Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
21st Century Literature From
The Philippines and the World 11 FIRST 60 09/02/22
Learning Competency/ies:
(Taken from the Curriculum Guide) Close analysis and critical interpretation of literary texts in terms of
form and theme, with a description of its context derived from EN12Lit-Ie-31.3
research

Demonstrate understanding and appreciation of the 21st Century Literature from the regions
Key Concepts / Understandings to
be Developed through a written a close analysis and critical interpretation of literary texts in terms of form and
theme, with a description of its context derived from research

Domain OBJECTIVES:

Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding
or association Discuss what critical analysis is

Applying

Skills
The
ability and capacity acquired Analyzing Examine the steps and ways in writing a critical analysis
through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming
from one's knowledge, Evaluating Critique a literary piece constructively by writing a critical analysis to demon-strate
practice, aptitude, etc., to do
something understanding and appreciation of the text

Creating

Attitude Valuing Practice open-mindedness in doing the group activity.

Values Valuing Makatao

2. Content CLOSE ANALYSIS AND CRITICAL ANALYSIS OF LITERARY TEXTS

3. Learning Resources 21st Century Literature Book, pp. 216-217, module on 21st Century Literature
http://www.criticalanalysis//seo0gthyii.html

4. Procedures

4.1 Introductory Activity Let the students view an image of a binangkal, a delicacy made of leftover bread or cookies with
sugar made into a ball, covered with sesame seeds, and fried, and asks random questions about
it while allowing for varied answers.
*Can you tell what's in the picture?
*Do you like this delicacy?

*Where does this delicacy originated?

5 minutes *What other Cebuano
delicacies do you like?
*Have you heard about the poem entitled
Binangkal, Penelope?
4.2 Activity READ & ANALYZE!
The teacher projects on-screen a copy of the poem entitled Binangkal, Penelope by Corazon
Almerino and let one student read aloud the poem. (See Attachment 2) After he/she
reads, the teacher poses a question. *What
do you think is the poem all about? (Allow
10 minutes for varied answers.)

4.3 Analysis
SMALL GROUP TASK
Divide the class into small groups. Allow each group to discuss within their group on how to
write a close analysis and critical interpretation about a literary piece. The teacher hand in notes
10 minutes for each group to read and analyze the ways to write a literary analysis based on their answers
on the previous activity. (See Attachment 3) Each group then writes their unified analysis on a
manila paper.

4.4 Abstraction The teacher shortly discusses the different contexts to which one who critics a literary piece
must look into. She also presents the critical analysis template to the class. (See Attachment 4).
10 minutes

4.5 Application INDIVIDUAL ACTIVITY

The learners were given another literary piece entitled "Sulat Alang Kang Berting" (See
Attachment 5) and ask them read it silently for 2 minutes and then write their critical analysis
after on a sheet of paper following the critical analysis template.The learners are task to look into
10 minutes the sociological context of the piece.

4.6 Assessment
From their individual activity, the students go back to their
respective small groups and ask them to agree on their unified
Analysis of Learners'
output for the critical analysis template on "Sulat Alang Kang
10 minutes Product
Berting". The teacher scores their output by a rubric. (See
Attachment 06)
4.7 Assignment
Enhancing / improving the Search on the internet the copy of the poem "Dead Stars" by Paz
3 minutes day's lesson Benitez and write a Biograpical Analysis of the poem.

4.8 Concluding Activity

Explain: "A little persistence, a little more effort, and what seemed hopeless failure may turn to
2 minutes glorious success." - Elbert Hubbard

5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
B. No. of learners who require additional
D. No. of learners who continue to require remediation.
activities for remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with other
teachers?

Prepared by:

Name: KIRBIE JANE G. NARDO School: MANGUIAO NHS

Position/
Designation: T1 Division: CEBU PROVINCE

Contact
Number: 09086347998 Email address: kirbiejane.gasta@deped.gov.ph
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
8 English 9 THIRD 60 03/08/23
Learning Competency/ies:
(Taken from the Curriculum Guide)
Determine the relevance and truthfulness of the ideas presented in
EN9VC-Iva-10
the material viewed

Key Concepts / Understandings to Determine the relevance of literary texts to social issues as a way to shape better understanding
be Developed of the world

Domain OBJECTIVES:

Knowledge Remembering Recognize the relevance and truthfulness of ideas of common issues
The fact or
condition of knowing
something with familiarity
gained through experience Understanding
or association
Interpret ideas to form causes of relevance

Applying Discover the social issue presented in a literary text

Skills
The
ability and capacity acquired Analyzing Compare and contrast the relevance of literary text to social issue presented
through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming
from one's knowledge, Evaluating
practice, aptitude, etc., to do
something

Creating Produce varied outputs displaying the knowledge and understanding of the relevance
and truthfulness of ideas presented

Attitude Valuing Open-mindedness

Values Valuing Makatao

2. Content RELEVANCE AND TRUTHFULNESS OF IDEAS

3. Learning Resources MELC, PPT SLIDES,

4. Procedures
4.1 Introductory Activity Preliminaries (Greetings and Attendance Check) Let the
assigned student of the day share to class the Review or Recapitulation of the Previous Lesson
Discussed.
5 minutes
4.2 Activity THINK-PAIR & SHARE!
The students are tasked to pair with their seatmates to think and share to each other their
thoughts or ideas in the images viewed. For each of the images viewed, the pair must organize
10 minutes ideas, think or analyze the relevance between them. The pair may opt to write their shared
answer on a piece of paper. (Please see Attachment 1)

4.3 Analysis After the THINK-PAIR & SHARE Activity, the students were to correct their answers through
sharing the relevance between the images shown in class one by one. The teacher calls at
random pairs to share their brainstormed ideas to the class. Guide
Questions:
* Are the images shown relevant or irrelevant to each other. Why or why not?
After the students were aable to come up with their analysis in the previous activity, the
teacher leads the students to the topic to be discussed.
 After the THINK-PAIR & SHARE Activity, the students were to correct their answers through
sharing the relevance between the images shown in class one by one. The teacher calls at
random pairs to share their brainstormed ideas to the class. Guide
Questions:
* Are the images shown relevant or irrelevant to each other. Why or why not?
10 minutes
After the students were aable to come up with their analysis in the previous activity, the
teacher leads the students to the topic to be discussed.

4.4 Abstraction The teacher let the sudents watch video clips which conveys a certain issue ( particularly about
teenage love) in a form of a lyric song video and one which is an audio clip of Romeo and Juliet
Tragedy. The students were to closely analyze the relevance and truthfulness of ideas
presented in the two video clips.
After watching the video clips, the teacher guides the students on the analysis
of the video through the process questions;
1. What is the idea conveyed or emphasized in the lyric video?
2. What is the idea conveyed or emphasized in the audio clip of
Romeo & Juliet? 3. How are the two ideas relevant to each
other? 4. Were you able to determine the
10 minutes relevance and the truth behind the story of Romeo and Juliet to our present times?

With their answers of the questions taken from the clips, the teacher
also let the students compare and contrast the relevance of ideas through answering the Venn
Diagram where students are to place accordingly the ideas in the diagram. The teacher
continues to deepen points of discussion.

4.5 Application GROUP ACTIVITY

The teacher groups the students into four for a varied activity displaying or showing their
knowledge and understanding of the discussed idea in the previous activity.
The groups were given five minutes for the making of output and five minutes for presentation.
(Please see Attachment 2) The
following groupings were to produce the following outputs which addresses the issue being
tackled. * Spoken
Poetry
(The group were to make a short spoken poetry which depicts relevance to the issue
presented. )
*Caricature
(The group were to create a caricature or sketch which depicts relevance
to the issue presented.)
10 minutes * Slogan
(The group were to make a slogan which depicts relevance to
the issue presented.) * Acapella
(The group were to compose and deliver a song
(preferably a single stanza only) which depicts relevance to the issue presented.)
Each
of the groups were to present their varied presentation with a set of rubric as well. (Please See
Attachment 3)

4.6 Assessment
The teacher gives a five-item paper-and-pen test in determining
Analysis of Learners'
relevance of ideas in situations. (Please See
10 minutes Product
Attachment 04)

4.7 Assignment
Search on the definitions of the terms : Validity, Reliability and
Enhancing / improving the
Originality (in preparation for the next topic) and write it on a half-
3 minutes day's lesson
sheet of paper crosswise.

4.8 Concluding Activity

The teacher ends the day with a reminder: "It is okay to be inlove but we need to be responsible
2 minutes with our actions and decisions in life."
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
B. No. of learners who require additional
D. No. of learners who continue to require remediation.
activities for remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with other
teachers?

Prepared by:

Name: KIRBIE JANE G. NARDO School: MANGUIAO NHS

Position/
Designation: T1 Division: CEBU PROVINCE

Contact
Number: 09086347998 Email address: kirbiejane.gasta@deped.gov.ph
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
May
3 English 9 Fourth 60
31,2023
Learning Competency/ies: Judge the relevance and worth of ideas, soundness of author’s
(Taken from the Curriculum Guide)
reasoning, and the effectiveness of the presentation EN9RC-IVf-2.22

Judge the relevance and worth of ideas, soundness of author’s reasoning, and the
Key Concepts / Understandings to
be Developed effectiveness of the presentation of a poem

Domain OBJECTIVES:
Knowledge Remembering Recognize symbolisms as a way to evaluate a text/poem
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Discuss the different text features to evaluate a text/poem
or association

Applying
Skills
The Analyzing Distinguish key elements present in the poem read
ability and capacity acquired
through deliberate,
systematic, and sustained Evaluating Appraise the author's technique/style used in effective presentation of a poem through
effort to smoothly and varied group activities
adaptively carryout complex
activities or the ability, coming
from one's knowledge, Compose a poem analysis evaluating the relevance and worth of ideas, soundness of
practice, aptitude, etc., to do Creating
something author’s reasoning, and the
effectiveness of the presentation

Attitude Valuing Cooperation, Resourcefulness & Open-mindedness

Values Valuing Maka-Tao, Makabansa, Makakalikasan

2. Content EVALUATING A POEM

3. Learning Resources MELC, Google, powerpoint presentation, TV, Offline Interactive App

4. Procedures
4.1 Introductory Activity
* Preliminaries
* Attendance Checking with a Twist
* Review of The Previous Lesson
5 minutes

4.2 Activity
SYMBOLIZE IT!
The learners are grouped into three. Each group must ready with a representative. The
10 minutes learners are to have an activity where a representative/representatives of a group are
to pick some images inside a box and place it appropriately to its placement for
correct symbolisms. (ex: Dove - Peace)
4.3 Analysis Based on the previous activity, the following questions were to be randomly
answered by the learners:

1. How did you find the activity?

2. Was it challenging on your part?
3. What were you able to discover through asscociating the words/ terms?
4. Is symbolism a way to evaluate a poem?
Learners are guided as they go through the process questions. After every
question has been answered, the teacher proceeds on presenting the lesson of
the day.
 Based on the previous activity, the following questions were to be randomly
answered by the learners:

1. How did you find the activity?

2. Was it challenging on your part?
10 minutes
3. What were you able to discover through asscociating the words/ terms?
4. Is symbolism a way to evaluate a poem?
Learners are guided as they go through the process questions. After every
question has been answered, the teacher proceeds on presenting the lesson of
the day.
4.4 Abstraction Brainstorming!
The learners are once again grouped into six for a Small-Group Discussion (SGD
Task). Each groups are given an information leaflet on how to evaluate a poem in a
step-by-step manner. Each group are to brainstorm for five minutes. Then, the
teacher proceeds on a guided activity where the learners are to evaluate a poem
entitled " The Passionate Shepherd to His Love" following the standard six point-
guide in writing a poem analysis. Each group is to spontaneously follow the six
steps after the SGD Task. Embedded in the abstraction phase are the following
10 minutes questions;
* What is the theme of the poem?
* How does the title affect your impression of the poem?
* What are the clues about the speakers personal traits?
* Does the poet wrote the form in blank verse?
* What is the mood or feeling evoked in the poem?
* What symbolisms are found in the poem?

4.5 Application
Group Activity (What Will I Reply?)
As learners' minds are stirred, the teacher assigned them to be in the same
grouping for another task. Each group is to create a piece in different forms as a
response to the poem in the previous activity with the question, "If you were the
nymph, how would you respond or reply to the shepherd?" The groups were to
compose a reply of the poem "The Passionate Shepherd To His Love" in the
10 minutes following forms : a song, a letter, and a drawing. Using a roullette, the groups
were randomly given their tasks. The groups are given five to six minutes to do
the task and the remaining minutes to present their output in front of the class.
There is no right or wrong answer / output for this activity yet each of the group
is to abide with the set of criteria for the varied grouptasks.

4.6 Assessment
From their previous activity, the teacher presents the response on
the poem "The Passionate Shepherd To His Love" entitled, "The
Analysis of Learners'
Nymph's Reply To The Shepherd". Then, the learners are tasked
10 minutes Product for an individual activity to make a one-paragraph poem analysis.
(See Attachment for Rubrics)

4.7 Assignment The learners are to search for the poem entitled "The Dead Stars
Enhancing / improving the
by Paz Benitez and write a copy of the poem in their lecture
3 minutes day's lesson notebook to be used for the next day.
4.8 Concluding Activity
The teacher shares a quote for reflection: "Love is that condition in which the happiness of
2 minutes another person is essential to your own".
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
B. No. of learners who require additional
D. No. of learners who continue to require remediation.
activities for remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with other
teachers?
Prepared by:

Name: Kirbie Jane G. Nardo School: Manguiao NHS

Position/
Designation: T1 Division: CEBU PROVINCE
Contact
Number: 09606150405 Email address: kirbiejane.gasta@deped.gov.ph