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 11/17/2022 Chardonnay
Teaching (1:00-3:00)
Time 11/22/2022 Magnate
(10:00-12:00)
11/22/2022 Andromeda
(1:00-3:00)
11/18/2022 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)
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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 REMEMBER THE TAXIMAN

lesson or  The teacher will ask the following questions as a form of
reviewing the recapitulation.
lesson 1. The Taximan’s Story is written in ____________________point of
view.
2. The passenger of the taximan in the story is a
3. The passenger of the taximan wants him to take her to.
4. The setting of the The Taximan’s story is _______________
C. Establishing a FIGURE ME! FIGURE OF SPEECH
purpose for a The teacher will say: Figures of speech are used in writing to show
lesson comparison. Some of these are simile, metaphor, analogy, allegory, and
allusion. Tell which figure of speech is being defined.
1. It is something that shows how two things are alike, but with the
ultimate goal of making a point about this comparison.
Ex. I like to imagine that the world is one big machine. ...
2. A figure of speech that makes an implicit, implied, or hidden
comparison between two things that are unrelated but which
share some common characteristics.
Ex. Her long hair was a flowing golden river.
3. An expression comparing one thing with another, always
 including the words “as” or “like” Ex. A figure of speech in which
abstract ideas and principles are described in terms of characters,
figures, and events. Ex. The Masque of the Red Death by Edgar
Allan Poe is an allegory for death. The moral is no man escapes
death.
4. An expression comparing one thing with another, always
including the word, as or like. Ex. Her cheeks are red like a rose.
5. A figure of speech whereby the author refers to a subject matter
such as a place, event, or literary work by way of a passing
reference.
D. Presenting new INTERPRETER PLEASE:
lesson The teacher will ask give a list of Japanese words/greetings and the
students will identify what could it mean.
 Konnichiwa- hello or good day
 Konbanwa- good evening
 Oyasumi nasai- goodnight/please rest
This will lead to the discussion of Japanese Literature.
E. Discussing new IT’S SHOWTIME!
concepts and  The teacher will group the students into four.
practicing skills  The teacher will give each group a copy short story to be
#1 discussed by each group.
Perform the following activities.
Group 1 – Summary of the Story
Group 2- Characters and Settings of the Story
Group 3- Figures of Speech in the story.
Group 4- Moral Lesson of the Story
Rubric:
 Clarity and Correctness of the answer- 10
 Presentation-10
 Behavior- 5
 Time Management-5
 Total Points- 30
F. Discussing new PROCESS QUESTIONS:
concepts and  The teacher will ask the students these questions:
practicing skills  What does the boy feel toward Crow? Give textual evidence
#2 to prove your point.
 2. How would you describe the boy named Crow?
 3. What does the sandstorm represent? Give textual
evidence to prove this.
 4. Why does the boy in the story have to be the toughest
15-year-old in the world?
G. Developing FILL ME
mastery leads to  The teacher will let the students answer the given activity.
formative 1. The country which has much influence on Japanese literature was
assessment ____________.
2. Japanese literature can be divided into four periods: the ___________,
____________, ___________________, and ________________.
3. Ancient literature in Japan deals primarily with ______________ and
__________.
4. The classical literature in Japan occurred during the golden age, the
____________ period.
5. ______________ is considered the world’s first novel.
6. ____________ and ______________ intertwined during the Medieval
period due to the influence of the civil wars and the emergence of the
warrior class.
7. The early modern period gave way to the rise of new genres like the
Japanese
 _____________, _______________, _________________, and _____________.

H. Finding practical EXPLORE JAPAN THROUGH INFOGRAPHICS

applications of The teacher will ask the students to do this:
the concepts and It is Asian week at your school, and you are tasked to create an
skills in daily infographic digital poster that features the characteristics of Japan’s
living. literary texts. Your poster must be colourful, interactive, and
informative. It will be judged using the rubric below.

I. Making DRAW THE PAST AND THE PRESENT

generalizations  The teacher will let the students draw the past and present
and abstractions Singapore as reflected in the story, “Taximan”
about the lesson

J. Evaluate learning SHORT QUIZ

 The teacher will ask the students to answer the ten multiple
choice questions.
1. I like to imagine that the world is one big machine. This is an example
of _______.
A. simile B. metaphor C. analogy D. allusion

2. Her long hair was a flowing golden river is an example of what

figurative Language.
A. analogy B. metaphor C. allusion D. allegory
3. The Masque of the Red Death by Edgar Allan Poe is a/an ________ for
death where the moral is no man escapes death.
A. allegory B. analogy C. allusion D. metaphor
4. Her cheeks are red like a rose. What is this an example of?
A. simile B. metaphor C. allusion D. allegory
5. What country has much influence on Japanese literature?
A. USA B. Korea C. China D. Thailand
6. The classical literature in Japan occurred during this period.
A. Nara B. Heian C. Muromachi D. Edo
7. What is considered as the world’s first novel?
A. The Tale of Genji
 B. The Tale of Vesperia
C. Tales of Amadou Koumba
D. Tales of the World
8. What does sandstorm represent in the story The Boy Named Crow?
A. the way the world tries to take us away from our problems
B. running away could resolve a problem
C. the challenges and problems we face in our journey in life.
D. a small fate that keeps changing our directions
9. According to the boy named Crow, what does Kafka have to become?
A. a criminal on the run
B. a metaphysical concept
C. the world’s smartest fifteen-year-old
D. the world’s toughest fifteen-year-old
10. What does the boy feel toward Crow?
A. He is afraid of him.
B. He just ignores him.
C. He has no fear of Crow.
D. He baits him and laughs in his face
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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.
 The teacher used ICT integration through QUIZALIZE App in
evaluating students learning.
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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: __________________