Republic of the Philippines

Department of Education
Region VIII (Eastern Visayas)
Division of Leyte
INOPACAN NATIONAL HIGH SCHOOL
Inopacan, Leyte
SENIOR HIGH SCHOOL DEPARTMENT

DETAILED LESSON PLAN

Teacher PHILIP D. PELICANO Grade Level Grade 11/Magenta

Teaching Date August 05, 2019 Learning Area 21st Century Literature from the
Philippines and the World
Teaching Time 3:00-5:00 Quarter Quarter 1

I. OBJECTIVES
A. Content Standard The learner will be able to understand and appreciate literary texts
in various genres across national literature and cultures.
B. Performance Standard 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;
Explain the texts in terms of literary elements, genres, and traditions
EN12Lit-IIb-32
II. CONTENT Literary genres, traditions and forms from different national
literature and cultures, namely, Asian, Anglo-American, European,
Latin American, and African
A. References 21st Century Literature from the Philippines and the World
1. Teacher’s Guide pages 21st Century Literature from the Philippines and the world pp. 25-30
2. Learner’s Guide pages
3. Textbook pages
4. Additional Materials from SlideShare/ YouTube
Learning Resources Portal
5. Other Learning Resources Projector, speaker, printed-out materials
III. PROCEDURES
A. Reviewing previous lesson or Preliminary Activities/ Routines/Checking of
presenting new lesson Attendance/Classroom Management Etc.
SOMETHING TO PONDER
1. Giving of Literary Quotation of the Day/ Reflection based on
the given quotation.

2. Review on the Previous Lesson

Introduction to World Literature
UNFREEZING ACTIVITY
To catch students’ attention, the teacher, the teacher plays a
video clip of the WALKING SONG.
1. The teacher gives instruction on what the students should do
during the song.
The students perform the activity.
 B. Establishing a purpose for the
Lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concept and
practicing new skills # 2
MOTIVE QUESTIONS
1.What do you know about Japanese literature?
2. What stereotypes exist when we talk about samurai?
3. What are your expectations when it comes to samurai women?
4. Why do you expect this?
PRE-READING
Vocabulary Building
BACKGROUND KNOWLEDGE
After the continuous storytelling, the teacher will give
backgrounder about the situation of the story for this day.
In ancient times, arranged
marriages were considered the
norm in Japanese society.
According to onica Bincsik
(2015), “The social structure of the
Edo period (1615-1868)
developed under the strict
control of the Tokugawa military
regime. During this period, the
families of the shogunate and
provincial leaders (daimyo)
arranged marriages based on
political interesrs, and the
consent of the shogunate was a
necessary for a daimyo wedding.
The betothed always came from
the same social strata.”
INTRODUCTION
In the excerpt you are about to read, you will learn what samurai
women were like. This part follows the samurai woman, Chie, and
how she was able to marry her husband, Kan.
1.The teacher asks the students to read the story silently.
2. Discussion immediately follows after the silent reader.
3. Questions will be raised to better understand the story.
4. The story will be discussed using the story grammar technique.

F. Developing Mastery GUIDE QUESTIONS

1.How do you describe Chie?
2.Why do you think she is that way?
3. Were you surprise about anything when you read the history of
the Fuji family? Why were you surprised?
4. Why is it valuable to point out that samurai women used to be
trained for battle?
5. How does this change or alter the way you look at samurai?
6. How does this change or alter the way you look at women?
7. Why is the go-between so upset? What did they do to upset
her?
8. What insights about Japanese society did you get from the
story?
9. Why should samurai women blacken their teeth? What was
their message in doing this?
10. Do you think Chie and Kan will have a happy marriage? Why
or why not?
G. Finding practical application of INSIGHTS SHARING
concepts and skills in daily living 1.Have each student discuss his/her ideas with a partner.
2.Have each pair join another pair to expand their sharing.
3. Call on a few students to share their small group discussion.
4. Synthesize the lesson.
H. Making generalizations and DIGGING DEEPER
abstractions about the lesson 1. Have the students summarized what they have learned for today’s
lesson.
2. The teacher gives necessary corrections/additional insight regarding
the lesson
IV. EVALUATION Explain the literary genres and elements found in the story “Web
Life”
V. ASSIGNMENT Translations The excerpt has numerous translations of Japanese
words or concepts into English. Write all of them in your notebook,
 as well as the meaning of each word

A. No. of students who earned 80%

in the formative test
B. No. of students who require
additional activities for
remediation
C. Did the remedial lessons work?

D. No. of learners who continue to

require remediation
E. Which of my teaching strategies
work well?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: Philip D. Pelicano

SHS- T-II

Checked by: ___Mrs. Vilma M. Apostol__

MT- I