Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND

Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education
SEMI-DETAILED LESSON PLAN
SEE 19
Subject: 21st Century Literature from the Philippines and the world Grade 12
Grade: Senior High School

I. OBJECTIVES
II. At the end of the lesson the students are expected to:
1. Understand the use of textual analysis using reader-based approach.
2. Practice their skills in making their own textual analysis using reader-
based approach.
3. Appreciate the use of textual analysis.

III. SUBJECT MATTER

A. TOPIC: LESSON 2 TEXTUAL ANALYSIS – (Remove the words “LESSON
2” since your topic is only all about Textual Analysis.)

B. REFERENCE: https://www.scribd.com/document/652683424/Q4-21st-
Century-Literature-Module-2
21st Century Literature from the Philippines and the world Quarter 4
Module 2: Textual analysis of literary works from North America (scribd)
– (Cite your reference using a certain format (e.g., APA format). You
can use a certain website available online with a citation generator
feature.)

C. MATERIALS: Projector, Laptop, white board, Cartolina

IV. LESON PROPER/PROCEDURE

 GREETINGS
 PRAYER
 ENERGIZER
 CHECKING OF ATTENDANCE

A. REVIEW
Students will ask about their previous lesson. – (You can change this
one. You can turn this into a direct question to be asked to your
students.)
ELEMENTS OF THE STORY
 Plot
 Characterization
 Setting
 Point of view

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education
 Theme

B. MOTIVATION
WHITE BOARD BULLESEYE!

The class will be divided into 2 teams. Each group will have 5
representatives to answer 5 questions inside a bowl. Each questions will
have points and it will defend on the bull eye board on what points they can
get from it. The group who will get high score will give prize from the
facilitator.

C. PRESENTATION OF THE LESSON

TEXTUAL ANALYSIS

If you are required to write a “Text Analysis” of a material which you have read, do
not fret or agonize over what it means or what needs to be done. Text Analysis only requires
you to analyze the text you are reading or have read. In analyzing the content, you can do
this by going through it in detail and not just casually describe the text. The important
things for you to remember are to enlighten, to describe, to examine and to defend
your personal reactions or analysis of the text.

Now, in making a textual analysis, below are the following pointers you can use.

A.1st Reading: Absorb the story. Do not try to analyze or over-analyze the text
on the initial attempt in reading the text. Try to enjoy and really learn about
what the text is all about, have fun with it and try to get into the characters of the story.

B. Identification: Try to identify what you liked or did not like about the story,
or which character stood-out for you and which ones you think were not needed.

C. Proceed to the 2nd Reading: This is intended for you to make notes on how the story
unraveled, how the characters interacted and what we’re your feelings as you read the text.

D. Do a 3rd Reading: This is intended for you to organize your thoughts, to

eliminate or add certain details that you think are necessary for you to complete
the analysis.

E. Consider the following questions in formulating your analysis;

• What is the text all about?
• What story is it trying to convey?
• Who are the characters and how each impacts?
• Who are the protagonist, and the antagonist?
• Which part of the text was the turning point of the whole story?

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education

Here is a sample of a text analysis using a reader-based approach.

Analysis (The Adventure of Huckleberry Finn)

The Adventures of Huckleberry Finn is a story written by Mark Twain in

1884that tells the story of a young lad who goes on an adventure of a lifetime, along with
the people he interacted and met in his journey. It details his life, his struggles
and how he overcame each.

The whole living with a strict aunt plot and having a drunkard father shows a
very dark element for a story that tackles about a young teen, this is not something I would
initially encouraged to be a reading material for a 12 or 13 years old, although
hour main protagonist is around that age. Also, I was taken aback when Huck, Tom Sawyer
and their friends talked about creating a gang, since the word “gang” has a negative
connotation adding that they were scheming to hurt or rob others really bothered my
thought process. Especially when the gang talked about giving up someone they value,
to just be killed off. To think this book has the word “adventure,” one might just
associate this to a child’s play or a cool, amazing, wholesome journey but even at
the onset it can be thought-provoking and bothersome. So, it came as are lief when
whatever they were hatching was just something more of a playful roleplaying but never
really got acted upon.
When it got to the part where Huck got kidnapped, away from Tom, his aunt and friends;
and having to endure his father’s abusive ways, it hit me hard because as a young child it
was normal for my father to inject corporal punishment and I never really understood it and
so I can relate with Huck’s dilemma. From having to live with restriction under his aunt and
now being kidnapped and abused by his own father really solidified Huck’s desire to be on
his own and seek freedom.
This part was well written, the sequencing and flow allows the reader to extricate the start of
Huck’s personal quest to freedom. As Huck escaped and met Jim, it opens a wider
topic which is very sensitive even to this day, which is slavery. In the Philippine context, this
is not something we’re exposed to or have a first-hand experience and so it may not be as
relatable forus compared to an American reader. The current situation in the US, with the
Black Lives Matter movement and the George Floyd incident had caused the re-emergence
of the pain and suffering of the past. And so, for the author to find a way
to take this part in a lighter and seemingly funny setting somehow adds to the reader’s
desire to root for Finn and Jim regardless of one’s nationality and skin color. At the same
time, it allows the reader to ponder on the kind of suffering Jim had to go through which
caused him to seek out his own freedom. Slavery in America is deeply ingrained, and the
discrimination of the African American is something that has never really found resolution
to this very day. Although, for Jim; his was a desirable ending.
The book is an exciting read, you can’t help but be amazed and root for the two
main protagonists; it was especially fun when Huck finally teams up with Tom. With all the
mixed-up, confusion and the way they handled the rescue of Jim, this was one crazy
adventure.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education

Characterization:
As for the characterization, let me focus on the main protagonists and just one antagonist.

Huckleberry Finn: He is described as a happy-go-lucky lad; he has a penchant for trouble

and his ways creates this notion of being a rebellious teen. He is the main protagonist and
the initial description of Huck does not completely reveal the extent of this young man’s life
and character. So, as the story progresses, the reader gets involved in the creation and
building of Huck’s image especially the part where Jim and Huck met while in hiding. Jim
wasn’t scared that Huck would give him up, he was instead scared that Huck could have
been a ghost. Meaning, Jim somehow knew that although Huck is a known rebel and misfit;
Huck would help him and do the right thing by him. This concept of doing the right
thing can be refuted, since Huck helping Jim does not necessarily fall on the
concept of “being the right thing.” At that time, owning slaves was the norm and if a slave
escapes, to recapture them was considered the right thing to do. So, for Huck to let
Jim enjoy his freedom is still a form of rebellion against a society that
proliferated discrimination and racial bias. This form of rebellion keeps
Huckleberry Finn true to his character.

Jim: One of the protagonists of our story, he is described as an adult black

slave who fled from his owner. He can be perceived as somewhat of a father figure and a
friend; his bravery does not shine through the story, but it is present through the actions he
has taken. As an escapee, he was risking his life and he also protected Huck from the pain
of seeing his father dead.

Tom Sawyer: Huckleberry Finn’s friend who was also a misfit, what he considers as fun
could be perceived as dangerous for others. His sense of fun is motivated by
drama, role playing and his imagination at the expense of others. Same as Huck, he also
opted to help Jim; showing the side of him that went against the societal norms; but unlike
Huck, Tom spiced up their planned escape which backfired against them.

Pap Finn: Huck’s father who is homeless and a drunkard managed to kidnap and hurt
Huck. His impact on Huck is evident on the young lad’s desire to find freedom. Although we
do not fully know the beginning of his drunkenness and brutality, it is safe to assume
that Huck will be better off without his father.

Setting: Set in 1884, a period in American History where slavery is an accepted practice
and most Americans especially ranch owners owned a slave that would work in the farm
with minimal pay. Being black was hard, but the hardest part is realizing that there was no
way out of it. As the new generation of black kids were born so too is the economic hold of
the ranch owners to keep every member enslave.
Point of View: The book was narrated in the First-
Person; which was helpful in digging thecharacter development of the main
protagonist. I don’t normally enjoy this type of narration using the first person; but The
Adventures of Huckleberry Finn is an exception.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education

Theme:
The central theme of the book is “freedom,” as the author stated that both Finn
and the character Jim were on a mission looking for their own kind of freedom.

D. GENERALIZATION
Direction: The teacher will ask 2-3 student to summarize the story of
‘The adventure of huckleberry Finn’ and try to answer the following
questions in formulating analysis.

•What is the text all about?

• What story is it trying to convey?
• Who are the characters and how each impacts?
• Who are the protagonist, and the antagonist?
• Which part of the text was the turning point of the whole story?

E. APPLICATION
Directions: The class will be divided into 5 groups. Each group will
analyze its central theme.
– (You can elaborate your directions. For example, state if students
are going to write their answers (e.g., “In a one whole sheet of paper,
…”) and if they are going to present it after, or if they will directly
present their answers after a short preparation or group
brainstorming.)

The Waste Land

T.S. Eliot

He who was living is now dead

We who were living are now dying
With a little patience

THEME: ___________________________________________

Grey the Day

William Faulkner

Gray the day, all the year is cold,

Across the empty land the swallow's cry
Marks the Southflown spring. Naught is bowled
Save winter, in the sky.
THEME: _____________________________________________

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education
O Captain! My Captain!
Walt Whitman

O Captain! My Captain! Our fearful trip is done,

The ship has weather'd every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O Heart! Heart! Heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead…
THEME: _______________________________________________

– (Aside from theme, it is better if you will ask for other elements
(e.g., main idea, characters, etc.), which students need to identify in
the poems. You should consider basing on the “Consider the
following questions in formulating your analysis” part of the
presentation of the lesson section. (Note that the application part of
a LP gives opportunities for students to practice what they have
learned in a lesson/discussion before they move on in the
evaluation part.) If you will consider this suggestion, you may lessen
the poems students will analyze.

V. EVALUATION
Make a textual analysis about the story of "A Rose for Emily" written by
William Faulkner using a reader-based approach. Minimum of 250 words.
CRITERIA:
Content 20pts
Spelling, Grammar, and Mechanics 10pts
Total 30pts

Analysis
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VI. ASSIGNMENTS
Direction: Read the summary of the story "Little Women" by Louisa May
Alcott and answer the questions that follow.

Little Women
By: Louisa May Alcott

Summary

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TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education
The March family, headed by a father who is serving as a chaplain in the
American Civil War and a mother who is fondly called by their four
daughters as Marmee, is celebrating their first Christmas without the man
of the house as he has been destined far from home. The March girls Meg,
Jo, Beth, and Amy- who lament about their poverty and being away from
their father, thought of buying themselves presents in time for Christmas to
somehow feel better. Each of them has a dollar to spend every Christmas
but they are reminded to refrain from spending for pleasure only so they
have decided to prepare something instead for their mother.
In the morning of Christmas, Mrs. March asks her daughters to give their
breakfast instead to Mrs. Hummel and her six children, a poor family who
lives nearby. The girls obliged and even helped tend to Mrs. Hummel's kids
while they visited the house. Mr. Laurence, an elderly rich man who lives
with his grandson, Laurie, in the same neighborhood as the March's family,
must have taken notice of the family's generosity as he sent goodies in the
evening of that day for girl's Christmas dinner. That's how the two families
started to get acquainted.
Laurie got closer to the family as he meets Jo and Meg in a New Year's party,
even escorting them on their way home because Meg sprained her ankle
while dancing. Of the four, however, he is closest to Jo. Later on, the girls
got to meet Mr. Laurence himself and Beth turned out to be his favorite as
he gave her a piano.
The four girls differ in personalities and interests. Meg, who is characterized
by being traditional, works as a tutor. Jo, who loves writing, assists her
wealthy great aunt who is a widow and living alone in a mansion. Beth, who
is often shy, stays at home and helps with household chores. Amy, an artist
and a lover of the elegant society, goes to school.
As the days go on, their personal lives become more interesting with Jo
finally trying to get her novel published, and Meg found herself to be in love
with John Brooke, Laurie's tutor. One day, Mrs. March had to leave for
Washington to tend to Mr. March who got very ill with pneumonia. Mr.
Laurence asked John Brooke to accompany Mrs. March to which he agreed.
That is how he got the chance to confess to them his love for their daughter,
Meg.
Beth, who continued to spend time with the Hummel family, contracted a
disease called scarlet fever. This is the same disease that led to the death of
the three Hummel children. Beth's condition got even worse so they called
for Mrs. March to be home as soon as possible. Although Beth was able to
recover, she remained weak and lacking in vigor.
After three years, Meg and John got married and became parents to twins.
Amy goes on a European tour with her aunt. Beth continues to weaken.
Laurie finally graduates from college with Jo's motivation. Jo found out later
that Laurie is in love with her a feeling she could not reciprocate. She went
away hoping to distance herself from Laurie. She went to New York and met
Professor Bhaer who calls her out for writing romance stories thinking it was
beneath her.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education
Jo's rejection led Laurie to travel to Europe with his grandfather where he
saw Amy once again. They spend a lot of time together until they have both
realized they are falling for each other. As their love blossoms, Beth's health
deteriorates. Jo devotes her time in taking care of her until she died.
Hearing the news of Beth's death, the March family gathers. Laurie and Amy
got married before going home.
Professor Bhaer, to the surprise of the March family, especially Jo, came to
visit. Oh his last day of visit, he proposed to Jo. Jo accepted the proposal
and the two got engaged. When Aunt March died, she left her large estate to
Jo so when Jo got married to Bhaer, they turned the estate into a school for
boys. Jo and Bhaer have two sons while Amy and Laurie have a daughter.
In her 60th birthday, Marmee celebrates at the estate with her husband, her
three daughters and their husbands; plus, her five grandchildren.

Comprehension Questions:

1. Which character best relates to the author?

a. Meg
b. Marmee
c. Amy
d. Jo
2. Which character travelled to Europe and pursued painting?
a. Meg
b. Aunt March
c. Amy
d. Beth
3. Who are the major characters of the "Little Women"?
a. Marmee, Laurie, Jo, Amy
b. Mr. Brooke, Meg, Beth, Laurie
c. Meg, Jo, Beth, Amy
d. Meg, Jo, Amy, Frederick
4. In the early part of the story, to whom did Laurie profess his love to?
a. Jo
b. Amy
c. Meg
d. Beth
5. Among the four sisters, who is described as the responsible one and kind but
has weakness toward luxury and leisure?
a. Jo
b. Amy
c. Meg
d. Beth
6. Who is described as the moral role model of the four sisters?
a. Hannah
b. Aunt March
c. Marmee
d. Annie Moffat

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education
7. Who brought the family so much food for Christmas dinner?
a. Laurie
b. Mr. Brooke
c. Aunt March
d. Mr. Lawrence
8. What did Beth give to Mr. Lawrence that compelled him to give her a piano?
a. notebook
b. hat
c. slippers
9. What is the theme of the story?
a. freedom
b. love
c. patriotism
d. revenge
10. How did Jo initially wanted to end her novel with which her publisher did
not agree to?
a. All the sisters were happily married.
b. One of the main characters will be unmarried.
c. All the characters will die.
d. They will all become rich and successful.

SEE 19- TEACHING AND ASSESSMENT OF LITEREATURE

SEMI DETAILED
LESSON PLAN

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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
Off-Campus Program - San Leonardo
TECHNOLOGY
Tambo Adorable, San Leonardo, Nueva Ecija

College Of Education

SUBMITTED BY:
Jessa Mae Dammog
Leen Arvy Dela Cruz
Cristine Joy Flores
Shiella Mae Forseth
Ma. Charlotte Salas
Thammy Anne Santiago

SUBMITTED TO:
M’ Divina Quiroz

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