Republic of the Philippines

Department of Education
Schools Division Office
District VI
ISMAEL MATHAY SR. HIGH SCHOOL
Branches Ext., GSIS Village, Brgy. Sangandaan, Quezon City
Quezon City, 2nd District, Metro Manila

A SEMI-DETAILED LESSON PLAN in

CREATIVE NON FICTION: THE LITERARY ESSAY
Senior High School Core Subject

Teacher: Mrs. Regina Louise G. Pijuan Date &Time: March 4, 2022/7:30-8:30/8:50-9:50AM

Position: SHS Teacher III Class: 11HUMSS

I. OBJECTIVES
At the end of the 120-minute period the students should be able to:
A. Identify and describe each literary lenses discussed
B. Appreciate the use of literary theories in understanding a text
C. Write a critical analysis essay using one of the literary criticisms
D. Practice analysis of literatures using different literary theories
Content Standard: The learner understands the literary conventions that govern the different genres, (e.g.,
narrative convention of fiction, etc.)
Performance Standards: The learner clearly and coherently uses a chosen element conventionally
identified with a genre for a written output
II. SUBJECT MATTER
A. TOPIC
Literary Lenses / Literary Criticism

B. REFERENCE
Chancoco, J. J., Ondevilla, M. K., Palencia, M. & Solmerano, E. T. (2017 ). Creative Non-
Fiction. Fastbooks Educational Supply, Inc.: Manila, Philippines

Lumbera, B. & C. N. (2005 ). Philippine Literature: A History and Anthology English Ed. Anvil
Publishing Inc: Mandaluyong City, Philippines

C. MATERIALS
Laptop/Projector
Chalk/Board

III. PROCEDURE
A. ROUTINARY ACTIVITY
Classroom Management
Greetings
Attendance

B. MOTIVATION
1. A picture with many formed faces will be shown in the slide. The teacher will ask how many
faces do they see. With the learner’s answers, the students will realize that interpretation
depends on different perceptions or depending on the lens used. This will lead them to the
lesson, Literary Lenses.
2. An image which shows gender discrimination and stereotyping will be projected on the
board. The students will then be asked to give their opinions about the picture to lead to
Feminism.
 C. LESSON PROPER
a. Describe and define Gender Reading and Queer Theory
b. Recitation: What do you think is the message of the picture?
c. Individual Activity: Writing a Critical Analytical Essay
The students will write a critical analysis essay by applying one of the literary criticisms
to their chosen material. The material to study can be a short story, novel, poem, film,
Asian dramas, manga or even anime as long as they have already read or watched it.

d. The students will be given 40 minutes to finish the writing activity. The remaining 10
minutes will be allotted in reading some of the works chosen by the teacher.

D. GENERALIZATION
The students will be asked to give their comments about the work read by their
classmates.
E. APPLICATION
Writing a Critical Analysis Essay using either Gender Criticism or Queer Theory.
IV. EVALUATION
FORMATIVE EVALUATION

V. ASSIGNMENT
Group report of the 6 remaining Literary Lenses.

Prepared by: Noted by:

MRS. REGINA LOUSIE G. PIJUAN MR. ERNESTO D. FERRER JR.

Teacher Assistant to the Principal

Reviewed by:

MR. FABIAN GUTIERREZ DR. ANITA S. BOHOL

English and Languages Master Teacher II Principal IV