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LABORATORY HIGH SCHOOL

A DETAILED LESSON PLAN IN 21ST CENTURY LITERATURE FROM THE PHILIPPINES

AND THE WORLD

Grade and Section: HUMSS 11 Date: February 29, 2024

Topic: Inferring Literary Meaning Time: 1:00 - 2:00 pm

I. OBJECTIVES

A. Content Standard

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

B. Performance Standard

The learner will be able to infer the literary meaning of a text from literal language through a tableau.

C. Learning Competency

infer literary meaning from

literal language based on
usage
infer literary meaning from
literal language based on
usage
infer literary meaning from
literal language based on
usage
infer literary meaning from
literal language based on
usage
Infer literary meaning from literal language based on usage. ( EN12Lit-Id-26)

D. Lesson Objectives
At the end of the lesson, students should be able to:
1. analyze the literal language used in a text to infer its meaning;
2. perform a tableau to show the inferred meaning of the given text; and,
3. appreciate the power of literal language in conveying ideas or meanings.
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II. CONTENT

Learning Resources

A. References
Language of Place Worksheet 3

B. Other Learning Resources

https://www.summitlearning.org/docs/45257690

III. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

PRELIMINARY ACTIVITIES

a. Prayer

Kindly stand up everyone for our short prayer so that we

will have the guidance of our Almighty God in today’s
lesson.
Marianne, please lead the prayer.
Lord, as we begin this class, we seek your guidance
and wisdom. Grant us clear minds and open hearts to
absorb the knowledge before us. Bless us with
b. Greetings diligence and attentiveness in our studies. Amen

Good afternoon, class.

Good afternoon, Ma’am.
Face your classmates and tell them “You look good
today!!” “You look good today!”

Alright. I glad to see you today, looking ready to learn new

things.

c. Putting the Class in Order

Before you take your seat, kindly look around you and
pick up the pieces of litter, if there are any, and make sure
that your seats are properly aligned.
(The teacher will roam around to check the orderliness of (Students will pick-up the trash.)
the classroom.)

You may now take your seats.

Thank you, Ma’am.
Class, just a few reminders. As we proceed with our
discussion, please do not forget to follow these class rules.
Classroom Rules
Understood?  Listen to the teacher attentively.
 Avoid talking with your seatmates; and
 Participate actively.
 Learn and have fun!

Very good. Yes, Ma’am!

d. Checking of Attendance

Ms. Class Secretary, is everybody present?

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Excellent, it’s good to know that all of you are here, ready Yes, Ma’am.
and willing to learn new things today.

e. Checking of Assignment

Have you been given an assignment from your previous

meeting?

No, Ma’am.
f. Motivation

Before we proceed to a new topic, let us have this activity

called “Telestration!.”.

Please read the direction, Sofia.

1. This will be a game of telepathy and speed.

Thank you. Did you understand the instruction?
2. The teacher will choose one student who will
draw a picture on the board.
3. The class will be divided into three groups and
each group will guess what the drawing depicts.
4. The group who can say “Kimi” first will be given
the chance to guess what is depicted in the drawing.
5. The group who has the greatest number of correct
guesses will be declared as the winner.

Okay. Earlier, I distributed cards right? Yes, Ma’am.

So now, please open the cards and you’ll see what group
number you belong.

Please proceed to your group. (The students will do so.)

If you guys are ready, just say “Let’s Gaurr!”.

“Let’s Gaurr!”
Alright, let’s start!
What to draw:
1. Reach for the stars
2. Butterfly in the stomach
3. Piece of cake
4. Time Flies
(The activity will proceed, until the faces are revealed.) 5. On a Cloud Nine

Okay. Congratulations, Group _____. You win this game.

Please give them “Slay Queen Clap.”

Alright. For now, please remain in your places but please

keep your chairs aligned. 1,2,3-1,2,3 Slayyy Queen~

BEFORE THE LESSON

A. Reviewing previous lesson or presenting the

new lesson

Before moving on to the new topic, let us have a short

recap of what have been discussed last meeting.
Who among you could share what they learned from the
last lesson? (Students will raise hand.)

Yes, John Harold? Last time, we talked about Virgilio Almario and his
works.
Thank you. Can anyone share something about Virgilio
Almario? Achievements, works or his overall life?
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Yes, Kenan? Ma’am, he is known by the pen name Rio Alma and
he was the chairman of the KWF.
Alright. Another one.
Yes, Genesis?
He was also declared as a National Artist of the
Philippines because of his contribution to the
Philippine literature.
Very well said. Do you have questions regarding the past
lesson? None.

I’m glad that you really understood our past lesson.

B. Establishing a purpose for the lesson

For now, let me first present the objectives that we need to

At the end of the lesson, students should be able to:
achieve as we go through our lesson.
1. analyze the literal language used in a text
to infer its meaning;
2. perform a tableau to show the inferred
meaning of the given text; and,
3. appreciate the power of literal language in
conveying ideas.
Are you guys ready and willing to accomplish that?
Yes, Ma’am.
Very good!

C. Presenting examples/instances of the new lesson

To start our discussion, kindly watch this short film and

analyze its theme or message.

(h ttps:// (The students will watch the short film.)

www.youtube.com/watch?v=xUWbwZnHUkg)

(After watching the video)

Alright. Who wants to share his/her thought about the

video? What is it all about?
Yes, Carla?
I think the video is about two persons living in two
different situations, wherein the first one is rich,
while the other one is not.
Okay, thank you very much. Now, based on what you have
seen, what is the theme of this video?
Ma’am, I guess its theme is poverty.
Very good. So, how do you feel as you watch the video?
I kind of feel sad, Ma’am, because the video showed
us that there are people who doesn’t have the same
privilege as the others, even when it comes to basic
necessities, because their situation is not allowing
them to live bountifully.
Alright. The video reflects the reality of life wherein
poverty is still one of the biggest problems that our society
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has. You have seen how it divides the society in terms of

being able to live comfortably.

DURING THE LESSON

A. Discussing New Concepts and Practicing New

Skills #1

So, in that activity, how were you able to determine the

theme of the video even though there is no dialogue used?
What did you use as your basis in identifying it?
Yes, Julian? Ma’am, we based our answer on the situation itself
and also to the music.
Okay. From that activity, you were able to draw a theme
even though you only used the background music and the
context or the situation in the video as your reference. You
have identified its message without using verbal or written
language.

And that idea has something to do with our lesson for

today, which is, please read everyone.
Inferring Literary Meaning from Literal Language
Thank you, HUMSS 11. Today, we are going to talk about
how we can use the literal language in identifying the
meaning of a given text.
But first, what do we mean when we say literal language?
Anyone who has an idea?
Yes, Sidney? I think when we say literal language, from the word
itself, it has no other meaning aside from its original
definition.
Alright. Thank you. So, in literal language, the idea is “it is
what it is.” It doesn’t mean anything besides the meaning
that it has.
For further information, kindly read the definition, Kyxien.

Literal language is when words mean exactly what

they say. It uses the dictionary definitions of words,
so there is nothing that the reader must interpret or
Thank you. As I said, it is what it is. The words or phrases guess.
are defined based on the dictionary, and you don’t have to
think deeply to understand it. What will come to your
mind first after hearing or seeing the words is definitely
the exact definition of those words. No other than that. Is
that clear?
Yes, Ma’am.
So, if it is “literal”, how do you think does it help in
inferring the meaning of the text? If it is just “it is what it
is, what can we use to understand the meaning of the text?
Yes Axel?
Ma’am, I believe that literal language can help in
inferring the meaning of the text through using
symbols and imagery in the text.
Okay. Nice idea. Who else can share their thoughts? Yes,
Kevin?
Ma’am, based on the situation in the text. If the
situation is clearly described, we may feel that we
can relate to it, and it becomes easier for us to
understand the meaning of the text.
Very good. Despite having the literal meaning, literal
language can help you get the meaning or the message of a
certain text if you will pay attention to its context or the
situation happening there or could be by the symbols and
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imagery. And this is what you did in our previous activity.

You analyzed the situation of the two people and
considered the background music and other details to come
up with the theme which is, what is it again?
Poverty.
Yes. And of course, if you can relate to the context or the
situation presented in the text, them that will also be a big
help for you to infer the meaning of the text. Understood?
Yes, Ma’am.
B. Discussing New Concepts and Practicing
New Skills #2

So let us look at this poem and see how literal language

can be used to infer its meaning or theme through this task.
Please read the instructions, Kaye.
 Each student will be given a copy of the
poem titled “Third World Geography”.
 The poem will be read aloud by one student,
while the rest of the class should listen and
follow through silent reading.
 Afterwards, find a partner to work on the
task.
 With your partner, read the poem and
identify the lines that use literal language
based on the provided meanings.
 You will be given 1 minute to accomplish
the task. Be guided by this table in doing the
activity.
Line in Literal Language Meaning
the Poem
Line 1 The country
has no more
hope.
Line 2 Signifies the
situation of the
developing
country.
Line 3 -The man
controls
everything in
the country.

-He took
something
from the
country and put
it in a sack.
Line 4 He wanders
around with the
sack on his
back.
Line 5 Light weight
Line 6 He gets
trapped.
Line 7 He cannot
escape it.

Okay. Thank you very much. After 1 minute, I will call

some of you to fill out the table on the board. Are the Yes, Ma’am.
instructions clear?
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Alright. Please read the poem with emotion, Van.

(
S
t
u
d
e
n
t
s will do so.)

Thank you. You may now find a partner.

“Let’s Gaurr!”
If you all of you has a partner already, please say our
magic word, “Let’s Gaurr.”

Okay, you may now start doing your task. (Students will do the activity.)

(After the given time, the teacher will call 7 students to fill
out the table with the needed information.) The Table:

(While the table is being filled out, the teacher will discuss Line in Literal Language Meaning
the how each literal language was used in the poem.) the Poem
Line 1 a country without The country has
miracles no more hope.
Line 2 Thinking of Signifies a
banana trees situation of the
rotting in the developing
sunshine country.
Line 3 The man who the man controls
watches over it. everything in the
country.

Placed them in Took something

the sack and tied from the country
its loose ends and put it in a
sack.
Line 4 He goes around He wanders
carrying it on his around with the
back. sack on his back.
Line 5 just a handful of Light weight
feathers
Lines 6 He tries to get up He gets trapped.
from the page,
Line 7 But the bold ink He cannot escape.
and sharp colors
hold him down

Alright. So, based on the discussion that we have, and

based on the information in the table, what do you think is Ma’am I think it’s their hope to be more developed.
that “something” that the man took? Given that the country
is struggling or poor?
Yes Carla?

Exactly. Since the country has no miracles or it is

struggling to have a better economy, there should be
“hope”. But the man who watches over the country took it
and put it in his sack, leaving the country in a more Yes, Ma’am.
difficult situation. And since he was trapped on that page,
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there is no more chance for the country to gain back their

hope. Ma’am, I think it’s false hopes from the politicians
Is that clear? of the country, wherein they give promises that they
would help the country to develop but they never
Now, what do you think is the theme of the poem? Based did.
on our discussion and the table?

Okay, it could be. Since the politicians did that, what Poor.
happened to the country? It became or remain what? In
what status? Poverty, Ma’am.

With that, what do you think is the theme?

Yes, Ma’am.
Okay, very good.
None, Ma’am.
Did you understand?

Are there any questions or clarifications?

A. Developing Mastery

Now, let us have this activity.

Kindly read the instruction, Marian.  In the same group, read the given copy of
the text entitled. “Third World Geography”.

 Using what you have learned in today’s

discussion, you need to perform a tableau
showing the situation of the line from the
poem that your group will pick.

 You will be given 5 minutes to prepare your

tableau and 30 seconds to show us what you
have planned.

 Choose one member who will explain your

group’s tableau.
-
Thank you, Marian. Are the instructions clear? Yes, Ma’am.
You will be graded based on the following rubrics:

(After five minutes, the teacher will ask the students to

present their works.)
(Students will present their works.)
(The teacher will give corresponding score to each
group’s output based on the criteria and announce it to
the class.)
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B. Finding Practical Applications of Concepts &

Skills in Daily Living

Activity:

DIRECTIONS: For three minutes, reflect on the theme of

the poem. Write a 3-sentence reflection about it and how
do you think that literal language affects the theme of the (The students will start doing their activity.)
story.

(After the given time, the teacher will ask some students to (Students will do so.)
share their answers. The all papers will be passed
afterwards.

AFTER THE LESSON

C. Making generalizations & abstractions about

the lesson

To test your learnings, kindly accomplish this task.

DIRECTIONS:

In a 1/4th sheet of paper, kindly write 1-2 sentences stating

what you have learned from our discussion. You will be
given 5 minutes to write your learnings and afterwards, I
am going to call some of you to share your outputs.

(After the given time, the teacher will ask some students to
share their answers. The all papers will be passed (Students will do so.)
afterwards.

Do you have any question regarding our lesson?

D. Evaluating Learning None, Ma’am.

If none, let’s evaluate your learning.

Direction: Answer the following questions.

1. According to the poem, what does the country literally

sit on?
1.b) A map
a) A cloud 2. c) The banana trees are decaying due to neglect or
b) A map poor conditions.
c) A throne 3. b) Took away all hopes
d) A treasure chest 4. d) A collection of feathers
5. d) He is stuck on the map and unable to move.
2. What is the literal meaning of the line "Thinking of
banana trees rotting in the sunshine"?

a) The banana trees are growing and thriving.

b) The banana trees are being harvested for food.
c) The banana trees are decaying due to neglect or poor
conditions.
d) The banana trees are being used to shade crops.

3. In the third line, "commanded all hopes" describes the

man's actions. What does "commanded" literally mean in
this context?
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a) Created new hopes

b) Took away all hopes
c) Shared the hopes equally
d) Promised to fulfill the hopes

4. What is the literal content of the sack carried by the

man?

a) Money and resources

b) Stolen goods
c) Tools for work
d) A collection of feathers/ hope

5. Based on the poem's literal meaning, what is happening

to the man depicted in the final line?

a) He is escaping from a dangerous situation.

b) He is flying freely above the map.
c) He is walking away from the map.
d) He is stuck on the map and unable to move..

E. Additional activities for application or remedial

Choose one literal language used in the poem and draw

your own interpretation of its meaning. Do it one sheet of
short bond paper.
Rubrics:

Content- 15 points
Relevance-5 points
Are there still any questions, clarifications or concerns you Creativity- 10 points
Total: 30 points.
would like to raise?

If there’s none, let’s call it a day.

None at all.
Goodbye, class.
A day!

Goodbye, Ma’am. Thank you for teaching us.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80p% in the evaluation: ________
B. No. of learners who require additional activities for remediation who score below 80%: ________
C. Did the remedial lesson work? No. of learners who caught up with the lesson: ______
D. No. of learners who continue to require remediation: ________
E. Which of my teaching strategies worked well? Why did this work?
a. ________________________________________________________________________
________________________________________________________________________
______________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
a. ________________________________________________________________________
________________________________________________________________________
______________________
G. What innovation or localized materials did I use/ discover which I wish to share with other
teachers?
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a. ________________________________________________________________________
________________________________________________________________________
______________________

Prepared: Checked:

ALEXIES JANE OLA MARINEL D. LIWANAG

Pre-Service Teacher Cooperating Teacher

Noted:

ASST. PROF. LANNIE LIWANAG ENRIQUEZ

Principal, Laboratory High School