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Republic of the Philippines

Department of Education
Region VII, Central Visas
DIVISION OF BOHOL

Instructional Planning (I Plan)

(With inclusion of the provisions of D.O. No.8, s. 2015 and D.O. 42, S. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

21 CREATIVE 12 1 60
WRITING minutes

Learning Code/s:
Competency/ies: Situate the creative work in literary and/ or
sociopolitical context HUMSS-
CW/MP1
1-c-f-21

Key Concepts/
Understanding to Literary and sociopolitical contexts.
be Developed
1.Learning Knowledge Differentiate literary and sociopolitical
Objectives contexts.

Skill Set the creative work in literary or in

sociopolitical context.

Attitudes Develop sense of cooperation.

Values Promote a sense of oneness in doing group

work.

2.Content Situating the creative work in literary and / or sociopolitical

context.
3.Learning Basilan,Ma Letecia, De Villa,Risa T.
Resources ’Ink and Wit’ 2017
Photocopies of handouts, PowerPoint Presentation,
Laptop, Projection Screen

4.Procedures
4.1 Introductory Differentiate literary and sociopolitical contexts by filling in the
Activity (3 min.) Venn diagram.Choose the answers from the word pool.

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Republic of the Philippines
Department of Education
Region VII, Central Visas
DIVISION OF BOHOL

Context

Literary Sociopolitical

4.2 Activity Group Activity ( 4 groups)

 illuminates the meaning and relevance of the
(25 min.) Read the following situations.
tex
1. Group 1: Lunch Prompt
 Involves social and
It’s a regular political
school day,environment
boring classes, same
old things. At last you hear the lunch bell ring.
 Significance of political events and beliefs on the
You sit down with your friends and open your
text
lunch bag.There is no sandwich.There are no
 Understanding the significant
chips, no cookies.A contexts
mystery in which
package replaced
the literary work is written
all of that!Slowly and incredulously, you take
the package from your lunch bag. Not only did
it appear in your lunch, but it has your name
on it!What is inside?Who sent it and why?
Instructions:
 Write the same story about someone else in the
third person.
 After 10 minutes, the rapporteur reads the
story in class.

Group 2. By the Stream Prompt

You and the love of your life have packed a picnic
lunch. Finding the ‘ perfect spot’ by a stream, you begin
unpacking the lunch onto the yellow chechered blanket
you have spread on the ground. You are thinking how
wonderful it is, so quiet, so private. You stand and look
down the stream toward the old abandoned textile mill.
You wonder if some other couples long ago sat by the
stream.Then you notice someone behind a tree not far
away – a girl in a long flowing dress.Could it be someone

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Republic of the Philippines
Department of Education
Region VII, Central Visas
DIVISION OF BOHOL

from days gone by? Who is it and why is she here? Is she
looking for someone?
Instructions:
 Write the same story theme and write it as a
descriptive story.Describe the mill.Describe the
stream. Describe the trees and the grass, or the fish
in the stream. Describe the sky.Is it night or day?
Give it lots of details.
 After 10 minutes,the rapporteur reads the story in
front of the class.
Group 3. Name Poem Prompt
 Write a poem using the group leader’s
name in some way or form.
 After 10 minutes, the rapporteur reads the
poem in class.

4. Group 4. Newspaper Article Prompt

Interview one member of the group for a mock
newspaper article.Interviewer must gather background
information.The interviewee may be anything he or she
wants to – a sports superstar, a war hero, a mystery writer,
etc.

Instructions:
 Write the newspaper article.
 After 10 minutes, the rapporteur reads the
newspaper article in class.

4.3 Analysis 1. What contexts were highlighted in the activities

(5 min.) given? Differentiate them.
2. Give their importance and consideration in writing
creatively.

4.4 Abstraction Context - illuminates the meaning and relevance of the

(5 min.) text.

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Republic of the Philippines
Department of Education
Region VII, Central Visas
DIVISION OF BOHOL

Literary Context – relates to the particular form and to the

words, sentences, and paragraphs that surround the passage

Socio political Context - Significance of political events and

beliefs on the text

4.5 Application Group activity. ( 5 members in a group)

(15 min.)  Write a creative work in literary or sociopolitical
context by following the prompt given.
 After 10 minutes, present your work in class.

Fairy tales have happy endings. All of us know what

happened in that mushy fairy tale, Cinderella. It’s
romantic, the prince, actually finding Cinderella. They
lived happily ever after. But happy endings can
sometimes be boring. What if the shoe fit into one of the
sisters? Play with your imagination Write your ending to
the Cinderella story - but this time, make it so that the
shoe fit into one of the icky sisters. What does Prince
Charming do? How does Cinderella cope with it? And
what about the Fairy Godmother? Start your story here.

4.6 Assessment  Group activity.( 3 groups)

(5 min.)  Produce a creative work in literary or
Observation sociopolitical context guided by the prompt given.
Create a character who has secret to confess, who
is afraid to confess it. Write the diary or journal entries
that your character would write as she or he considers the
secret, explores why it needs to be confessed, thinks about
who will be affected if the secret is known, and considers
why she or he is afraid. Write a series of diary or journal
entries, as if they were written over a period of several
days or a week. In the entries, you can incorporate the
main character’s interactions with others and explore the
ways that the day – to-day events that the character
experiences influence the way that she or he thinks about
the secret and confession. Your character’s decision to tell
(or not) should be revealed in the final diary or journal
entry. All the entries need to work together as a whole –
they should sound like the writings of a single person, and
should show consistency from one entry to the next. ( For
example),if the person writes in the diary that she is afraid
of water in one journal entry, it would be inconsistent to

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Republic of the Philippines
Department of Education
Region VII, Central Visas
DIVISION OF BOHOL

have her mention that she had been water skiing in the
entry two days later),

4.7 Assignment Name at least two orientations of creative writing.

(1min)
Enhancing the Day’s
Lesson
4.8 Concluding “I can do things you cannot, You can do things I cannot;
Activity (1min) together we can do great things.”
- Mother Teresa

5. REMARKS Indicate below special cases including but not limited to

to continuation of lesson plan to the following day in case
of re-teaching or lack of time, transfer of lesson to the
following day, in cases of classes suspension, etc.

6. REFLECTIONS Reflect on your teaching and assess yourself as a teacher.

Think about your student’s progress this week. What
works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask
them relevant questions. Indicate below whichever is/are
appropriate.

A. No.of learners
who earned
80% in the
evaluation.

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
learning strategies

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Republic of the Philippines
Department of Education
Region VII, Central Visas
DIVISION OF BOHOL

Name: GORGONIA R. RABOR School: PONCIANA E. LEOLIGAO HIGH SCHOOL

Position/Designation: MT -1 Division: BOHOL
Contact Number: Email address:raborgorgonia@gmail.com
Prepared by:

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Republic of the Philippines
Department of Education
Region VII, Central Visas
DIVISION OF BOHOL

Literary context, which relates to the particular form

and paragraphs that surround the passage that you a

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Republic of the Philippines
Department of Education
Region VII, Central Visas
DIVISION OF BOHOL