DETAILED LESSON PLAN (DLP)

GRADE 11
21st Century Literature from the Philippines and the World
Week 8 Time Frame: 2 hrs.
Sections: SMAW 3, FABS, SMAW 1, SMAW 2
Date: August 3 & 4, 2016
CONTENT STANDARD:
The learner will be able to understand and appreciate the elements and contexts of 21st century
Philippine literature from the regions.
PERFORMANCESTANDARD:
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine
literature from the regions 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; and
2. an adaptation of a text into other creative forms using multimedia.
LEARNING COMPETENCIES:
Analyze the figures of speech and other literary techniques and devices in the text
. (EN12Lit-Id-27)
I. OBJECTIVES
At the end of the lesson, the learners are expected to:
a. analyze the figures of speech and other literary techniques and devices poem;
b. understand how these figures and devices contribute to the larger meaning of the poem; and
c. respond critically to the poem and consequently articulate this response through a short class
discussion on climate change.
II. SUBJECT MATTER
Topic: The Haiyan Dead
Materials: COPY OF poem, visual aids
Resources/References: Compass 21st Century literature from the Philippines and the World.pp58-
67
Codes: (EN12Lit-Id-26)
III. PROCEDURES
A. PRELIMINARY ACTIVITIES
Daily Routine (5 minutes)
Recapitulation
B. Lesson Proper
Motivation: Bring to class some photographs (printed on short bond paper or cut out from
newspapers and magazines) of devastation caused by typhoon Haiyan in Tacloban, Leyte or by any
recent storm in your locality. Post the photographs on the board and have everyone look at them.
What do you remember about this event and how did you feel knowing that there was a storm
coming?
How do you feel seeing the devastation in the photographs?
Can we really prepare enough for these natural calamities? Why or why not?
Activity: Respond critically to the following questions:
Which of the following statements is true about the persona, who speaks in the third person:
He/she addresses the Haiyan dead after the storm.
He/she catalogues the Haiyan dead after the storm.
He/she recalls the Haiyan dead after the storm.
In the perspective of the persona, what were each of the Haiyan dead doing?To plot the dramatic
situation in poem, chart the persons/individuals mentioned by the persona and the verbs or actions
attributed to them and as in a map, connect them with the phrase “The Haiyan Dead” in the middle
of the box.
What were the images of devastation dramatized in the poem? Write in the space below the lines
that describe the locality after the storm.
There were clear references to what the dead were doing in what was left of their town after the
typhoon. What do these suggest about the persona’s attitude towards the event?
Some parts of the poem do not follow the usual writing mechanics. How do you relate this with the
persona’s attitude towards the devastation?
The Haiyan dead, in memorializing of the persona, seems unable to have peace as they “do not
sleep” and keep on “looking” for certain people, objects, or places in the town. How do you relate the
two main actions of the Haiyan dead?
Thinking of the poem in terms of its metaphor, what was being suggested by the persona’s way of
perceiving the devastation? How is the event of the calamity related to the calling out of the Haiyan
dead?
Analysis: After critically responding to the text, let us remember the detail attributing the devastating
effect of the storm discussed in this lesson to climate change. Mount a short class discussion
covering three areas: relationship between weather disturbances and climate change; cases of
weather disturbances in the Philippines aside from Haiyan and actions being undertaken by the
government in light of these weather disturbances.
Abstraction:
The hurricane Research Division of the Atlantic Oceanographic and Meteorological Laboratory
defines a super typhoon as one that reaches the maximum sustained 1-minute surface winds of at
least 65 meters per second.
2013 when the country was devastated by super typhoon haiyan or known as Yolanda. Described by
CNN as one of the strongest storms recorded on the planet.
Merlie M. Alunan is one of the more influential and respected writer in Visayas region. One who
experienced the typhoon. A week after the storm this poem was released.
Visayan poetry and Southern Conciousness
Trope
Figurative language
Simile
Metaphor
Tenor
Vehicle
Application:
A. Complete the statements:
1. A ____ is a creative use of language usually found in ____.
2. The tenor is the ____ of the ____, where characteristics are attributed.
3. _____ are tropes that alter our experiences.
4. The poet Merlie M. Alunan uses the term ____ as a means of particularizing the Visayan literary
experience.
5. The persona of the poem “Haiyan Dead” speaks in the ___ person.
B. Imagine yourself as someone witnessing the aftermath of a storm. In short poem of five to ten
lines, lift the spirit of your neighbors.
IV. REMARKS
V. REFLECTION
SMAW 1 SMAW 2 SMAW 3 FABS
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 strategiesworked 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?