DETAILED LESSON PLAN

I. Learning Outcomes:
At the end of the lesson, 90% of the students are able to:
a. Cognitive: Identify various Filipino authors.
b. Affective: Demonstrate understanding about the contribution of Filipino authors to
Philippine literature.
c. Psychomotor: Create and essay regarding the Filipino authors.

II. Subject Matter:

Topic: Survey of Filipino Authors
Reference/s:Ateneo Library of Women's Writings. The Major Collections of Filipino Writers in
English. Retrieved from: https://rizal.lib.admu.edu.ph/aliww/english_html
Instructional Materials: PowerPoint Presentation, Manila Paper, Pictures, Marker
Values Integration:Appreciate the importance of Filipino authors in the field of literature.

III. Learning Activities:

Teacher’s Activity Students’ Activity

A. Preliminaries:
 Greetings
Good morning class! Good morning ma’am

 Prayer
Kindly stand up, and Mr. Dela Cruz please lead In the name of the father….
the prayer.
Amen Amen

 Checking of Attendance
Class secretary, kindly list down all the absentees Okay ma’am
today.

B. Review:
Now, before we formally start our new discussion,
can you still recall the lesson that we discussed Yes, ma’am
last meeting?
1. What did we discuss last meeting? 1. Prose vs. Poetry vs.
Drama
2. What is prose? 2. Prose is a form of written
or spoken language that
follows the natural flow of
speech, uses a
language's ordinary
grammatical structures, or
follows the conventions of
formal academic writing.
3. What is poetry? 3. Poetry, also called verse,
is a form of literature that
uses aesthetic and often
rhythmic qualities of
language
4. What is drama? 4. Drama is the specific
mode of fiction
represented in
performance: a play,
opera, mime, ballet, etc.,
performed in a theatre, or
on radio or television.
 C. Motivation:
 ACTIVITY

LET’S BRAINSTORM!
Before we proceed to our new lesson, let’s have first and
activity. So the class will be divided into four (4). Kindly Students will count off 1-4
count off 1-4
Now go to your groups and form a circle Students will form a circle

Direction: Think of any Filipino authors that you know and Students will do the activity
give one of his/her famous literary piece. Explain what
that literary piece is all about.

 ANALYSIS

Ask the students the following questions:

1. Can you give a literary piece written by Filipino

author?
2. Who is your favorite Filipino author and why?
Merlinda Bobis has long believed that as long Students may have varied
as you can open your mind and heart to an answers
idea, the universe will attend to you in many

3. How Filipino authors differ to foreign authors?

The Philippines is unique for having important
works in many languages.
4. Which one do you prefer, a Filipino author or
international author? Why?
Filipino author because they use many language.

5. What do you think is the greatest contribution of

Filipino authors to the Philippine literature?
Studying Philippine literature is so important
because it portrays as a living language.
Philippine literature introduces real life
situations within the experiential background
of the youth to the featured literary pieces.
This is bringing us into such issues as
environmental awareness, peace education
and others The Philippines is unique for
having important works in many languages. .

 ABSTRACTION

Ask the students the following statements/questions: Expected Answers

1. Name at least five Filipino authors that we 5. Jose Garcia Villa, Manuel
discussed today. Arguilla, Nick Joaquin,
Alejandro Roces, Benito
Reyes, Angela Manalang
Gloria, MerlindaBobis, Gilda
Cordero Fernando, Virginia
Moreno, and Paz latorena
2. What is the contribution of Filipino authors to the 2. Students may have varied
Philippine literature? answers.
- Winning the National Artist award for 3. Students may have varied
Literature, answers.
3. What is the importance of various Filipino authors 4. Footnote to Youth
in the modern time? 5. Rice
- Valuing Filipino authors is important for
several reasons. Firstly, it helps to promote
and preserve Philippine culture and
heritage. By reading the works of Filipino
 authors, we gain a deeper understanding
and appreciation of the country's history,
customs, and traditions.
4. Give a famous literary piece of Jose Garcia Villa.
5. Give a famous literary piece of Manuel Arguilla.

 APPLICATION
For your another activity the class will be divided into two.
This will be the group one, and this will be the group two.

The title of your activity is COMPLETE ME!

Direction: With the given pictures, identify the name of

Filipino authors and their birthdate, awards, and some of
their literary piece.

You can use a matrix in presenting your answers.

Choose one representative to present your work.

You only have 15 minutes to finish this activity.

Group 1:

Students will do the task

Group 2:

D. Generalization:

Call three random students to generalize the topic.

IV. Evaluation
Direction: In a one whole sheet of paper, write an essay about the Filipino authors. Include your
insights about them, things that you want to say to them, and their importance in today’s time.
No word limit.

V. Assignment
Direction: Do a mini research and identify ten international authors in the field of literature.
Include some of their famous or best literary piece/s.

Prepared by:
NOREEN SEAH SARIP
 Name of Demonstrator: _______________________________
Criteria 5Points
The LP adheres to the 4A’s
format and logically
Lesson Plan
sequenced according to its
prescribed structure
Instructor provokes/catches
students’ attention and
Motivation motivates them throughout
the lesson proper. Motivation
is connected to the lesson
Instructor speaks clearly with
high level enthusiasm.
Presentation
Correct terminology/grammar
is used
Presentation is organized and
Organization
easy to follow
Thorough knowledge of the
Knowledge
subject area is clearly evident
Objectives are clearly defined
Objectives
and SMART
Lesson breaks down complex
Differentiation tasks and addresses several
different learning styles
Instructor clearly engages
Engagement
students in the lesson
Anticipates students’
misconceptions and
Anticipation
confusions and clearly
addresses this
Instructor interacts with
Interaction students/asks if students
have questions
Instructor has expert
Technology
knowledge and skills of
Integration
EdTech application
Instructor has used a
Instructional variety of IM’s aligned with
Materials the content and appropriate
for the learners
Instructor clearly explains
Application
application of knowledge
2 or more resources,
Resources
correctly referenced
Total (Max 100)
______________________
Subject Teacher’s Signature
3Points
The LP adheres to the 4A’s
format, but not so logically
organized according to its
prescribed structure
Instructor somehow
provokes/catches students’
attention and motivates them in
some part of the lesson.
Motivation is connected to the
lesson
Instructor speaks moderately
clear or moderate level of
enthusiasm. Correct
terminology/grammar is used
Presentation is generally
organized and somewhat easy
to follow
Knowledge of the subject area is
somewhat evident
Objectives are defined and
somehow SMART
Lesson has some differentiation
to accommodate learning styles
Instructor somewhat engages
students in the lesson
Some anticipation of students’
misconceptions but not clearly
addressed
Some interaction
Instructor has somehow
equipped with knowledge and
skills of EdTech application
Instructor has used only one IM
and somehow aligned with the
content and appropriate for the
learners
Instructor somewhat explains
application of knowledge
1 resource, correctly referenced
Total Points Earned
Date: ___________
1Points Score
The LP doesn’t follow the 4A’s
format but with little/no
logical sequence
Instructor didn’t
provoke/catch students’
attention and with little/no
motivation throughout the
lesson proper. Motivation
somehow connected to the
lesson
Instructor speaks unclearly or
little/no enthusiasm or
incorrect
terminology/grammar is used
Presentation is quite
unorganized and difficult to
follow
Knowledge of the subject area
is quite unclear
Objectives are quite not
defined and SMART
Lesson has little/no
differentiation to
accommodate learning styles
Little/no engagement of
students
Proceeds withoutconsidering
misconceptions that students
might have about the material
Little/no interaction
Instructor use EdTech but
has difficulty carrying it out
Little/no IM’s were used.
Little/no mention of
application
Little/no resources or
incorrectly referenced