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 4 Quarter 1

Week Session Summary:

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES By the end of the lesson By the end of the lesson By the end of the lesson By the end of the lesson
the students should the students should the students should the students should
have… have… have… have…
- defined unfamiliar - defined unfamiliar - defined unfamiliar - defined unfamiliar
words found in the words found in the words found in the words found in the
texts texts texts texts
- traced the process of - list expectations as a - identify the structure of - list the observable
reverse paraphrasing in means to judge people difficult and situational objects in the images
writing an introductory and ideas question - interpret the alternative
statement - compose a short - compose a question in meanings of the objects
- composed introductory descriptive paragraph order to test the observed
statements using the about a topic of interest credibility and quality - write interpretations
different techniques - identify the different of materials provided and insights about the
presented by the qualities that can be - apply basic grammar picture they are tasked
teacher used as criteria for rules of structuring to criticize
judging questions in correcting
their work wo - contextualized the
words they defined
into meaningful
sentences

II. CONTENT Critical and Creative Setting the standards and Asking difficult questions Criticizing a piece of art or
introductions – Transition expectations in in order to test the people image
lesson from paraphrasing preparation of criticizing a and topics of interest
to composition Topic interest
III. CONTENT STANDARD
 The learner understands
the principles and uses of
a reaction paper/ review/
critique
IV. PERFORMANCE
STANDARD The learner produces an
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
The learner understands
the principles and uses of
a reaction paper/ review/
critique
The learner produces an
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 learner understands
the principles and uses of
a reaction paper/ review/
critique
The learner produces an
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 learner understands
the principles and uses of
a reaction paper/ review/
critique
The learner produces an
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 following questions:
1. What do you usually
think when you are
asked to write?
2. What difficulties do
you face when you
write?
Explore
The teacher is going to
give an example about a
sentence that could be
made into an outline of a
descriptive or narrative
paragraph.
The teacher is going to ask
the following questions
about the text:
1. Using the rules in
paraphrasing, what are
the important parts of the
sentence?
2. What are the possible
The teacher will give an Introductory speech:
example of two ways of
molding a standard of You can avoid plenty of
judgement. pain and suffering if you
would listen to today’s
The teacher will introduce lesson and use it in real
these examples by asking life.
the following questions:
Most of the pain we go
1. What does being an through and deal with
older child mean? What comes from giving love
does being a middle or where it should not have
youngest child be like? been given, or putting
time and effort where it
The standards of was not worth it.
expectations will be
established and you That is why it is important
would know at least what that we should have our
to expect if you knew criticism of character be
what is the basic done early in the
mentality of being an relationship by testing our
oldest, middle child or friends, our family and
being the youngest child. our loved ones.
Another question would Questions:
be given in the next part
of the lesson. - How could you test
someone’s character?
- How can you deliver
these tests?
Explore The teacher will then
Now it is time to for you
to apply both the
standards of your
expectations and the
qualities that you have
studied.
You will also make use of
the questions in order to
test and criticize a
particular image.
Explore
The teacher is going to
explain that the following
activity will be an
application and test of the
recent skills they have
learned.
Explain
The teacher is going to
give instructions to the
students on how to go
about with the activity.
Instructions:
1. Students will be
grouped into 7 groups
with 7 members.
2. They will then be given
answers if you are going transition the lesson to a picture to criticize.
to ask questions for each 2. What is your ideal Criticism: Judging through 3. Questions will then be
important part in the standard for a father, a Questioning used in order to guide
paragraph? mother, or partner in life? the students in their
Expectations could be criticism.
3. What are the different The students will be asked seen and established in 4. Answers to the
options you can do in to make a list of what courting. activity will be written
order to organize the they want collectively as a in a one whole
paragraph you are about group and then the Explore intermediate paper.
to compose? teacher will ask the 5. Questions regarding
following: What possible questions the activity from the
The teacher will then could be asked if you are students will be enter-
draw lines that connect - What do usually call this about to be in a tained during the
the main sentence to the list of qualities? committed relationship? duration of the
rest of the parts of the - Why do we make activity.
paragraphs in order for standards? Possible answers would
them to see the be: Guide Questions:
connection between the Explain - If you found a younger,
descriptive paragraph and prettier and smarter - What images or objects
its topic sentence. The teacher will then version of me, would can you see in the
explain what qualities are you leave me for her? picture? List them.
Explain in different topics or
interests. - If I had two months to - Do these pictures have
The teacher is going to live and you just found different or multiple
give a short lecture on The basics of judging out about it, what would meanings? If so
how to compose a come from the default you do? write their possible
descriptive or narrative nature of man to secure meaning beside your
paragraph based on the his surroundings. Having - If I got locked away, and first list.
previous lesson and the faced dangers, men and we lost it all today, tell
different strategies in women have found ways me honestly, would you - Knowing what possible
creating an introduction. to judge character and still love me the same? meanings are implied,
qualities. what could be the

You are learning how to - If I had so many issues messages that the picture
The different Introduction
strategies:
1. Opinions
2. Questions
3. Clauses
4. Quotations
5. Illustrations
6. Examples
The teacher will then
give the different
examples of these
strategies as to how they
can be used in writing.
Elaborate
The teacher will then ask
these questions about the
lesson:
1. Could you use these
different strategies in
writing different articles?
2. Give examples as to
how you can use it?
set standards since you
were younger. You were
taught what was bad and
good, better or worse and
what was the best or the
worst.
In this lesson you will
learn that there is more to
that in order to be a
proper critic of topics or
to judge a particular
object or idea.
The teacher will then
proceed to classify the
topics or disciplines that
one might encounter in
the academe and in the
profession.
Elaborate
At the point, the students
will be asked to reflect on
the following questions:
- If you were to judge a
competition what would
be your own criteria?
- What do you need the
most? Why so?
in life, and you have to is trying to tell you?
deal with it every day, Give at least 3 messages.
with no guarantee about
when it could all end, - Individually, what
would you still love me personal belief
the same? was affected by the
messages you have
Explain gleaned.
The teacher will then give Supplementary questions:
a short lecture about the
following: - Is this really what it is
trying to say?
- Sentence structure of - What could be the
questions opposite message it
- The use of independent is trying to imply?
and dependent clauses - What does this picture
in augmenting questions convey in real life?
in order to make them - Given you are in this
conditional picture, what would
- The use of If questions you have done
differently?
The teacher will then give
several examples that The activity will be about
could be used as a images that evoke
platform through which reactions and issues
the students could write about.
their own questions.
Elaborate
The teacher will then
remind the students that
Elaborate next week they will go
deeper into criticizing and

VI. EVALUATION Formative Assessment
Students are going to use
the different strategies in
order to make sample
composition
introductions.
VI. REMARKS
VII. RELFECTION
Given the previous the other applications of
examples about life and the skill.
relationship the teacher
will now give concrete
examples in texts on how
to use questions to
understand a text and
learn its different
meanings and
implications.
The teacher is also going
to give an example of a
picture and ask students
to question what it means
in preparation for their
activity.
Formative Assessment Formative Assessment Formative Assessment
Writing an expectation Writing difficult questions Criticizing provocative
through a descriptive in their notebook about images in a group through
paragraph. two topics of interest. the use of guide questions
and standards.