DETAILED LESSON PLAN IN 21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

School BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL Grade Level 12

Teacher JUDY ANN B. CABREROS Learning Area ENGLISH
Date February 28, 2017 Quarter II
Sections SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) Division Bayugan City
OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
B. Performance The learner will be able to demonstrate understanding and appreciation of
Standards 21st century literature of the world through:
1. an analysis of literary texts in relation to the context of the reader and the
writer or a critical paper that interprets literary texts using any of the
critical approaches; and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning At the end of the sixty-minute period, the students are expected to:
Competencies/ 1. appreciate the cultural and aesthetic diversity of literature of the world;
Objectives 2. situate the texts in the context of the region, nation, and the world; and
3. understand literary meanings in context and the use of critical reading
strategies.
D. LC Code EN12Lit-IIc-33; EN12Lit-IIc-29; and EN12Lit-IIh-36
E, Specific Learning At the end of the 1-hour period, the students can:
Outcomes 1. meet a virtual Afghan friend;
2. explore Afghanistan through a tour;
3. analyze the excerpt ‘A Thousand Splendid Suns’
through differentiated activities; and
4. create and present a role play, a song, an infomercial, and a two-stanza
poem that advocates the right of the Afghanistan women with the
common theme “We are One with the Afghan Women”.
I. CONTENT The learner will be able to know the basic textual and contextual approach in
the study and appreciation of literature.
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide 21st Century Literature From The Philippines and the World Manual TG & LM
2. Learner’s Material
3. Textbook Pages Uychoco, M. (2016). 21st century literature from the Philippines and the world.
Rex Publishing Store. Manila. p 136-139
4. Additional Materials Excerpt: A thousand splendid suns. Newsweek. http://www.newsweek.com/
for Learning Resource excerpt-thousand-splendid-suns-87031
(LR)
B. Other Learning
Resources
III. PROCEDURES Teacher’s Activity Students’ Activity
A. Reviewing previous
lesson or presenting
the new lesson (5 mins)

A.1 Preliminaries
Greetings Good morning class. Good morning Ma’am.

Prayer Let us all stand for a prayer. ____________, please Let us put ourselves in God’s
lead the prayer. presence…

Attendance Class monitor, who is absent today?

Checking

Reading of the Before we proceed to our lesson, please be

House Rules reminded of the house rules that we’ve
agreed upon.
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 Reviewing of Who can give a short recap about our lesson Last meeting, our lesson
the previous last meeting? was….
lesson

A. 2 Establishing a
purpose of the
lesson

Reading of the At the end of the sixty-minute period, you are

Objectives expected to:
1. meet a virtual Afghan friend;
2. explore Afghanistan through a tour;
3. analyze the excerpt ‘A Thousand
Splendid Suns’ through differentiated
activities; and
4. create and present a role play, a song,
an infomercial, and a two-stanza poem
that advocates the right of the
Afghanistan women with the common
theme “We are One with the Afghan
Women”.
B. Presenting example/ ACTIVITY 1: SAY SALAAM! MEETING A
instances of the new VIRTUAL AFGHAN FRIEND
lesson (5 mins.)

Class, this morning someone from a foreign Yes, Ma’am!

country would want to introduce herself to all
of you, are you all excited to meet her?

Salaam! I am Reesha Salaam! Yes, of course,

from Afghanistan. I Reesha. You are very welcome
to be our friend.
would like to be
friends with all of you.
Would it be okay?

(Expected students’ answers

Thank you!
basedFriends, I
on preliminary surveys)
would like to know
your perceptions
I have a or perception that
Afghanistan
the things is full of terrorist.
that you can
They usually
say when you hear my make bombs and
country they are really violent.
Afghanistan.
When I hear the country
Afghanistan, I could think of
Muslims and that there are a
lot of mosques there.
It is in fact, a male-dominated
I know you have a lot of negative stances country. Most of the women
there are covered with clothe
about my country. But it should be noted
from head to toe.
that not all of us are that evil to do those
certain kinds of things. Hence, you need
not to fear all of us. We are not all terrorist,
in fact, my country is a beautiful country.
Aha! I would like to take all of you on a
tour to Afghanistan so that your
perceptions about my country would
change.
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C. Discussing new ACTIVITY 2: POWER PERCEPT-
concepts and CHANGING TOUR
practicing new skills
# 1 (10 mins.)

BOOTH BOOTH
1 4
TEAM TEAM
MOSQUE AFGHAN

BOOTH BOOTH
2 3
TEAM TEAM
KEBAB BURQA

Class, let us grant the request of your

Afghan friend. You will be grouped for the
tour according to the logo on your name tags.
Team Mosque will start first in booth 1;
Team Kebab will start in booth 2; Team
Burqa in booth 3; and Team Afghan in booth
4. I’ve already assigned tourist guides for

Yes, Ma’am.

BOOTH 1

BOOTH 1: BURQA DISPLAY

This booth will serve as a realia for the
students. This will give them a tangible
image as to what Burqa in real life would
look like, as it was constantly mentioned in
the selection. Students can also wear the
Burqa to compare his/her personal feeling
when wearing a Burqa and that of the
protagonist of the story.

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 BOOTH 2
BOOTH 1

BOOTH 2: SCENERIES BEYOND THE

CURTAINED COUNTRY

This booth will change the students’

perception that Afghanistan is a chaotic and
violent country where bombings and
terrorism prevails.

BOOTH 3
MOSQUE
KEBAB- a - a Muslim
dish of place of
pieces of worship.
meat, fish,
or TANDOOR
vegetables - a clay
roasted or oven of a GARIS-
grilled on type used typically have
a skewer originally in two wheels
or spit. northern with rubber
India and tires, are pulled
Pakistan. by one horse.

BOOTH 3: UNLOCKING AFGHAN TERMS

Students will encounter Afghan words or

phrases (especially those which are
mentioned in the story) with their
corresponding meanings. This will help them
comprehend the story better and create a
vivid image of the story.

BOOTH 4

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D. Discussing new
concepts and practicing
new skills # 2
(10 mins.)
BOOTH 4: AfunGHAN FACTS!
Friends, did you enjoy Yes, Reesha. Kheili mamnoon!
Students will know fun facts about
the tour? (Thank you so much!)
Afghanistan which are not known to the

I see
Khahesh Afghanistan
mikonam  differently
now. I now
(You’re welcome.) feel like it is a safe
Now,country,
I would likeespecially
to upon
knowing that the people are
know if there are
hospitable. The only problem
changes as to how you
is that it is not an open
see my country and our
country.
people after the tour.
I was in awe of the sceneries
of Afghanistan. The
landscapes are beautiful. I
Yes, my country is indeed a beautiful
was also amazed that there is
country. The only problem is that it winter in their country
limits our power and right for being a because I thought it is a desert
woman. Hence, I’ve asked your country.
teacher to give you some text to read
and give you tasks to become
ambassadors and make my country
much beautiful than it is. It would be
when us, women, would be free.

Granting the request of our foreign friend, you

will be reading the literary piece written by
Khaled Hosseini.

Khaled Hosseini was

born in Afghanistan but
his family later moved
to Paris for his father’s
work. They were there
when the Soviet Union
invaded Afghanistan,
hence, they settled in
California. He took
medicine as a career but later decided to quit
to become a full-time writer. When he visited
his country again after the invasion of the
Taliban he was inspired to write more.

Read the text silently along with the assigned

student who will read aloud the text. You will
only be given eight minutes to read the
selection.
A THOUSAND SPLENDID SUNS
[Excerpt]
by Khaled Hosseini
(AFGHANISTAN)

When Rasheed returns, he fails to notice the clean house, but praises Mariam’s cooking. He brings her a gift, a blue burqa for
her to cover herself with. He explains that some of his customers’ wives come to his shop uncovered, without shame, and
even wear makeup and short skirts. Even the neighbor, Fariba, walks on the streets alone with only a scarf.

He finds this an embarrassment, a sign that a man has lost control of his wife. Rasheed, in the place where he was born, a
woman’s face belongs to her husband alone. He won’t allow that to happen to him—he wants to be the only one to see his

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wife’s face. As Mariam accepts the burqa, she feels she is shrinking under the power of Rasheed’s will.

Mariam had never before worn a burqa. Rasheed had to help her put it on. The padded headpiece felt tight and heavy on her
skull, and it was strange seeing the world through a mesh screen. She practiced walking around her room in it and kept
stepping on the hem and stumbling. The loss of peripheral vision was unnerving, and she did not like the suffocating way the
pleated cloth kept pressing against her mouth.

"You'll get used to it," Rasheed said. "With time, I bet you'll even like it."

They took a bus to a place Rasheed called the Shar-e-Nau Park, where children pushed each other on swings and slapped
volleyballs over ragged nets tied to tree trunks. They strolled together and watched boys fly kites, Mariam walking beside
Rasheed, tripping now and then on the burqa's hem. For lunch, Rasheed took her to eat in a small kebab house near a
mosque he called the Haji Yaghoub. The floor was sticky and the air smoky. The walls smelled faintly of raw meat and the
music, which Rasheed described to her as logari, was loud.

Mariam, who had never been inside a restaurant, found it odd at first to sit in a crowded room with so many strangers, to lift
her burqa to put morsels of food into her mouth. A hint of the same anxiety as the day at the tandoor stirred in her stomach,
but Rasheed's presence was of some comfort, and, after a while, she did not mind so much the music, the smoke, even the
people.
And the burqa, she learned to her surprise, was also comforting. It was like a one-way window. Inside it, she was an observer,
buffered from the scrutinizing eyes of strangers. She no longer worried that people knew, with a single glance, all the shameful
secrets of her past.

Kabul was far more crowded than the little that Mariam had seen of Herat. There were fewer trees and fewer garis pulled by
horses, but more cars, taller buildings, more traffic lights and more paved roads.

They walked on to a place called Kocheh-Morgha, Chicken Street. It was a narrow, crowded bazaar in a neighborhood that
Rasheed said was one of Kabul's wealthier ones.

"Around here is where foreign diplomats live, rich businessmen, members of the royal family--that sort of people. Not like you
and me."

"I don't see any chickens," Mariam said.

"That's the one thing you can't find on Chicken Street."

Rasheed laughed.

From time to time, Rasheed greeted a shopkeeper he knew, sometimes in Farsi, other times in Pashto. As they shook hands
and kissed on the cheek, Mariam stood a few feet away.

Rasheed did not wave her over, did not introduce her.

Mariam waited outside on the crowded sidewalk. She watched the bored-looking merchants inside their tiny stalls, smoking, or
spitting into brass spittoons, their faces emerging from the shadows now and then to peddle textiles and furcollared poostin
coats to passersby.

But it was the women who drew Mariam's eyes the most.

The women in this part of Kabul were a different breed from the women in the poorer neighborhoods--like the one where she
and Rasheed lived, where so many of the women covered fully. These women were--what was the word Rasheed had
used?--"modern."

Yes, modern Afghan women married to modern Afghan men who a thousand splendid suns did not mind that their wives
walked among strangers with makeup on their faces and nothing on their heads. Mariam watched them cantering uninhibited
down the street, sometimes with a man, sometimes alone, sometimes with rosy-cheeked children who wore shiny shoes and
watches with leather bands, who walked bicycles with highrise handlebars and gold-colored spokes--unlike the children in
Deh-Mazang, who bore sand-fly scars on their cheeks and rolled old bicycle tires with sticks.

These women were all swinging handbags and rustling skirts.

Mariam even spotted one smoking behind the wheel of a car. Their nails were long, polished pink or orange, their lips red as
tulips. They walked in high heels, and quickly, as if on perpetually urgent business. They wore dark sunglasses, and, when
they breezed by, Mariam caught a whiff of their perfume. She imagined that they all had university degrees, that they worked
in office buildings, behind desks of their own, where they typed and smoked and made important telephone calls to important
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 people. These women mystified Mariam.

They made her aware of her own lowliness, her plain looks, her lack of aspirations, her ignorance of so many things.

E. Developing mastery ACTIVITY 3: FORMAL ANALYSIS

(Formative
Assessment)
(10 minutes) With the same group, you will have another
activity. Each group will be given different
tasks. You will be given task cards to
understand fully what you need to do.

Team Mosque: Know me through

Characterization and
Character Web
Directions: Make a characterization of
the main characters of the story.
Remember that characterization in
literature is used to highlight and
explain the details about a character in
a story. It shows what a character is
like by portraying his or her actions,
speech, or thoughts. Character web
shows the relationship of the
characters through arrows and
legends.

Team Kebab: Sum it up!

Where was the set up?
Directions: Arrange the 4-sentence
summary of the excerpt that you have
just read in a logical manner and paste
it on the chart. Then, identify the name
of the places sticked on the chart based
on how they were described in the
story.

Team Burqa: Understand me!

Directions: Fill in the information
needed and answer the questions
during the presentation.

In what instance/s did Mariam felt…

Uncomfortable Glad when wearing
when wearing Burqa Burqa

1. Why did she feel glad? Uncomfortable?

2. What does the Burqa reveal about
Afghan or Muslim society?

Team Afghan: Expectation VS. Reality

(in the story)!
Directions: Five pictures of different women
will be given within your group. Select the
appropriate image of how you’ve expected
Afghan woman to be and paste it on the
expectation table. Then, select another picture
that shows the reality of how Afghan women
are (particularly in Kabul) based on the text
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 that you’ve read and paste it on the parallel
side.

EXPECTATION REALITY
(in the story)

1. Do you think these ‘modern’ Afghan

women exists? If not, what do you
think is the author’s purpose of
showing this ‘modern’ women?

F. Abstractions about the Please tack your answers on the board. Then, the
lesson (2 mins) representative will explain their work.

(The teacher will then process the output of each

group.)

Yes, indeed you’ve understood the story well.

It is a story about Mariam and Rasheed who
came from Herat, a poor neighborhood of
Afghanistan, both of them, like what was
shown in your character web, are lovers. The
story took place particularly in Kabul, and it
specifically revolves on the personal
experience of Mariam wearing a Burqa, who
was at the end mystified by the modern
women who were far from what she’d
expected.

G . Contextualization Were you mystified, like Mariam did upon Yes, because I had the same
and reading that these modern Afghan women expectation as what Mariam
Values Infusion (5 mins) exists? thought women of Kabul
would be.

Do you think they do exist in the real setting I think no. it was only the
of Afghanistan? writers idea of the author in
order to show his support to
give women freedom.

In our own context, have you seen women, Yes, I’ve known Muslims here
particularly Muslims, whom you can consider in Bayugan who wore dress
‘modern’? like those of the mainstream.
In fact few of them wore
traditional dress.

Where these women judged by their husband No, actually not.

and consider them as a shame?

Do you think Mariam wanted to become one Absolutely yes, Ma’am.

of those ‘Modern’ Afghan women?

If you were given the right to choose, would If I would make an advocacy
you want the Afghan women to wear Burqa or that women should have the
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 to dress freely? right to wear what they
wanted, not because it was
what the society chose for
them to wear.

Should we help Mariam and our friend Yes, Ma’am!

Reesha?

H. Applications
Evaluate learning ACTIVITY 4: THE AFGHAN WOMEN’S
(15 mins) AMBASSADORS/ AMBASSADRESS
IN THE MAKING!

This time, you will have another group

activity as advocates for Afghan women’s
Rights.

Each group will be given different tasks. Full

details of the task are provided in the task
cards that I will hand to your respective
groups. You are only given 2 minutes to
furnish everything related to your task. Once
all are done, each group will present their
presentation. Your presentation must not
exceed more than 3 minutes.

Team Mosque: ROLE PLAY

Role play a situation wherein Afghan women
can have their right against the domination of
men.

Team Kebab: INFOMERCIAL

Present an infomercial which shows the
Afghan women claiming their rights to
education.

Team Burqa: SONG COMPOSITION

Compose a song with the theme “We are One
with the Afghan Women”. Present it through a
simple group singing or any creative twists.

Team Afghan: TWO-STANZA POEM

Look or create a poem which shows the right
of Afghan women in most aspects of their
lives. Present your poem through choral
reading.

Criteria:
Content- 50%
Presentation- 30%
Cooperation- 20%
TOTAL 100%

I. Assignment SOCIAL MEDIA SLOGAN

With the same groupings, write a slogan
which advocates the right of Afghan women.
Take a photo of your output and post it on
Facebook. The leader will be the one to
upload the output. In not more than five
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 sentences, provide a caption on each slogan
which explains your points. Use the official
hashtag for easy tracking:

#WeAreOnewiththeAfghanWomen

Your output will be graded based on the

following:

Craftsmanship- 50%
Creativity- 30%
Originality- 20%
TOTAL 100%
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80
% on the
formative
assessment
B. No. of learners
who requires
additional
activities 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
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
cooperating
teacher can help
me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
practice
teachers?

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 Prepared by:

JUDY ANN B. CABREROS

Student Teacher

Checked and observed by:

GLIZA MAE E. MONISIT

Cooperating Teacher

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