Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DETAILED School Romblon National High School Grade Level & Quarter Grade 12
LESSON Teacher Joy B. Molino SHS Track Academic Track (HUMSS)
PLAN Inclusive December 3, 2021 Learning Area Creative Writing
SENIOR HIGH SCHOOL Dates
Scheduled Topic Sociopolitical Context in Literature
Time
At the end of the lesson, the students should be able to:

A. Identify the different kinds of sociopolitical context as frameworks of a literature

B. Appreciate the significance of socio-political issues and ideas presented within the context as frameworks of any type of
I. OBJECTIVES literature
C. Write a craft essay demonstrating awareness of and sensitivity to the different literary and/or socio-political contexts of
creative writing

A. Content Standard The learners have an understanding of the different orientations of creative writing.
B. Performance Standards The learners shall be able to produce a craft essay on the personal creative process deploying a consciously selected orientation
of creative writing.
C. Learning Competencies / Write a craft essay demonstrating awareness of and sensitivity to the different literary and/or socio-political contexts of creative
Objectives (Write the LC Code) writing
D. CONTENT Sociopolitical issues as the context of a particular literature
Creative Writing-Quarter 2: Module 6 Different Literary And/Or Socio- Political Context Of Creative Writing
E. LEARNING RESOURCES Berano, Hipolito M. (2013). Hutik sa Taguipusuon (Whisper of the Heart).
Jose, L. S. & Larioque, R. R. (2017). Creative Writing for Senior High School.
A. References
1. Teacher’s Guide pages Creative Writing-Quarter 2: Module 6 pp. 3-18
2. Learners’ Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources Portals
B. Other Learning Resources
F. PROCEDURES
A. Revising previous lesson or Review: Teacher welcomes the class and reviews the previous discussion about the elements of drama.
presenting the new lesson Randomly select students to give some inputs of what they have learned last meeting.

B. Establishing a purpose for the Name It to Win It!

lesson
The students will identify the terms hidden from the presented icons to them. They will write the term or the word on the board.
 Students will be positioned at the back corner and they will run as fast as they could in front and write the terms on the board.
However, the movement of their body should stop when the Red Light, Green Light song stops. Whoever will be
caught moving will be evicted from the game and the group who will got the highest points will be declared as winners.

The terms are the following:

1. Sociopolitical
2. Context
3. Issues
4. Political
5. Social
6. Historical
7. Religion
8. Literary

Group the students into 2. The group who has the more guessed terms will be declared as the winner and will receive a prize.
Let the students count and memorize the different types of sociopolitical context.

For those who are not able to participate due to a reasonable difficult circumstance like they cannot jump, or run, or stand, they
can just sit and clap their hand or raise their hand in order for them to be given a chance to answer. Furthermore, if they cannot
really participate during the game, they can just sit, watch, and observe while learning.

C. Presenting examples/ instances The teacher will present pictures and the students will guess the social issues portrayed in the picture.
of the new lesson
D. Discussing new concepts and The teacher will explain the definition and descriptions of the following terms presented to the students.
practicing new skills #1

E. Discussing concepts and The teacher will also present an explainer video and examples to deepen the understanding and appreciation of
practicing new skills #2 sociopolitical issues as the context in writing a particular piece of literature in order in order for the readers to clearly
understand the message of the literature. Examples are poems, songs, drama, or vignette taken from a short story or a novel.

The teacher also will present examples of essays that demonstrates awareness of and sensitivity to the different literary and/or
socio-political contexts of creative writing. The essays might use their chosen type of sociopolitical criticism in creating their critic
essay.

URL of the site where the video is being downloaded should also be given to the students.

Values Integration: Awareness and sensitivity to the social, political, historical, and religious issues.
Integrated Subjects: Araling Panlipunan, History, Philippine Politics and Governance, and World Religion, and Social
Science
F. Developing mastery Can you identify?
(Leads to Formative The students will be grouped again. Each group will be given one example of literature then they will identify what kind of
Assessment 3) sociopolitical context do the literatures use as its background or framework. Afterwards, they will justify their answers
and recite their answers from the class. The teacher will ask questions also once the presentation of answers is done. Do
this activity for 5 mins.

G. Finding practical applications of Craft Your Own Masterpiece

concepts and skills in daily In this activity, the students will be grouped into 4. Then, the teacher will give one picture for each group. Out from that
living picture, they will identify what sociopolitical issue is being presented in the picture. Afterwards, they will write a literary
piece out from that issue presented from the picture. They will also create their title and they will present this in their own
artistic way in front of the class. After the presentation, they will identify what type of sociopolitical context do they use as
their framework on their written/composed literature and explain further about the sociopolitical issues presented on
their written literary piece. Rubrics on their crafted piece and presentation will also be flashed on the screen in front of the
class. Write a craft essay demonstrating awareness of and sensitivity to the socio-political contexts used as the framework for
writing a literary piece creatively.

Be a Critic
Group activity. The teacher will give each group a literary piece. These literatures are from what they have also written
from the previous activity. After reading, they will write an essay analysis about their criticism on the written literature.
The reader must be convinced that their criticisms are true and correct. Sociopolitical issues that are used as the context of
the literature must be the most emphasized topic of the commentary essay.

They will be given 15 minutes to finish the task.

Guide questions will be asked after the presentation of the essays.

H. Making generalizations and Talk Show ng mga Marites!

abstractions about the lesson Group activity. With their the same groupmates, each group will be given five questions. These HOTS questions will guide
them to generate ideas on what they have learned from the lesson, on how important are the social issues in crafting a
particular piece, and on how they will practically apply the lessons that they have learned in their daily living. They will
present this in an interview/talk show presentation having with the Host at the Interviewer and the Authors/Essayist as
the Interviewees. There must be a given name for the talk show and the tv channel where it should be viewed/telecast.

After this, the teacher will give her comments about the presentation and will determine the significant points mentioned
during the interview. The teacher will also ask questions that will guide the class to synthesize their ideas learned from the
lesson after all the presentation have done.

I. Evaluating learning A 5-item test will be given to the students. They will identify the type of a sociopolitical context used on the given
examples/literature for each item.
 J. Additional activities for
application or remediation

G. REMARKS

H. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
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 strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
learners?
Prepared by:

Name: School:
JOY B. MOLINO ROMBLON NATIONAL HIGH SCHOOL
Position/
Division:
Designation: SST-T3 ROMBLON
Contact
Email address:
Number: 09612220163 joy.molino@deped.gov.ph