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 11/24/2022 Chardonnay
Teaching (1:00-3:00)
Time 12/02/2022 Magnate
(7:30-9:30)
12/02/2022 Andromeda
(10:00-12:00)
12/02/2022 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 Compare and contrast the various 21st century literary genres
Competencies and their elements, structures, and traditions from across the
globe;(EN12Lit-IId-25)
Produce a creative representation of a literary text by applying
multimedia and ICT skills; (EN12Lit-IIij-31.1)
Do self- and/or peer-assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation.
(EN12Lit-IIij-31.3)
----------------------------------------------------------------------------------------
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.
-----------------------------------------------------------------------------------------
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.
----------------------------------------------------------------------------------------
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 the STORY MIND MAP

lesson or The teacher will instruct the students to read Aesop’s fable The Lion
reviewing the and the Mouse, and fill in the story mind map.
lesson
The Lion and the Mouse
Once when a Lion was asleep a little Mouse began running up and down
upon him. This soon awakened the Lion, who placed his huge paw upon
the Mouse and opened his big jaws to swallow him.
“Pardon, O King,” cried the little Mouse, “forgive me this time, I shall
never forget it: and I may be able to do you a favor in the future.” The
Lion was so taken at the idea of the Mouse being able to help him, that
he let him go.
Some time after, the Lion was caught in a trap, and the hunters tied him
to a tree. Just then the little Mouse happened to pass by, and seeing the
sad plight of the Lion, went up to him and soon gnawed away the ropes
that bound the King of the
Beasts. “Was I not right?” said the little Mouse.
C. Establishing a WATCH OUT!
purpose for a The teacher will present a video about elements of a short story.
lesson
D. Presenting new FIGURE OUT!
lesson The teacher instruct the students to identify the elements of the short
story.
1. The complication begins to show itself on the ___________________
characters, setting, and events in the story
2. The result of the climax, and it is the part ___________________
when things start falling into place for the characters
3. The locale or period in which the action of ___________________
a story takes place
4. The sequence of series of events in a story ___________________
5. The underlying message that the writer would
like to get across. ___________________
6. The beginning of the story, wherein the writer ___________________
sets the scene by introducing the characters,
describing the setting, and sometimes will give
a brief background of the story.
7. The event with the greatest tension in the story. ___________________
8. Where the story reaches its final conclusion ___________________
and the writer starts to get ready to tell the ending
by way of explaining a finality to make the story complete.
9. A struggle between two opposing forces ___________________
10. Evokes certain feelings or vibes in readers through
words and descriptions __________________
E. Discussing new A GLIMSPE OF ANALYSIS
concepts and The teacher will discuss how to write a short paper.
practicing skills A short paper is literally “short.” It consists of one or two pages of
#1 written critique
that will succinctly discuss your idea, realization, or concept regarding a
literary
selection. The point here is to introduce your idea or discovery about a
literary
selection.
Tips in Writing Short Paper
1. Choose a literary selection that you want to analyse.
 2. Always begin with an outline.
3. Start with a joke, an anecdote, or a quotation from the literary text as
your introduction.(The idea is to hook your readers so that they will be
more willing to
listen to your idea).
4. The body of your essay must try to discuss the relation of your idea
with the
literary text.
5. The conclusion is just like any conclusion when you are writing an
essay –
summarize what you have said or discussed in the body in two to three
sentences
F. Discussing new EXPLORING AFRICA
concepts and The teacher will let the students watch the discussion about African
practicing skills Literature
#2
G. Developing DEAL OR NO DEAL
mastery leads to The teacher conduct a game to the students that will test their
formative understanding of the lesson.
assessment
H. Finding practical MY ANALYSIS
applications of The teacher will give the students a copy of an African Story and they
the concepts and will make a short paper analysis using the elements of the story
skills in daily
living.

I. Making CLOSURE
generalizations I learned that ___________________________________________
and abstractions
about the lesson
J. Evaluate learning 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.
-----------------------------------------------------------------------------------------
-----------------
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: __________________