Republic of the Philippines

Department of Education
Region V
Schools Division of Sorsogon
BIRIRAN NATIONAL HIGH SCHOOL
Biriran, Juban, Sorsogon
S.Y. 2022-2023

Prepared: Approved:

LUDY D. HAGOS BENJIE M. GEALONE

Subject Teacher Principal I

Detailed Lesson Plan in Academic Reading and Writing for Grade 11

I- OBJECTIVES:

Learning Competencies

At the end of the one-hour comprehensive session, the learners should be able to:

● Identifies the geographic, linguistic, and ethnic dimensions of Philippine literary history from
pre-colonial to the contemporary (EN12Lit-Ia-21); and
● Explains the relationship of context with the text’s meaning (EN12Lit-Ie-30).

Specific Objectives:

● Define and describe precolonial literature; and

● Explain the development of precolonial literature.

II- SUBJECT MATTER:

A. TOPIC:
 The Precolonial Period

III- LEARNING RESOURCES

A. References:

o Quipper Study Guide: 21st Century Literature from the Philippines and the World Unit
5: Philippine Literature in the Precolonial Period
o Academic Reading and Writing learning activity sheets and modules

B. Materials:

1 pc. Projector 1 pc. Laptop

Ballpen/Pencil Visual aid
Notebooks Board/chalk

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C. Concepts: LITERARY DIMENSIONS

1. If using technology, refer to slide 4 of the presentation.

2. If not using technology, write it on the board: What are the different qualities of Philippine
precolonial literature?
3. Give students a minute to reflect on the question; then call on a few to give responses. Make
sure to elicit enough responses to show what students already know about Philippine pre-colonial
literature.

IV-PROCEDURE

Teacher’s Activity Learners’ activity

A. Daily Routine (Preliminary Activities)
● The Teacher will call one student to lead  Prayer
the prayer.
● The Teacher will check the attendance.  Checking of attendance
● The Teacher will ask the students first to  Establishing a good and
organize the arm chairs and tables if conducive learning
necessary. environment.
● The Teacher will let the students to see if
there are unnecessary materials such as
crumpled paper or small plastic material and
put it on the trash cans if necessary.

B. Recall/Review the Previous Lesson ANSWERS:

Can Anyone recall the topic that we have  Literary Dimensions

discussed last meeting?

 Geographic, Linguistic,
Ok very good! What are the Literary dimensions? and ethnic dimension.

 The answers may vary to

Who can differentiate the three? the response of the
learners.
C. ENGAGE
ACTIVITY 1.1
● MESSAGE RELAY (The learners will actively
participate in the cabbage relay
In the Message Relay Activity within our activity)
Leadership Program, participants are divided
into teams and given slips of paper with written
messages. Without verbal communication, they
form a relay line and attempt to pass the message
down the line using only non-verbal cues. If a
message is received incorrectly, the participant
returns to the start. This activity emphasizes the (The learners will answer
importance of clear communication, adaptability, comprehensively the given
and teamwork in leadership roles. Following the questions)
relay, a debriefing session allows participants to
discuss challenges faced and reflect on the
lessons learned. The activity concludes with a
summary of key takeaways and appreciation for
participant engagement.

D. EXPLORE (Inquiry-Based Method)

(The teacher will assign those students who
wasn’t able to answer the given question from
the previous activity to the next activity. The

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 teacher will group the class into two (2))

● ACTIVITY 1.2: “Group activity” (The learners will actively and

comprehensively participate in the
Direction: group activity.)

Identify the different kinds and forms of

literature in the Philippines whether it belongs to
Pre-colonial or Colonial Period.

ANSWER:
GROUP 1 GROUP 2
“Pre-colonial Period” “Colonial Period”

RIDDLE EPIC
POEM
TANAGA
HAIKU NOVEL
SHORT STORY PASYON
SONGS CENAKULO

FOLKTALES
FOLKSONGS

D. EXPLAIN:(Discovery Approach with a

combination of Inquiry-Based Approach

LESSON

(Output)

E. ELABORATE

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 ACRIVITY 1.3 (Reading a Story)

“The Monkey and the Crocodile”

Once upon a time, there lived a monkey on a mango tree on

the banks of a river. The mangoes of that tree were the
sweetest of all. The tree bore fruits year-round. The monkey
used to live very happily on the tree eating the tasty fruits
and playing on the tree.

On a particular day, a crocodile came near that mango tree.

He seemed very exhausted. The monkey offered him some
delicious mangoes from the tree. The crocodile loved those
mangoes and thanked the monkey for the same. From then
on, the crocodile used to visit the monkey every day and
they became good friends.

One day the crocodile thought to take some mangoes for his
wife. When his wife ate the mangoes, she demanded
something very absurd from the crocodile. She said that
these fruits are so tasty, then how delicious will be the heart
of that monkey who regularly eats these mangoes!

She ordered the crocodile to bring the monkey’s heart for (The learners will read
her. The crocodile was shocked at her demand. The monkey comprehensively the story entitled
was his friend. How could he betray him? He declined to kill
“The Monkey and the Crocodile”.
the monkey and bring his heart to her.
Then, will answer
The crocodile’s wife was adamant about getting the comprehensively the guide
monkey’s heart. She told the crocodile that she is not questions applying the levels of
keeping well and the doctor has recommended her to eat a thinking.)
monkey’s heart to recover. She even threatened him that if
the crocodile didn’t get the monkey’s heart for her, she
would surely die. The crocodile had to give in to her order.

With a heavy heart, the crocodile left to get the monkey. He

went to the monkey and said, “Friend, my wife loved the
mangoes sent by you. She has invited you to our house to
thank you.” The monkey agreed and sat on the crocodile’s
back so that the crocodile could take him to his house.

In the middle of the river, the crocodile began sinking in. The
monkey got frightened and he asked the crocodile as to why
he was sinking. The crocodile, knowing that now there was
no escape for the monkey, replied, “Forgive me, my friend.
My wife needs to eat your heart to save her life. That’s why I
am taking you with me.” The monkey was outraged. The
monkey was smart. He kept calm and told the crocodile that
he would be more than happy to save his wife’s life but he
left his heart at the mango tree. The monkey told him that
they can quickly go and get his heart from the tree.

The crocodile accepted it at once and turned back. As soon

as they reached the tree, the monkey jumped onto the tree
and said, “O foolish crocodile, how can someone take out his
heart and keep it somewhere else? You have deceived me as
a friend. Now go and never come back. The ashamed
crocodile went back to his home.

Guide Question:
(This will be done
(The learners will answer
1. Where did the monkey live? comprehensively the questions
2. What did the crocodile want to take for his wife?
3. Why did the crocodile decline to bring the
monkey's heart?
4. Why did the crocodile eventually agree to get the
monkey's heart?

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 5. How did the monkey react when he learned
about the crocodile's plan?
6. What did the monkey tell the crocodile when
they were in the middle of the river?
7. How did the monkey outsmart the crocodile?
8. What happened to the crocodile in the end?
9. What Morals of the Story you’ve had?

F. EVALUATE/ASSESSMENT
(The learners will write a letter of
friendship to the main character in
the given poem).

G. EXTEND/ASSIGNMENT

Instruct students to read and analyze the following

selection, then answer the guide questions that follow.
The responses will be graded using the rubric below.
You may print the selection from here. You may also
access the selection from this link.

V- REMARKS

Corroborated by:

BLENDA J. DOTE ENELIA R. HALIM

Teacher II Teacher III
Biriran NHS Biriran NHS

KAREN H. NAÑOZ CHARINA F. MANZANILLA

Master Teacher 1 Master Teacher 1
Guruyan NHS Juban NHS

ARMALYN F. DETOITO ANGELITA G. FORTES

Master Teacher II Master Teacher-1
Juban NHS Juban NHS

Processed Observer: BENJIE M. GEALONE

Principal 1
Biriran NHS