Republic of the Philippines

Department of Education
Central Visayas, Region VII
Division of Bohol
Clarin District
CLARIN NATIONAL SCHOOL OF FISHERIES
Poblacion Sur, Clarin, Bohol
1
Instructional Planning (I Plan)
(With inclusion of the provisions of D.O. No.8,s. 2015 and D.O. 42,S. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

2 21st CENTURY LITERATURE 11 1 60 mins.
FROM THE PHILIPPINES
AND THE WORLD

Learning Identify the geographic, linguistic, and ethnic dimension of Code:

Competency/ies: Philippine literary history from the precolonial era to the EN12Lit-
contemporary Ia-21
Key Concepts/
Understanding to be Understanding the Spanish Colonial Philippine Literature
Developed
1.Learning Knowledge Identify the geographic, linguistic, and ethnic dimensions of
Objectives Philippine literary history in the Spanish colonial period.

Skills Construct a graphic organizer that shows differences and

similarities about the forms of Philippine literature in the
Spanish colonial period.
Attitudes Show appreciation of one’s own identity through the forms of
Philippine literature during the Spanish colonial period.
Values Display the sense or value of patriotism.
2.Content Various dimensions of Philippine literary history from precolonial to contemporary

3.Learning Resources Chua, Rina G.(2016) 21st Century Literature from the Philippines
and the World. Makati City: DIWA Learning Systems Inc.,
pp.9-11
4.Procedures
4.1 Introductory Activity (3min.) Have a simple day greetings using Spanish terms like
“Hola!”, “Como esta”
4-Pics-One-Word Game
The teacher provides pictures which are relevant to the lesson. The
students guess the word that reveals the picture.

4.2 Activity (7 min.) Play a video which shows Spanish colonial literature that was
adapted by Filipinos as their own tradition like Cenaculo
(https://www.youtube.com/watch?v=UG1vXohNNUI), Moro-moro,and Zarzuela.

4.3 Analysis (10 min.)  What certain period in the Philippine history that
Christianity flourished in the country?
 How did the Filipinos adapt or find a way to make
Spanish literature their own.
4.4 Abstraction (15min.)  Process students’ answers.
 Explain that the Spanish colonial literature focused on
the society and culture as reflected and affected by the
Catholic faith. Slowly, Philippine literature started to
emulate the traditional Spanish ways of themes and
forms in writing, including the repetitive plots and
obvious shadowy characters. Despite these changes,
Filipinos still found a way to make Spanish literature
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CLARIN NATIONAL SCHOOL OF FISHERIES
4.5 Application (15 min.)
4.6 Assessment (3 min.)
4.7 Assignment
4.8 Concluding Activity
5. REMARKS
6. REFLECTIONS
A. No.of learners who earned
in the evaluation.
B. No. of learners who require
additional activites for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
Republic of the Philippines
Department of Education
Central Visayas, Region VII
Division of Bohol
Clarin District
Poblacion Sur, Clarin, Bohol
2
their own, as shown through these common kinds:
1. Corrido 6. Carillo
2. Awit 7. Tibag
3. Pasyon 8. Duplo or Karagatan
4. Cenaculo 9. Zarzuela
5. Moro-moro
Construct a graphic organizer that shows differences and
similarities about the forms of Philippine literature in the Spanish
colonial period.
Essay. How can you appreciate one’s own identity through the
forms of Philippine literature during the Spanish colonial period.
Read the story of Mariang Makiling as retold by Dr. Jose P.
Rizal.
Reflect Upon: What distinctive values did Mariang
Makiling’s story show? How can you apply these values in
your life as a student?
Sharing of ideas.
“Youth culture now really looks back and embraces the past, but
keeps it contemporary but not sticking to one particular style.” –
Alexander McQueen
Indicate below special cases including but not limited to to
continuation of lesson plan to the following day in case of re-
teaching or lack of time, transfer of lesson to the following
day, in cases of classes suspension, etc.
Reflect on your teaching and assess yourself as a teacher.
Think about your student’s progress this week. What works?
What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide
for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
80%
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 Republic of the Philippines
Department of Education
Central Visayas, Region VII
Division of Bohol
Clarin District
CLARIN NATIONAL SCHOOL OF FISHERIES
Poblacion Sur, Clarin, Bohol
3

D. No. of learners who continue to

require 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: ROBETH L. AMEJAN School: Clarin NSF

Position/Designation: SST-II Division: BOHOL
Contact Number: 09661424791 Email address: robeth.longakit@deped.gov.ph

Reference: Chua, Rina G.(2016) 21st Century Literature from the Philippines
and the World. Makati City: DIWA Learning Systems Inc.