Grades 11 & School Aurelio Arago MNHS Grade 11

12 Level
Teacher Maureen Joy A. Gutierrez Learning 21st Century
Daily Area Literature
Lesson Plan from the
Philippines
and the World
Teaching Quarter Quarter 2
Date and 11/10/2022 Chardonnay
Teaching (1:00-3:00)
Time 11/11/2022 Magnate
(7:30-9:30)
11/11/2022 Andromeda
(10:00-12:00)
11/11/2022 Cassiopeia
(1:00-3:00)

I. Objectives:
Content Standard: The learner will be able to understand and appreciate literary texts in
various genres across national literature and cultures.
Performance The learner will be able to demonstrate understanding and appreciation
Standard of 21st century literature of the world through:
 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.
Learning Writing a close analysis and critical interpretation of literary texts,
Competencies applying a reading approach, and doing an adaptation of these,
require from the learner the ability to: 1. identify representative
texts and authors from Asia, North America, Europe, Latin
America, and Africa. EN12Lit-IIa-22
Explain the texts in terms of literary elements, genres, and
traditions. EN12Lit-IIb-32
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Objective No 2. Used of research-based knowledge and principles of
teaching and learning to enhance professional practice.
 The teacher used MELC as her basis for the objectives of the
lesson.
Adalin, A. (2020, May 15). K12 Most Essential Learning Competencies.
DepEd Commons. Retrieved March 10, 2022, from
https://commons.ph/k12-melc-cg-codes-guidelines/

Most Essential Learning Competencies or MELC, according to the

Department of Education, are defined as what the students need,
considered indispensable, in the teaching-learning process to building
skills to equip learners for subsequent grade levels and subsequently, for
lifelong learning. The MELCs enables the Department to focus instruction
to the most essential and indispensable competencies that our learners
must acquire, as we anticipate challenges in learning delivery.
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Objective No 16. Applied a personal philosophy of teaching that is
learner-centered
 The lesson is anchored in Constructivism approach wherein
curriculum emphasizes big concepts, beginning with the whole and
expanding to include the parts.
(Schools of Educational Philosophy, Chapter 9: What are the
philosophical foundations of American Education).
II. Content Literary genres, traditions and forms from different national literature
and cultures, namely, Asian, Anglo-American, European, Latin
American, and African.
III. Learning
 Resources
A. References
1. Teacher’s Most Essential Learning Competencies (MELC)
Guide
2. Learner’s Most Essential Learning Competencies (MELC)
Guide
3. Textbook None
Pages
4. Additional Meta cards, visual aids, pen, chalk board, television, hand outs
Materials
B. Other Learning Internet (google, youtube, prezi, scribd), module
Sources
IV. Procedures For students who will not be able to attend to this session/class due to
sickness (cough, fever, etc.), travel/transportation problems, and weather
conditions, the learning materials will be sent to them online; if the
students are not able to do it online, a hard copy of the learning materials
will be sent to them through their guardians/parents.

For students with specific learning needs, they will be attended to and
cared for in class. The learning facilitator will consider their
parent/guardian requests and suggestions to better engage them in class.
Also, contextualized and localized activities will be given to students to
further support lesson learning.
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Objective No.9 Design, adapt and implement teaching strategies
that are responsive to learners with disabilities, giftedness and
talents.
 The teacher demonstrated an expanded understanding of the
educability of individual learners which is visible in the entire
lesson.
 The teacher’s instructional strategies respond to individual and
group of learners’ background, thus creating an environment where
learners feel equally involved. Here, the teacher provided individual
activity sheets and induvial materials for the students.
A.

B. Previewing lesson BRAINSTORMING

or presenting new  On the board, the teacher will ask the students to write their
lesson ideas when they hear or see the word, China.

HINA

C.

D. Establishing a FIT ME:

purpose for a  The teacher will ask the students to group the words according to
lesson its category.

ENTERTAINMENT HISTORY FOOD RELIGION

 Shadow puppetry
Lanterns
Botanical arts
Zhou Dynasty
Han Dynasty
Shang Dynasty
Rice
Potatoes
Tomato
Buddhism
Catholicism
Daoism

E. Presenting new JUMBLED LETTERS

lesson  The teacher will ask the students to arrange the jumbled letters.
1. Teh oobk of topery- as its first anthology and includes the
highlights of traditional Chinese literature.
2. Cuisciaonfnm- preaches benevolence, righteousness, individual
effort, commitment to society, and harmony among people.
3. om nay- a fictionist who won the 2012 Nobel Prize for Literature.
4. hincese eraretlitu- is characterized as the expression of both the
heart and the mind, as concerning the individual and society, as
variously sublime and graceful, and as blending reality and the
imagination.
F. Discussing new CHINESE LITERATURE EXPLORATION
concepts and  The teacher will group the students into four.
practicing skills  The teacher will give each group a copy of the poems to be
#1 discussed by each group.
 Each group will to the given tasks:
 Read the poem Battle by Chu’ü Yüan and the poem On the
Threshing Floor, I Chase Chickens Away by Yu Xiuhua.
 Compare the work of Chu’ü Yüan with the work of Yu
Xiuhua.
 Consider the similarities and differences in subject matter,
imagery, and style in your comparison using Venn
Diagram.
Rubric:
 Clarity and Correctness of the answer- 10
 Presentation-10
 Behavior- 5
 Time Management-5
 Total Points- 30
G. Discussing new DIG DEEPER
concepts and  The teacher will ask the students these questions:
practicing skills  What emotions do you feel after reading the poem? Why did
#2 you feel that way?
 How would you compare the two poems? Which elements
do they share, and what differences do they have?
 What message does each poem convey?
H. Developing FIGURE IT OUT!
mastery leads to  The teacher will let the students answer the five identification
formative questions.
assessment
I. Finding practical Cohesiveness- 10
applications of Using of Poetic Elements- 5
the concepts and Relevance to the theme- 5
skills in daily Creativity-5
 living.
J. Making ONE WORD REMARK!
generalizations  The teacher will ask the students to give one remarkable word
and abstractions that instilled into their minds about today’s lesson and why?
about the lesson
K. Evaluate learning ONE WORD REMARK!
 The teacher will ask the students to answer the ten multiple
choice questions.
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Objective No.8 Apply a range of successful strategies that
maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.
 The teacher is able to create a learning environment that sustains
learner’ active engagement and self-motivation.
 The teacher used ICT integration through QUIZALIZE App in
evaluating students learning.
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Objective No 2. Used of research-based knowledge and principles of
teaching and learning to enhance professional practice.
Cantor Alisson, et.al, (2014). Multiple-choice tests stabilize
access to marginal knowledge. Springler Link. 43, 192-105
 The result of the study found that multiple-choice testing had
the power to stabilize access to marginal knowledge, and to
do so for at least up to a week. Importantly, such tests did
not need to be paired with feedback, although testing was
no more powerful than studying.
 The teacher used multiple choice test which is believed to
create an impact on students knowledge and the learning
will be stored in their memory.
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Objective No 16. Applied a personal philosophy of teaching that is
learner-centered
The lesson is anchored in Perennialism approach which are
primarily concerned with the importance of mastery of the content
and development of reasoning skills.
The teacher make sure that learners mastered the content of
the lesson.
(Schools of Educational Philosophy, Chapter 9: What are the philosophical
foundations of American Education).
V. Remarks Chardonnay-

Magnate-

Andromeda-

Cassiopeia-

IX. ADDITIONAL
ACTIVITIES
X. Reflections Chardonnay Magnate Andromeda Cassiopeia
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
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?

Prepared by:
MAUREEN JOY A. GUTIERREZ
Teacher III
Date: ________________________

Inspected by:

______________________ ________________________
CECILIA P. CALDERON DR. EDGARDO J. VILLARBA
MT I/ SHS Coordinator Principal III
Date: __________________ Date: __________________