SEMI-DETAILED LESSON PLAN

Name of Teacher: MR. RON M. COSEP

Subject: Grade: 11 Semester: 1st Date: May 14,
st
SDLP No. 1 21 Century 2023
Literature from Quarter: 2nd
the Philippines Time: 6:00 pm
and the World

The learner will be able to understand and appreciate literary texts in

Content Standard: various genres across national literature and cultures.
The learner will be able to demonstrate understanding and appreciation of
Performance Standard: 21st century literature of the world through:

1. a written close analysis and critical interpretation of a literary text in

terms of theme, with a description of its context
Writing a close analysis and critical Code: EN12Lit-IIa-22
Learning interpretation of literary texts, applying a
Competencies: reading approach, and doing an adaptation of
these, require from the learner the ability to
identify: representative texts and authors from
Asia, North America, Europe, Latin America,
and Africa.
I. OBJECTIVES:
A. Knowledge Identify the context of the text given
B. Skills Create a poem reflecting on social issues
C. Attitudes Demonstrate understanding and appreciation of the poem in Cultural
Studies perspective
D. Values Exhibit respect on cultural and racial differences
Cronulla Beach by Jose Wendell Capili
II. SUBJECT MATTER:
21st Century Literature From The Philippines And The World by Marikit
III. RESOURCES: Tara A. Uychoco pp. 50-51

MELCs Guidelines pp. 500-501

IV. PROCEDURE:
1. Prayer
2. Attendance
A. Preparation 3. Review
The teacher will administer the activity through Kahoot Game Application.
A link will be sent to the learners.

The learners should figure out the following words:

B. Activity 1. prejudice
2. multiculturalism
3. shadeism
4. discrimination
5. xenophobia
The learners will answer the following questions:

C. Analysis 1. What can you say about these words?

2. Can you cite any scenario that you can relate to the words we have just
discovered from the game? If yes, provide an example.
3. Based on the words that you have just discovered, what do you think is
the theme of our topic today?
 The teacher will let the learners read the poem silently for 5 minutes. The
teacher will appoint learners to read specific lines of the poem. The teacher
D. Abstraction will then ask questions to the learners as to their understanding about the
poem and its lines.

"Cronulla Beach"
by Jose Wendell Capili

1 Blood surges rapidly

2 along Cronulla Beach.
3 Armed with bats,
4 white bodies are mad
5 replications of tents,
6 parasols and sunblinds
7 spreading all over
8 what used to be kurranulla,
9 aboriginal landscapes,
10 the place of pink seashells.
11 There is no chieftain
12 on the shore, no starfish
13 where dominion shatters.
14 Not too far behind,
15 thugs and their hand
16 maids constrict exquisite
17 shades of perplexity
18 to keep generations
19 pure and sterile.
20 Space beneath vestiges
21 of hamlets from long ago
22 have become driftwood,
23 shells, cleavers of melting
24 pots and succession.
25 They are swaying eerily
26 translucent as postcards
27 bereft of scintillating light
28 in the heated - up weather.
29 So racializing this soap.

The teacher will ask the learners the following questions:

1. What is the importance of the poem’s setting?

2. What does it mean that there are generations who wants to keep
themselves “pure and sterile’? What does this say about immigration
issues in Australia?
3. Why did the white men rampage against colored people? How do you
feel about this?
4. Why did the colored people take their revenge? How do you feel about
this?
5. In this discussion about immigration and race, where does the Filipino
come in? Why is this an important concern of for Filipinos?

E. Application The learners will be given 15 minutes to write a poem about current social
issues. The poem should be composed of 3 stanzas with 4 lines each.
Refer to the rubric below for the creation of the poem.
Note: The rubric is also based on the previous lessons.
 From a Cultural Studies perspective, give your analysis of the poem based
on its:
F. Assessment a. economic context;
b. social context; and
c. cultural context

Follow-up questions:

1. What are the character's specific social, economic, and cultural

identities?
2. How does the text represent structures of power and social, economic,
and cultural identities?
3. Do these representations adhere to or resist hegemonic ideas and
values?
4. What structures of non-fictional power can you identify in the text?
5. Who is the text's target audience?
6. What is the writer’s goal in writing the poem?
ESSAY

G. Assignment Using Padlet, write an essay about the importance of literature, and how it
helps you understand certain issues in society. Make sure to cite specific
lines or texts that helped you in reaching your conclusion.

The essay should contain the Introduction, Body, and Conclusion with at
least 5 sentences each.

Criteria;
Content – 30%
Textual Evidence – 20%
Organization – 20%
Language – 20%
Mechanics – 10%
Conclude the lesson based on this quote:
H. Concluding
Activity “Prejudice is a burden that confuses the past, threatens the future, and
renders the present inaccessible”
-Maya Angelou-
 PREPARED BY:

RON M. COSEP
SUBJECT TEACHER

GROUPMATES:
SHANNEN GONZALES
SHIELA MAE ESPINOSA
SIEGFRED GULFAN
RECHEL RUTH FUENTES
RIZA GAE M. CUARTO

Accomplished Not Accomplished