GRADE 11 - Senior High School Cabatuan National Grade Level 11

School Lesson Plans Comprehensive High School

Teacher J.D. Phoebus J. Aguas Learning Area EAPP
Teaching Dates and Time Week 5 Quarter 1

Week Session Summary:

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES By the end of the lesson the By the end of the lesson By the end of the lesson By the end of the lesson
students should have… the students should have… the students should have… the students should have…

- defined unfamiliar words
found in the texts
- created questions that
would test someone’s
opinion and impression
- collaborated different
opinions to come up
with different views in
written form
II. CONTENT Perception: applying
perspectives in
understanding and criticizing
images
- defined unfamiliar words - defined unfamiliar words - defined unfamiliar words
found in the texts found in the texts found in the texts
- stated their impressions - expressed their opinion - decided on the
and opinions about in an organized manner appropriate angle to use
people, events and using various structures in understanding a poem
things - written a reaction about as a work of art.
- written a reaction about a vague poem using -wrote an interpretation
a general statement Psychoanalytic, Reader and criticism of the poem
using feminist and Oriented and Author - using different angles
Marxist angles. Based angles. wo - contextualized the
words they defined
into meaningful
sentences
Perspectives: looking into Perspectives: looking into Piercing : applying
different angles for a different angles for a perspectives to the
better judgement Part 1 better judgement Part 2 criticism of poetry

III. CONTENT STANDARD The learner understands the
principles and uses of a
reaction paper/ review/
critique
IV. PERFORMANCE The learner produces an
The learner understands The learner understands The learner understands
the principles and uses of the principles and uses of the principles and uses of a
a reaction paper/ review/ a reaction paper/ review/ reaction paper/ review/
critique critique critique
The learner produces an The learner produces an The learner produces an
STANDARD objective assessment of an
event, a person, a place or a
thing.
Writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a religious
or community festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on a
set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
V. PROCEDURES Engage
objective assessment of an
event, a person, a place or
a thing.
Writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a
religious or community
festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on
a set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
Engage
objective assessment of an
event, a person, a place or
a thing.
Writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a
religious or community
festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on a
set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
Engage
objective assessment of an
event, a person, a place or
a thing.
Writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a religious
or community festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on a
set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
Engage
The teacher is going to ask
the students of their
impression about the
pictures that will be flashed
by the teacher.
The teacher will then ask
several questions about the
picture:
What do you see?
What did you feel?
What was the basis of your
reaction?
Explore
The teacher is going to walk
through the students’
opinions and classify them
according to the different
ways of looking into a
particular image.
The teacher will emphasize
that different people have
different ways of
understanding and that
people should be open to
accept it or check if it is
viable.
Explain
The teacher will begin the
lessons by giving
generalizations and having
the students agree or
disagree about it.
This interaction will then
be in a form of a mini
debate applying the use of
difficult questions as a
means for argumentation
and politely turning down
opinions.
Explore
The teacher will then recall
the different ways in which
the students entertained
opinions before but at
present contrary views are
being criticized.
Students will then be
asked several questions
hinting the different angles
or literary theories that
will be used in the lesson.
Sample question
- is there a woman being
abused?
Explain
The teacher will give
statements or words at
present that could double
impressions or meanings
to the students.
Words like web, net, or
statements like you are so
dope, I’m very high right
now would be given as
means to introduce the
next topic.
Guide questions like, what
could this mean will be
given.
Explore
The students will be given
time to answer the
questions given in the
introductory stage after
which they will be given
questions that hint the
next points of views or
angles.
- Is there an inner conflict
in the statements?
- What do you think about
it based on experience?
Explain
Having been given the
angles to which you can
use in interpretation, we
can already proceed to the
critiquing of poems of
different genres.
Explore
The teacher will simply
recall the lessons and
proceed to the evaluation.
Explain
The teacher will read the
instructions of the
evaluation and the
students will be grouped
accordingly.
The evaluation shall
proceed as planned.
Instructions:
- students should have pair
- this pair would choose an
angle each and interpret
the poem
- they will be given the rest
of the period for this
Elaborate
The teacher is going to give
a brief lecture on how we
should use questions from
previous lessons to dig
deeper into the
understanding of pictures.
Understanding starts first
with Observation,
Interpretation and Personal
Application.
The teacher will then show
pictures and ask the
students to write down their
first impression of it.
Elaborate
The teacher is going to give
explanations as to how the
observing and digging
deeper could lead to a
better understanding of the
matter.
The teacher is going to give
examples of how a wife and
a husband think differently
in terms of buying things.
There will be a short
lecture with examples as
to how different Feminism
and Marxism are.
There will be a statement:
“Why can’t you give up
smoking and drinking for
me? Am I not enough? Will
you be like this in future?”
Feminism will then be
defined and the students
will be asked the following
questions:
-Is there a woman being
abused?
-How is she being abused?
-How are we going to
empower her and stop
the abuse?
Guide questions like:
-What lines potentially
show that there is an
abuse going on?
-What kind of abuses
exist according to your
assumption
Marxism will be defined
There will be lecture given The teacher is going to
by the teacher about the emphasize that all angles
questions given and will will be entertained as long
relate them to Psycho- as the students will
analytic, Reader Oriented connect them to actual text
and Author Based angles being used.
of interpretation.
Feminism - women’s rights
Marxism - economic rights
The next angles will focus
on
Psychoanalytic - inner
conflict
Guide Questions
- Is there an interaction
between the ID, EGO and
SUPER EGO?
- If there is what conflicts
are being fought, and
in between what?
Reader Oriented - reader’s
experience
Guide Questions
- What is your own
understanding based on
your own experiences?
Author Based - author’s
 and the students will then
be given these questions:
-Is there anyone gaining or
becoming rich by stepping
on or abusing someone
else in the statement?
- How is the economy
being affected?
Guide questions will be
given as well:
-What lines show that |
there is someone gaining
in the suffering of the
people?
- Have you noticed the
shift of focus from gender
to economic gain or loss?
Focus words like products
and companies will be
brought up and compared
to gender from the
previous point of view.
Elaborate
Can these be used in
generating ideas for essays
and debates?
VI. EVALUATION Formative Assessment Formative Assessment
life
Guide Questions
- What is the meaning of
the statement based on
author’s life or lifestyle?
Elaborate
Have you heard gossips
before?
How can you validate its
truthfulness?
Criticism is a means for
you to test ideas and to
come up with standard in
which you can validate
what is true or not, so it is
very important that you
learn to apply these things
in order to see different
views.
Formative Assessment Formative Assessment
 Criticizing a picture based on
the questions given by the
teacher.
Interpreting a general Interpreting an open poem Students are going to
statement using Marxist using whichever angle they interpret poems of their
and Feminist angles. find appropriate for it. own choosing in order to
test their understanding of
the angles of
understanding taught to
them.

VI. REMARKS

VII. RELFECTION