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 01/09/2023 Chardonnay
Teaching (1:00-3:00)
Time 01/13/2023 Magnate
(7:30-9:30)
01/13/2023 Andromeda
(10:00-12:00)
01/11/2023 Cassiopeia
(7:30-9:30)

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 Identify representative texts and authors from Asia, North
Competencies America, Europe, Latin America, and Africa; (EN12Lit-IIa-22)
Compare and contrast the various 21st century literary genres
and their elements, structures, and traditions from across the
globe (EN12Lit-IId-25)
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)
Produce a creative representation of a literary text by applying
multimedia and ICT skills; (EN12Lit-IIij-31.1)
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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 the REVIEW TEST

lesson or The teacher will give ten multiple item tests as part of their review about
reviewing the North American Literature. See 21st Century Literature Module Quarter 2, p. 105.,
lesson What is it.
C. Establishing a BRAINSTORMING PORTION!
purpose for a The teacher will instruct the students to write their ideas about magic
lesson realism on the board using a concept map.
D. Presenting new MAGIC REALISM
lesson The teacher will ask the students to determine which of the given
pictures (see ppt presentation, worksheet activities) show magic realism.
E. Discussing new WORD POOL
concepts and The teacher will let the students fill in the missing word/s by choosing
practicing skills the correct answer on the word pool. (see worksheet activities).
#1
F. Discussing new ACT IT OUT!
concepts and The teacher will divide the students into four groups and let them read
practicing skills the story, Eva is Inside her Cat¸ and afterwards, they will present a role
#2 play of the scenario.
  Thirty minutes preparation including reading and text analysis.
 Three-five minutes presentation.
 (see worksheet activities for the rubric)
G. Developing THINK ABOUT IT!
mastery leads to The teacher will instruct the students to answer the following questions:
formative  Who is the main character in the story?
assessment  What is the most important part of the story?
 What are the symbolic words in the story and what do they stand
for?
H. Finding practical TELL ME!
applications of The teacher will ask the students…
the concepts and From what you’ve read in the story, do you think beauty is a blessing or a
skills in daily burden? Support your answer.
living.
I. Making SHARE WHAT YOU’VE LEARNED!
generalizations The teacher will ask the students to complete this statement:
and abstractions  What is the main idea that the story would like to share with
about the lesson readers?
J. Evaluate learning SHORT QUIZ
The teacher will give ten item test to the students.
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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.
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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: __________________