Detailed Lesson Plan (DLP) Format

School Puga-an National High School Grade Level 12

Teacher Joemar D. Javier Learning Area 21st Century
Literature from the
Philippines and the
World
Time & Dates Quarter 2nd

I. OBJECTIVES
A. Content Standards The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.

B. Performance Standards The learner will be able to demonstrate understanding and

appreciation of 21st century literature of the world through:

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

in terms of form and theme, with a description of its context derived
from research.

C. Learning Competencies / Writing a close analysis and critical interpretation of literary texts,
Objectives. applying a reading approach, and doing an adaptation of these,
require from the learner the ability to:
Write the LC code for each

1. identify representative texts and authors from Asia, North

America, Europe, Latin America, and Africa (EN12Lit-IIa-22)

II. CONTENT Literary genres, traditions and forms from different national literature
and cultures, namely, Asian, Anglo-American, European, Latin
American, and African

III. LEARNING RESOURCES

A. References 21st Century Literature from the Philippines and the World
By Paulyn Alaer Datu pp. 63-68

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES

A. Reviewing previous lesson - Ask the students about the dos and don’ts when posting a
or presenting the new lesson literary adaptation of a text in multimedia.
- In their respective groups (of 5), the Teacher will give them
strips of paper with jumbled letters. They are given three
minutes to come up with the correct answers:

Jumbled Letters: Right Answers:

AIASN ASIAN
AONGL ANGLO
AEIAMRCN AMERICAN
EUOEARPN EUROPEAN
AILTN LATIN
AIAFRCN AFRICAN

B. Establishing a purpose for - In this lesson, students will be guided in identifying texts and
the lesson authors around the world—Asian, Anglo-American, European,
Latin American, and African—by giving specific differences in
each given texts, and introducing the lives and works of the
various authors.
- In their respective groups, they will be writing a close analysis
based on the given text.
- Individually, the learner is expected to come up with his/her
own interpretation of the given text.

C. Presenting examples/ The teacher will paste the following words on the board:
instances of the new lesson

ASIAN
ANGLO- AMERICAN
EUROPEAN
LATIN AMERICAN
AFRICAN

The teacher will give each group with pictures and short texts. The
learners are tasked to paste these beside the words on the board where
they think these pictures/ texts belong.

D. Discussing new concepts Identify representative texts Asia, North America, Europe, Latin
and practicing new skills #1 America, and Africa based from the activity performed by the
 learners.

E. Discussing new concepts Identify authors from Asia, North America, Europe, Latin America,
and practicing new skills #2 and Africa based from the activity performed by the learners.

F. Developing mastery (Leads Give each group a short text (with an author), and let them make an
to Formative Assessment 3) analysis based on what they had understood. Write this in a manila
paper. The analysis must consist of at least 100 words. Afterwards,
present it in class.

G. Finding practical Let the other groups give their comments about the others’ outputs.
applications of concepts and
skills in daily living
H. Making generalizations and - The teacher will ask the students about their observations of the
abstractions about the lesson given texts: the structures, the ways they are presented, their
similarities, and differences.
- Also checks if the objectives were met.

I. Evaluating learning - The teacher will give each learner a text and let him/her make a
critical interpretation out of it in a one whole sheet of paper.
This must have at least 250 words.

J. Additional activities for Leave a statement for students ponder

application or remediation upon:
“I am you. You are me. Let me
be me.”

V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment.
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my teaching
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?