SEMI-DETAILED LESSON PLAN IN ELE 30

Date: February 7, 2022

I. Objectives
At the end of the 60-minute session, the students will be able to:
a. distinguish the different models of teaching literature;
b. display leadership by keeping the team on task, while listening carefully to the
ideas of others; and
c. demonstrate the difference of the three models through graphic organizer.

II. Subject Matter

Learning Competency:
Topic: Lesson 3: Models in Teaching Literature
Materials: PowerPoint Presentation, pen and any devices (laptop, cellphone etc.)
Reference: Isable, T., & Pincas, Dianne M. (n.d.). The Teaching and Assessment of
Literature
Value (s): Collective responsibility

III. Procedure
A. Preparatory Activities
1. Classroom Routine
 Prayer
 Greetings
 Attendance
2. Motivation
Activity: “Student Interview” (3minutes)
 The teacher will conduct a class survey through a Google form.
Students are going to answer questions such as their learning
preferences, their favorite ways.
 Afterwards, the teacher will randomly pick a name from the
respondents to share their answers in the class.
B. Lesson Proper
1. Activity: “Open Text” (5minutes)
 Using the “Slido” application the teacher will create an open
question in which students are free to type their answer using the
same platform. A code will be given to students for them to be able
to enter the game.
 Describe your experience in a literature class in one word.

2. Analysis.
 The teacher will ask the following questions:
a. What can we learn from fairytale? Myths? Legend?
b. How do literature helps you in your second language
acquisition??
c. How does literature shape you as a person?
3. Abstraction.
 The teacher will discuss the following concept:
 The different models of Teaching Literature.

MODELS OF TEACHING LITERATURE

It enables students to understand and appreciate cultures

and ideologies different from their own in time and space and to
1. CULTURAL MODEL
perceive tradition of thought, feeling, and artistic form the
heritage the culture of such cultures endows.

It puts students in touch with some of their more subtle and

2. LANGUAGE varied creative uses of language. The main impulse of this model
MODEL is to help students find ways into a text in a methodical way and
for themselves.
3. PERSONAL
The main goal of this model is to help students achieve an
GROWTH
engagement with the reading of literary texts.
MODEL

4. Application.
Activity: “Let’s Play” (3minutes)
Direction: Teacher will conduct a game in a form of a short quiz using
“Quizizz” application. The class will be divided into 3 groups and each
group will select a member to play the game and the rest will help their
team player. Players will be given a code to participate the game.
1. The teacher and the students examine political movements present in
 the literary text and setting where the context of the story is given
emphasis.
a. Language Model
b. Cultural Model
c. Personal Growth Model
2. The teacher uses the text to teach grammar
a. Language Model
b. Cultural Model
c. Personal Growth Model
3. The Teacher lets her students share personal experiences in relation to
the text.
a. Language Model
b. Cultural Model
c. Personal Growth Model
4. The teacher encourages students to read more books with the same
theme as what was previously discussed.
a. Language Model
b. Cultural Model
c. Personal Growth Model
5. The teachers ask the students to search about the history of the place
where the literary piece is focused on.

a. Language Model
b. Cultural Model
c. Personal Growth Model

5. Generalization.
 The teacher will ask the following questions:
a) What are the different models of teaching literature?
b) Can you repeat that?
c) How do these three approaches to teaching literature differ
from each other?

IV. Evaluation
Direction: Differentiate the models of teaching literature by using a graphic organizer

V. Assignment
Direction: In a minimum of 2 paragraphs, write a reflection on your future teaching career on
how you are going to teach literature using the different models of teaching literature. You will
be graded according to the rubrics stipulated in the Google classroom. Outputs will be submitted
on or before next meeting in the Google Classroom.

RUBRIC FOR ESSAY

CRITERIA 1 2 3 4 SCORE

Focus/Main Point The essay poorly The essay is focused The essay is focused The essay is
addresses topic and on topic and includes on the topic and focused, purposeful,
includes irrelevant few loosely related includes relevant and reflects clear
ideas ideas ideas insight and ideas
Support/ Provides little or no Supports main point Supports main point Persuasively
Originality support for the main with some with developed supports main point
point underdeveloped reasons and/or with well-developed
reasons and/or examples reasons and/or
examples examples
Language Little or no use of Some use of elements Appropriate use of Effective and
Use/Proper usage elements of style of style elements of style creative use of
of Grammar elements of style to
enhance meaning
Organizations Little or no Some organization of Organizes ideas to Effectively organizes
organization of ideas ideas to build an build an argument ideas to build a
to build an argument argument logical, coherent
argument
TOTAL SCORE:

Prepared by:
Lorelyn M. Corage
Pre-service Teacher, BSED English 4A

Checked by:
Rieshia P. Vale
Cooperating Teacher