Detailed Lesson Plan (DLP) Format

Grade 11
DLP NO. Learning Area: 21st Century Literature from the Quarter: 1
Duration: 120
September 5, 2022 Philippines and the World Module 1
Learning Writing a close analysis and critical interpretation
Competencies: of literary texts and doing an adaptation of these
require from the learner the ability to identify the
Code: EN12 Lit-Ia-21
geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary.
Key Concept/ Understanding to be
The Process of Doing Philosophy
developed
1. Objectives
Knowledge Remembering At the end of the period, the students are expected to:
Understanding  Classify literary forms according to periods of
Philippine literary history
Skills Applying
Analyzing  Write a five-paragraph close analysis and critical
Evaluating interpretation of the poem “Mayon”
Creating
Attitude Receiving Phenomenon
Responding to Phenomena  Value the contributions of local writers to the
Valuing development of regional literary traditions through
Organization writing a critical analysis of a text.
Internalizing Values
Values Receiving Phenomenon
Responding to Phenomena
Valuing  Doing a philosophical reflection on a concrete
Organization situation from holistic perspective
Internalizing Values
2. Content This topic learners will discover that poetry reflects the richness of Filipino culture and
tradition. The activities serve as tools in developing your critical thinking skills and appreciating
the various contributions of Filipino writers.
3. Learning Resources SLM- Quarter 1 – Module 1: Traditions and Locations: The Filipino Poem (A Long History
of Poetry)
4. Procedures
A. Preparation Prayer
Introductory Activity Checking of attendance.
(3 mins.) Review on the last topic+

Indicator 4
Teacher ensures that
Reminder
learners can articulate COVID-19 Protocols
and adhere to the DRRM
safety guidelines and
practices.
Indicator 1
Health, Science
Indicator2
illness, disaster,

By eliciting students answer it will develop their level of cognitive learning.

1. Remember- retrieve, recall, or recognize relevant knowledge from long-term memory.
(e.g., recall dates of important events in Philippine History)  

Activity:
Indicator3
Teacher establishes
classroom practices which
promote open
communication between
teachers and learners and
among the learners and
their peers
Analysis:
Indicator 1
English Poetry
Religion- Jain, Buddhist,
Sufi and Hindu lore.
History - The story of the
blind men and an
elephant originated in
India from where it is
widely diffused.
ICT- Use of Multi-media
Indicator 5
Teachers enhances polite
and respectful
interactions with
learners, and exhibits
sensitivity to learners’
differences
B. Presentation
Abstraction:
Indicator 1
Apply knowledge of
content within and across
curriculum teaching areas
Indicator 5
Teachers enhances polite
and respectful
interactions with
learners, and exhibits
sensitivity to learners’
differences
Indicator 9
Adopt and use culturally
appropriate teaching
strategies to address the
needs of learners from
Indigenous group and
other religious group.
2. Understand- demonstrate comprehension through one or more forms of explanation.
(e.g., classify a mental illness, compare ritual practices in two different religions)
3. Apply- use information or a skill in a new situation
(e.g., how to prevent the spread of COVID 19 in the community)
WORDSCAPES ACTIVITY:
1. S C I E E N C - comes from the Latin verb, “scire”, which means “to know”; possessing a
certain kind of knowledge. (SCIENCE)
2. P H Y L O P H I S O - the science of beings in their ultimate reasons, causes, and
principles acquired by the aid of human reason alone. (PHILOSOPHY
3. M O D S I W- application of knowledge (WISDOM)
4. R A E S N O- sufficient ground or explanation of something (REASON)
Video Clip Presentation!
The Blind Men and the Elephant (John Godfrey Saxe)
https://www.youtube.com/watch?v=Y25qTTzWD08
EXPRESS YOURSELF!!
1. What happens in the story when each blind man "sees" the elephant? Why were there
six different ideas about the elephant? Were any of the men right about the elephant?
Were any of them completely wrong?
2. What did the blind men learn from the king? What does the storyteller want us to
learn from this tale?
3. Do problems like this happen in real life? Think of the times when arguments or
misunderstandings have occurred because people saw situations from different points
of view. Describe what happened.
4. How does it feel when another person doesn't "see" something the way you do? How
can you address those differences in perceptions?
5. What if the men in this story were not blind? Would they still have different
perceptions about elephants? Why or why not?
6. Does the story give you any ideas about how these problems can be solved? What are
some steps you can take to understand why another person doesn't see things the way
you do?
Now let’s dig deeper!!! What are these Changes?
WHAT IS PHILOSOPHY?
"Philo-" stems from the Greek word philein, meaning 'to love', and "-sophy" comes from
the Greek word sophia, or wisdom. Philosophy, then, can be thought of as "the love of
wisdom".
HOLISTIC AND PARTIAL THINKING IN PHILOSOPHY
In general, there are two types of thinking that is used in Philosophy, Holistic and Partial
Thinking.
Holistic thinking refers to a perspective that considers large-scale patterns in systems. This is
often described as looking at the “big picture” when describing and analyzing a situation or
problem. A holistic perspective requires an individual to have an open mindset and an ability
to get the general sense or impression regarding a situation. A holistic view also means that
one does not confine one’s understanding of the world to one’s own perspective, but also
includes the perspective of others. The view also enables a person to better appreciate his or
her experiences as vital components that give meaning to life.
Partial thinking, on the other hand, focuses on specific aspects of a situation. The partial view
is an important component of analytical thinking, as an individual focuses on certain areas or
aspects of a problem in order to understand it. Though partial thinking is useful, philosophy
utilizes holistic thinking in making sense of problems and issues related to the human
experience.
 Reflection requires a person to be willing to examine one’s thoughts, feelings, and actions and
to learn more about one’s life and experiences. One can reflect on almost any subject.
C. Practice: Differentiated Activity

Indicator 6 Task 1: Make a creative poster showing a Task 2: Discuss with your other members a
Maintain learning holistic view of your life. Come up with a problem or issue that is important to your
environment that nurture
and inspire learners to creative visualization that will show your life family. Write down your views and use them
participate, cooperate in its totality and how your various as bases to come up with a solution based
and collaborate in
continued learning
experiences contributed to give meaning to on a holistic perspective. Use the graph as a
Indicator 7 your life. guide in conducting the discussion.
Teacher will able to
create a learning
environment that
sustains learners’ active
engagement and self-
motivation
Indicator 8
Quadrant Activities is
Design to adopt and
implement teaching
strategies that are
responsive to the
learners with disabilities,
giftedness and talents

Task 3: Direction: Complete the table below. Task 5: Direction: What can you say about
the quotation below? Do you agree or
disagree with this? Write your answers in
your in the paper provide.

Application Direction: Make a reflection journal where you will write your answers to the following
(5mins.) questions: Write your answers in your activity notebook.
1. Describe a situation in your life when you were able to engage in philosophy. What
Indicator 7
Teacher will able to create a circumstances or dilemma brought about your need to philosophize? How did
learning environment that philosophy help you address your situation?
sustains learners’ active
2. Reflect on your life so far. Can you say that you have lived a meaningful life,
engagement and self-
motivation considering all your experiences and achievements? What do you consider as the
“highlights” of your life? What things are you looking forward to in the future?
Criteria:
Content- 10
Structure/ Organization- 5
Total: 15
Assessment Direction: Write True if the statement is correct and False if it is wrong with the word or words
(5 mins.) that make it incorrect.
1. A holistic view helps us understand a situation from different vantage points so we can
Indicator 7
Teacher will able to create a
see it more partially.
learning environment that
sustains learners’ active
engagement and self-
motivation
Assignment
Concluding Activity “Life is not a Problem to Solved but A Reality to be Experienced” – Soren Kierkegaard
Remarks
2. 2. People tend to apply analytical perspective when looking at problems or situations.
3. 3. Holistic thinking refers to a perspective that considers small-scale patterns in
systems.
4. 4. An individual uses a partial point of view when he/she looks at only a limited
number of the given problem or situation.
Write your answers in your activity notebook.
1. What must be done before making actions?
2. Is it helpful that you do this before making an action? Why or why not?
3. As a Grade 11 student, what have you realized while doing this activity? Reflect and
explain your answer.

Reflections

Prepared by:
Name: School:

Position/Designation: Division:

Contact Number: Email address:

Checked by:
Principal I