DETAILED LESSON PLAN

Reference DepEd Order No. 42, s. 2016

GRADE 1 TO 12 SCHOOL:
DETAILED LESSON PLAN
TEACHER:
GRADE LEVEL: GRADE 11/Senior High School
LEARNING AREA: 21st Century Literature from the Philippines and the
World
QUARTER: 4TH QUARTER
After going through this topic, students are expected to:
 Cognitive: Interpretation of literary texts using a reading approach and identify representative text from Africa and Asia;
 Affective: Enumerate the types of reading approach, basic elements of the short story.
I. OBJECTIVES  Psychomotor: Show appreciation of different representative literary texts.
A. Content Standard The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures.
The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through: a written
close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its context derived
B. Performance Standards from research; 2. critical paper that analyzes literary texts in relation to the context of the reader and the writer or a critical paper
that interprets literary texts using any of the critical approaches; and 3. an adaptation of a text into other creative forms using
multimedia.
Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these,
C. Learning Competencies /
require from the learner the ability to identify: representative texts and authors from Asia, North America, Europe, Latin
Objectives
America, and Africa
Write the LC code for each EN12Lit-IIa-22
II. CONTENT Writing a Close Analysis and Critical Interpretation of Literary Texts applying a Reading Approach
A. LEARNING RESOURCES
References
1. Teacher’s Guide pages K-12-MELCS with CG codes
2. Learner’s Materials pages Self-Learning Materials – Senior High School (Module 1)
3. Textbook pages Self- Learning Module
4. Additional Materials from Learning
www.google.com.ph
Resource (LR) portal
Materials:
Power Point,Youtube.com, Wikipedia and textbook
B. Other Learning Resources
Laptop, projector, Video Clip Presentation, images, paper, pens
and printed materials
C. Subject Integration English, Oral Communication and Social Studies
III. PROCEDURES
A. PRELIMINARIES (10 Minutes) Activities
1. Prayer  Let us pray…. Amen
2. Greetings (IPED)  Good Morning too…
3. Checking of Attendance  Present Maam…
4. Reminders:

 Please arrange your chairs

 Pick up the pieces of papers under your chairs
 Always be respectful to others.
 If there is an earthquake, don’t be panic and Dock cover
and hold.
The students will be participate.
B. Review of the previous lesson Recap: The students will be participate.

Multimedia Formats in Interpreting Literary Text

- Applying ICT Skills in Interpreting Literary Text

- Types of multimedia formats use to creatively
interpret various genres of literary texts.

CONGRATULATIONS STUDENT YOU’VE MADE IT!

 KEEP IT UP STUDENT

C. Word of the day: Skimming- The main idea of a text is quickly identified. The students will be participate and read the word with
 comprehension.

D. Motivation (ZUMBA)

E. Unlocking of difficult words: Extensive reading- it is a free voluntary reading. The students will be participate and read the word with
Scanning- is a quickly reading a text to get the summary. comprehension.
Protagonist- is considered as the main character or most
important of all the characters.
Antagonist- is the character that challenges the main character.

OBJECTIVE NO. 1 Interpretation of literary texts using a

Direction: Guess the hidden words that are associated with reading approach and identify representative text from
F. Lesson Proper
reading through configuration. Africa and Asia.

(After answering the activity, the teacher divided the class

1. Activity (10 minutes)
for group work presentation.)

( Each group present their outputs) (10 minutes)

2. Abstraction (40 minutes) Lecture: Discuss the following: Developed and applied effective teaching strategies to
promote critical and creative thinking, as well as other
3 Reading Approaches: higher order-thinking skills.
- Skimming
- Scanning
- Extensive Reading
Reading Approach: This approach is one way of solving
students’ reading problems. Inferencing, guessing, and predicting
are important skills developed in reading. By reading, students
will know about the different of culture by reading across cultural
understanding, and they will learn how to pronounce the words
correctly.

Skimming: In skimming, the main idea of a text is quickly

identified. The goal is to read shorter texts to extract accurate
detailed information. Skimming is done at a speed three to four
times faster than regular reading. Some might also read the title,
subtitles, subheadings, and illustrations. Other people consider
reading the first sentence of each paragraph. Skimming works
well to find dates, names, and places. It might be used to review
graphs, tables, and charts. This technique is useful when you are
seeking specific information rather than reading for
comprehension.

Scanning: Scanning is quickly reading a text to get the summary

of it. It is a technique wherein students search for keywords or
ideas. Scanning involves moving eyes quickly down the page
seeking specific words and phrases. Scanning is also used for the
reader to find answers to questions.

Extensive reading: Extensive Reading is an approach to

language learning, including foreign language learning, by means
of a large amount of reading. The reader’s view and review of
unfamiliar words in a specific context will allow the reader to
infer the word’s meaning, to learn unknown words. Extensive
Reading is the free reading of books and other written material
that is not too difficult for readers. Extensive Reading is
sometimes called Free Voluntary Reading.

6 Basic Elements of a Short Story

CHARACTER- A character in a short story is a person, in some

stories an animal, who takes part in the action of the story or other
literary work. The way an author develops the character in a story
is very important in making the story appeal to the readers.
a. The protagonist is considered as the main character or
most important of all the characters.
b. The antagonist is the character that challenges the main
character.
SETTING-The place (locale) and time (period) when the story
happens is called the setting. The setting may be based on real
place and real time or it may also be based on the author’s
imagination.
Plot– A plot is the actual story. It is what the story is all about.
a. Exposition –This is the beginning of the story. This is
where the author introduces the characters, identifies where the
story is happening, and establishes the main conflict.
b. Rising Action–This event occurs as you begin to move
throughout the story. This is where conflicts start to build.
c. Climax– It is the most exciting part of a short story. This is
the part in the story when important decisions are made or
important things are discovered.
d. Falling Action– This point occurs after the climax as the
problems in the story start to work themselves out. The
excitement becomes less and less as the conflict is resolved.
e. Resolution– This is the solution to the problem in a story.
The solution may not be what you hoped for but as long as it fits
the story in tone and theme, the conflict has been resolved.
CONFLICT- Every story needs to have a problem and this
problem is called conflict.
THEME- This is the central idea in a short story and a general
truth.
POINT OF VIEW- This is the way the story is told or narrated.
a. First Person – the narrator participates in and tells the story
using the pronoun ‘I’.
b. Limited Third Person – the narrator is not in the story and
narrates using the pronouns ‘she’ or ‘he’. Also, the narrator is
unable to see into the minds of the characters.
c. Omniscient Third Person – the narrator is not in the story and
tells the story using the pronouns ‘she’ or ‘he’. In this point of
view, the narrator can tell the thoughts of the characters as he can
see into their minds.
 3. Developing mastery (Leads to 1. Let us recall the 3 Reading Approaches OBJECTIVE NO. 2 Enumerate the types of reading
formative assessment ) - Skimming approach, basic elements of the short story.
- Scanning
- Extensive Reading Developed and applied effective teaching strategies to
promote critical and creative thinking, as well as other
2. The 6 basic elements of the short story higher order-thinking skills.
- Character
-Setting
-Plot
-Conflict
- Theme
-Point of View

Finding practical applications of concepts Does reading approaches applicable and it can apply in your
and skills in daily living daily life?
In what way does reading approaches help your comprehension
Making generalizations and abstractions level?
about the lesson How will you know the character and the setting of the story?

Why reading approaches are very important in your life as a

student?
4. Evaluating learning
What are the important of basic elements in the story?

5. Additional activities for Multiple Choice. Choose the letter of the best answer. Write
application or remediation the chosen letter on a separate sheet of paper.
1. It is reading a longer text, usually for pleasure.
a. extensive reading
b. scanning
c. skimming
d. reading approach
2. It is one way that will help students to solve their
problems in reading.
a. reading approach
b. extensive reading
c. skimming
d. scanning
3. It is used by the reader to find answers to questions.
 a. skimming
b. reading approach
c. extensive reading
d. scanning
4. This technique is useful when the students are seeking
specific information rather than reading for comprehension.
a. reading approach
b. scanning
c. skimming
d. extensive reading
5. Mina wants to answer questions quickly, so she looked
for specific titles in the selection. She used ______.
a. skimming
b. scanning
c. extensive reading
d. reading approach

6. V. REMARKS

7. VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities or 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
so well? Why did these work?
F. What 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?