Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Toledo City
LURAY II NATIONAL HIGH SCHOOL
Luray II, Toledo City
Detailed Lesson Plan (DLP)
DLP No. :2 Learning Area: Creative Nonfiction Grade Level: 12 SEMESTER : 1 Duration:120 minutes
Date: Day: Time: Section:

Code/s:
Learning Competency/ies:
(Taken from the Curriculum Identify dominant literary conventions of a particular genre
Guide) HUMSS_CNF11/12-Ia-1

Genre is a particular type of literature, painting music, film or other art form which people consider as a class because it
Key Concepts/
has a special characteristics
Understandings
To be Developed Literary Convention are the defining features of a particular genre such as novel, a short story, or a play (subgenre)

Adapted Cognitive Process Dimensions

Knowledge
Discuss the different dominant literary conventions of a particular genre
Skills Create a crossword puzzle that explains their understanding about the
different genre
1. Objectives
Attitude Shows effective collaboration in group activities

Appreciate how these literary genres matter in our lives

Values
2. Content 1. Conventions of Traditional Genres - a. Fiction b. Poetry c. Drama d. Other forms
 LCD Projector; Laptop
3. Learning  Power-point Presentation
Resources  Oral Communication in Context from DepEd Central Office, First Edition 2016
 DepEd Curriculum Guide for Senior High School – Core Subject
4. Procedures
Say something about the ff. books/movies:

1. Harry Potter
2. Maleficent
4.1Introductory Activity
3. The Fault in Our Stars
4. Star Wars
5. Transformer

The teacher will give the 5 major genres but with incomplete letters. Students will have to complete the word.
After that, the teacher will paste on the board different clues about the description of the different genres.
They will match the ff. description to the guess word they have chosen (about genre) and to the movies that they think
best describs it.
1. _ _ a _ a 2. _ _n_ _ ct_ _ _ 3. f _ _ t _ _ n 4. _o e _ _ _ 5. _ _ l k _ a _ e
4.2 Activity
Sample Description/Clue:
Based on Imaginary Stories
Writing that is true
Stories once passed down orally
A play or script
Writing concerned with the beauty of language
Students will be asked:
1. How did you based your answers to the following?
4.3 Analysis
2. Did you base your answer on the books/movies given to you?
3. Why is it important to know what kind of books or context we are reading?
Present through Power point the following:
 What is Genre?
4.4 Abstraction
 What is Literary Convention?
 What are the 5 major genres and their subgenres?
Practice!
You will be graded on participation and completion, not on accuracy.
1. On a separate sheet of paper, number one through ten.
2. I will describe a piece of writing.
3. You will write the genre and subgenre.
4. DO NOT SHARE ANSWERS!
4.5 Application Example #1.
“Dogs and Cats” by Bob Brady
A five paragraph essay where the student Bob Brady compares and contrasts dogs and cats. He
provides a lot of information about both.

Write the genre and subgenre on your paper. Answer: Nonfiction – Informational Writing

4.6 Assessment
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Toledo City
LURAY II NATIONAL HIGH SCHOOL
Luray II, Toledo City
Create a crossword puzzle with clues for the following literary conventions and genre related
terms.
Creating clues:
Your clues should be made from either a definition of an example. In the following models, the first is m
from an example, and the second is made from a definition.
Down
1. In which subgenre do history books belong?
Across
1. In what subgenre would a story based on historical events belong?

4.7 Assignment

4.8 Concluding Activity

5.Remarks
REFLECTION
A. No. of learners who earned 80% of the formative assessment
B. No. of learners who require additional activities to 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 these work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized material did I use/discover which I wish to
share with other teachers?

Rubric: How your grade will be determined.

Completion
0 --------- 1 --------- 2 --------- 3 --------- 4 --------- 5 --------- 6 -------- 7 -------- 8 -------- 9 -------- 10
Project is not nearly complete. Missing many clues or grid is incomplete Missing a few items Complete

Accuracy
0 --------- 1 --------- 2 --------- 3 --------- 4 --------- 5 --------- 6 -------- 7 -------- 8 -------- 9 -------- 10
Clues (or lack of) show many serious misunderstandings Minor mistakes in understanding or gird doesn’t work Accurate

Quality Bonus (extra credit)

0 --------------------- 1 -------------------- 2 --------------------- 3 -------------------- 4 -------------------- 5
Student is capable of much better work Some nice touches, a little extra effort Strong Effort Amazing

Total: ________/20_

Name: __________________________