Republic of the Philippines

Department of Education
Region XII
Division of Sultan Kudarat
ESPERANZA NATIONAL HIGH SCHOOL

SEMI-DETAILED LESSON PLAN

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Subject: 21 Century Literature from the Time: 7:30-8:30, 9:50-10:50, 12:30-1:30
Philippines and the World
Students: Grade 11 Date:
Grade Section: HUMSS- CASPER, TVL- Teacher: JUVY ANN P. BAGATILA
BEAUTY CARE, TVL- ICT CSS

Content Standard:

The learner will be able to understand and appreciate the elements and contexts of
st
21 century Philippine literature from the regions.

Performance Standard:

The learner will be able to demonstrate understanding and appreciation of 21 st

century Philippine literature from the regions.

Learning Competencies:

Writing a close analysis and critical interpretation of literary texts, and doing an
adaptation of these require from the learner the ability to:

a. Explain the literary, biographical, linguistic, and sociocultural contexts and discuss
how they enhance the text’s meaning and enrich the reader’s understanding.

I. OBJECTIVES:

At the end of the lesson, the students can:

a. identify the different contexts of Philippine literature in the 21 st century;
b. value the importance of context in interpreting and appreciating literary texts; and
c. draw a concept map to illustrate the different contexts present in a literary text.
II. SUBJECT MATTER:

Topic: Linguistic Context

Reference: Quarter 1- Module 3: Contexts of 21st Century Philippine Literature from the
Regions.
Materials: Laptop, PowerPoint Presentation, television, handouts & visual aids.

III. PROCEDURE:

A. )Preliminary Activities

Prayer
 Greetings
Attendance
Classroom Rules
Recall

a.1.) Motivation (GIBBERISH)

a) BEE-O-GRA-FIK-AL- BIOGRAPHICAL
b) EH-DOO-KAY-SHU-NAHL- EDUCATIONAL
c) PRO-FISH-OOH-NULL- PROFESSIONAL
d) SO-SHOE-ECON-AMIC- SOCIOECONOMIC
e) LING-GWI-STICK- LINGUISTIC
f) SO-SHOE-COOL-TYUR-AHL- SOCIOCULTURAL
B. )Lesson Proper
a) Activity

READ ME!
The students will read a literary text entitled “Shadows of the Past”
written by MJR.
They will identify the words they are not familiar with.
The teacher will then unlock those words and give its meaning.
o CRAMPED –small and crowded
o DAWNED –the beginning of something
o HASTEN UP –move fast
o DIZZYING –
o EMOTICONS –
o MUTTERED –
After reading the text, the teacher will ask the students of their insights.

b) Analysis

The teacher will pose the following questions:

o What does the text all about?

o What hinders you from understanding the text?

o w

c) Abstraction

The teacher will discuss the lesson.

 Take note that in some cases, you cannot access a copy of the author’s
biography. This should not stop you from interpreting the biographical
contexts of a literary piece accurately. Even without reading the author’s
biography or autobiography, you can still get a glimpse of his or her
background through his or her writing style or through the events that he
 LINGUISTIC CONTEXT

-Reading through a linguistic context means you have to focus on the

language used in the literary text and how it is used to convey meaning.
Knowing how words interplay in a piece of literature will help you understand
and appreciate it more. Pay careful attention to sentence structures,
grammar patterns, and vocabulary used in the text. To ensure accurate
interpretation of the linguistic contexts in a literary piece, use the three levels
of comprehension, namely literal, inferential, and evaluative.

o Literal comprehension simply means reading the lines. As your

read a text, take note of specific details that relate to who, what,
when, where, why, and how questions. These details are literally
found or written in the text.

o Inferential comprehension, on the other hand, refers to reading

between the lines. This means you have to determine the
meaning of certain words and expressions within the text not by
using the dictionary, but by using context clues.

 Context clues are surrounding words and phrases in

the text that are used to give meaning to unfamiliar
words and phrases such as idiomatic expressions and
figures of speech. Having the ability to read through
context clues makes reading more fun and interesting.

o Evaluative comprehension takes your imagination outside of the

text. It enables you to make generalizations, form new
conclusions, or make judgments about certain issues presented
explicitly or implicitly in the text. This level of comprehension
develops your critical thinking. To reach this level, you have to go
through the literal and inferential levels first.

 Reading the text on its own, regardless of the author’s biography and
sociocultural background, will help you understand the literary context through
analyzing the words, sentences, patterns, imagery, etc. in it.

Generalizations:

Why does identifying the different contexts present in a literary text

important?
Do you think that contexts in 21 st century Philippine literature help the
readers to understand better the text they are reading? Why or why not?
 C. Application

GROUP ACTIVITY:
The teacher will group the class into three (3) groups.
Each group will be assigned to the different contexts of 21st century
Philippine literature.
Each group will then identify the assigned context present in the literary
text entitled “A Husband’s Letter on Mother’s Day”, written by Dr.
Maugan P. Mosaid.
They will draw concept map to illustrate their answer.
The teacher will pick two members from each group to present their
work.
Each group will be rated based on the criteria below.

CLARITY & COHERENCE 10 points

RELEVANCE 10 points
CREATIVITY 5 points
PRESENTATION 5 points
30 points
IV. EVALUATION
Essay: Five (5) points each item.

1. What is the importance of identifying the different contexts of 21 st

century Philippine literature?

2. Will you appreciate more the text you have read if you have identified
the different contexts of a literary text? Why or why not?

V. ASSIGNMENT

Choose a literary text that you find interesting, and write a short reflection
paper that discusses how the biographical, linguistic, and sociocultural contexts
enhance the text’s meaning and enrich the reader’s understanding.

Prepared by:

JUVY ANN BAGATILA

Pre-service Teacher

Checked by:

IMIE M. SOQUITA
Cooperating Teacher