pre-Spanish Period
D. American Period

II. Identification (5 pts)

Directions: Identify the author of the following literary pieces
written by the illustrados. Write the letter of your correct
answer.
A. Jose Rizal B. Marcelo H. Del Pilar
C.Graciano L. Jaena D. Andres Bonifacio

A. Jose Rizal 1. Mi Ultimo Adios

D. Andres Bonifacio 2. Pag-ibig sa Tinubuang Lupa
A. Jose Rizal 3. Filipinas Dentro De Cien Anos
C. Graciano L. Jaena 4. Fray Botod
B. Marcelo Del Pilar 5. Dasalan at Tocsohan
4.7 Assignment Preparing for the new lesson The teacher will ask the students. As a grade 11 learners, in
5 minutes what way you can show a sense of adaptability to the diverse
Philippines Literary History?
State your answer in a 3-5 paragraph essay.
4.8 Concluding Activity The teacher will ask the students and share his/her own thought about:
5 minutes
 What was one thing you learned from today’s lesson?
 Summarize the happenings in the Philippine Period of literature.

5. Remarks

6. Reflections

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
A. No. of learners who earned 80% in the evaluation

D. No. of learners who continue to require remediation.

B. No. of learners who require additional activities for
remediation.
E. Which of my learning strategies worked 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?

Prepared by:
Name:
SHARMINE B. BUNHAN District 8TH DISTRICT
Position/Designation: HUMSS 11 – EMPATHY ADVISER Division: DANAO CITY
Checked by: MARIA BELLA Y. SORIA
Position/Designation: SENIOR HIGH SCHOOL COORDINATOR
Approved: MARIA JOSEFINA A. AGUILAR
Position/ Designation: SCHOOL PRINCIPAL
QA
Appendices: