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Republic of the Philippines

DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

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:

21st Century 12 II 1 hour
Literature from the
Philippines and the
World
Learning Explain the biographical, linguistic, and Code/s:
Competency/ies: sociocultural contexts and discuss how they EN12Lit-
enhance the text’s meaning and the reader’s IIf-28
understanding
Key Concepts/
LITERARY READING THROUGH LIGUISTIC
Understanding to
CONTEXT
be Developed
1.Learning Knowledge Explain the linguistic context and
Objectives discuss how they enhance the text’s
meaning and the reader’s understanding
Interpret the text through its linguistic
context
Skills Evaluate a literary piece by examining
its linguistic context.
Attitudes Demonstrate the importance of
understanding the way language is used
in a literary text.
Values Promote concern for others through
appreciating the diverse usage of
language
2.Content Basic textual and contextual reading approach in the
study and appreciation of literature
3.Learning Curriculum Guide, Laptop, Projector, Music Player, 21st
Resources Century Literature Reference Material,
21st_Century_Literature_from_the_Philipp.pdf
4.Procedures
4.1 Introductory Think-Pair-Share
Activity (3 min.) Listen to the most popular song you know about. Share
with your partner the meaning and symbolisms found in
it.
Identify whether the lines from the song are literal or
figurative.
4.2 Activity Read an excerpt:
(20 min.) 1. Dead Stars by Paz Marquez Benitez
2. How My Brother Leon Brought Home a Wife

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

by Manuel Arguilla

4.3 Analysis 1. What have you observed in the excepts?

(10 min.) 2. Differentiate the language used between the
excerpts of two story.
3. How did the language use give impact to how
the stories were conveyed to the readers?
4. Does the language help in delivering and
understanding its content? Is there a theme?
What is it saying about its subject matter? How
do the literary elements contribute to the
effectiveness of the text?
4.4 Abstraction  Reading the text on its own, regardless of the
(10 min.) author’s biography and sociocultural context, may
help you understand the literary text through
analyzing the words, sentences, patterns, imagery,
etc. of the text.
 Analyzing the literary text’s grammar, syntax, or
phonemic pattern may help you find the meaning of
the text within its form and help you interpret it by
simply analyzing the content of the literary work.
4.5 Application Below is a poem that Jose Rizal has written: Josephine,
(10 min.) Who to these shores came, Searching for a home, a
nest, Like the wandering swallows, If your fate guides
you To Shanghai, China, or Japan, Forget not that on
these shores A heart beats for you.
Analyze the poem through its literary context by
answering the following questions:
1. What are the striking words used in the poem?
2. How many meaningful statements are used in the
poem?
3. How were the lines cut? Did the line cuts help in
conveying the message of the poem?
4. Are there rhymes? Is there a certain rhythm? How
does the presence or absence of rhyme and rhythm help
convey the message of the text?
5. What imagery was used in the poem?
6. What is the mood of the poem?
7. Did the use of language help in conveying the poem’s
message? How?
4.6 Assessment Compare and contrast the expressions of love shown
(5 min.) during the time of Rizal and the present time. How does
distance and setting affect the language conveyed in
one’s literary work?
4.7 Assignment Search and study about literary reading through
(1 min.) sociocultural context.

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

4.8 Concluding “Practically everything we do that is specifically human

Activity (2 min) is expressed in language.”
~David Richter~

“The author is dead.” (Famous Maxim)

~Roland Barthes~
5. REMARKS

6. REFLECTIONS

A. No.of learners who earned 80% 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.
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: Ivy L. Tabañag School: Zosimo A. Gulle Memorial National

High School
Position/Designation: SST-II Division: Bohol
Contact Number: 0920 691 8509 Email address: laidy.ivy@gmail.com

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Attachments:

Dead Stars (An Excerpt)

By Paz Marquez-Benitez

Under straight recalcitrant hair, a thin face with a

satisfying breadth of forehead, slow, dreamer's eyes, and
astonishing freshness of lips--indeed Alfredo Salazar's
appearance betokened little of exuberant masculinity;
rather a poet with wayward humor, a fastidious artist
with keen, clear brain.

Explanation:
“Dead Stars” (1925) by Paz Marquez-Benitez is
considered as the first modern Philippine short story in
English for its maturity in subject and language. The
prose is rich, a characteristic found in Western literature,
which is often verbose and elaborate. It uses deep words
and figures of speech (e.g., “recalcitrant hair”). The
sentence is quite long; the author plays with the
language, creating a more vivid characterization of
Alfredo.

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