LESSON PLAN

for
CLASS OBSERVATION 1
(via Face to Face)

Demonstrated by:

JAYDEE JOYCE D. MERCADO

SHS Teacher II

Observed by:

MRS. MARICON P. AGPOON MRS. MARISALYN M. BUENO

Head Teacher I School Principal I
Teacher : JAYDEE JOYCE D. MERCADO Observer: MRS. MARICON P. AGPOON
Lesson : Understanding Conventions of Traditional Genres (Fiction)
Subject : Creative Non- Fiction
Date and Time: February 15, 2022 (8:30-9:30) Grade and Section: 12- Vagay

LESSON PLAN FOR COT 1 - RPMS

CONTENT STANDARD

The learner understands the literary conventions that govern the different genres. (e.g., narrative
convention of fiction, etc.)
PERFORMANCE STANDARD
DEFINING SUCCESS

The learner clearly and coherently uses a chosen element conventionally identified with a genre for a
written output.
TEACHING STRATEGIES MOST ESSENTIAL LEARNING COMPETENCIES

a) ICT-based instruction (Interactive The learners compare and contrast how the elements
PowerPoint Presentation) are used in the different genres. (HUMSS_CNF11/12-Ia-
b) Individual Tasks 2)
c) Interactive Discussion
d) Activity-based Instruction
e) Contextualized Learning Materials Reference: Department of Education SHS Curriculum Guide

I.LEARNING ENDSTATES:

THINK: Understand the importance of the different literary elements in the totally of a story. (Activity 1: LET’S
DO THE 4 PICS 1 WORD!) (Activity 2: CLICHÉ GAME) (Activity 4: GUESS THE MOVIE) Synchronous

FEEL: Discover the difference between and among the different literary elements on fiction: plot, point of
view, setting, character, and theme. (Activity 2:DISCUSSION PROPER- Q&A)Synchronous

DO/COMMUNICATE: Create a story arc for a well-known story. (Activity 5: CREATE YOUR OWN STORY
ARC) Synchronous

LEAD: Explain how an author develops the point of view of the narrator or speaker in a text. (Activity 5:
CREATE YOUR OWN STORY ARC) Synchronous

INTUIT: Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text .
(Activity 5: CREATE YOUR OWN STORY ARC) Synchronous
BE: Effective and efficient literary enthusiast. (Activity 2: CLICHÉ GAME) (Activity 5: CREATE YOUR OWN
STORY ARC) Activity 4: GUESS THE MOVIE Synchronous and Asynchronous
 ETHICAL FORMATION: Conveys accuracy in analyzing literature as part of human development. (Activity
2:DISCUSSION PROPER- Q&A) (Activity 3: THINKING OUT LOUD) Activity 4: GUESS THE MOVIE
Synchronous
SOCIAL RESPONSIVENESS: Shares knowledge and skills learned in addressing social problems by
integrating the things learned. (Activity 2:DISCUSSION PROPER- Q&A) (Activity 3: THINKING OUT LOUD)
(Activity 5: CREATE YOUR OWN STORY ARC) Synchronous

II. ESSENTIAL QUESTION:

1. How do readers know what to believe in what they read, hear and view?
2. How do strategic readers create meaning from informational and literary text?
3. How does a reader’s purpose influence how text should be read?

LESSON CYCLE
Stages Activities Annotations
PRELIMINARY HOUSE RULES Indicator 5
ACTIVITIES Managed learner behavior
THINK - SAFETY FIRST: Before starting the class, constructively by applying positive and
the teacher will present the following class rules: non-violent discipline to ensure
1. Respect your teacher and classmates. learning- focused environment.
HOW?
 Raise your hand to speak. (It is important to always impose rules
 Participate in class and don’t sleep. inside the classroom before the start of
 Don’t talk while others are talking. the session for this is one of the ways
 Make eye contact with the person you are to teach the students the proper, safe
speaking with. and appropriate behavior in class. In
2. Quickly follow teacher directions. this way, uniformity inside the
classroom will be achieved. Thus, I
HOW?
always ensure that every student is
 Immediately follow teacher’s direction.
free from disruptions by providing equal
 Help others follow teacher’s direction. learning opportunities.)
3. Be punctual and prepared.
HOW?
 Prepare all class materials to be needed in
class e.g. pen and paper
4. Say it in English!
HOW?
 Speak in English and also encourage others
to speak the language.

Checking of Attendance
(Integration of positive and non-violent discipline)
(Ensures learners active participation)
(Praise learners)
ACTIVATE Activity 1: Indicator 1
LET’S DO THE 4 PICS 1 WORD! Applied knowledge of content within
and across curriculum teaching areas.
To stimulate the students’ interest, the teacher
will let learners have a game titled “4 PICS 1 (On activity 1, I integrated other
 WORD”. The content of the said activity will be
scenes or materials associated with different
fictional stories.
Activity 2:
CLICHĖ GAME
Learners will have an activity wherein they will
create an original simile that no one else in their
class will create. Avoid any and all clichés.
1. Tall as ________________________
2. Red as _________________________
3. Fat as __________________________
subjects such as Social Sciences,
Science and others. Contextualization
is also observed through integrating
real life situations in the community.)
Indicator 3
Applied a range of teaching strategies
to develop critical and creative thinking,
as well as other higher-order thinking
skills.
(By providing learners series of
activities, this will enhance their
abilities to think critically and
effectively.)
Indicator 4
Managed classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities within
a range of physical learning
environments.
(Through learner-centered activities,
learners will be able to explore and
showcase their expertise, promote
collaboration by respecting
individualities.)
Indicator 6
Used differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs and
strengths, interests and experiences.
(Every student have the equal
opportunity to partake on the class
discussion regardless of gender,
intellectual capability, strengths,
interests, experiences or age. In this
regard, everyone is encourage to
answer the possible questions that the
teacher will ask.)
 4. Sweet as ________________________
5. Loud as __________________________

ACQUIRE LESSON PROPER Indicator 1

Applied knowledge of content within
To make the students take part in the teaching- and across curriculum teaching areas.
learning-process, the teacher will integrate a
strategy of teaching which the “Q&A” is . Teacher will (Some of the examples to be used in
let the Learners share their own idea about the topic. discussing the topic will be integrated
to other subjects.)
Guide Questions:

1. How does the different literary elements Indicator 2

affect each other?
2. What makes the varied elements
significant in a story?
3. Why do we consider theme as one of the
important elements of a story? How does it
affect an individual?
Used a range of teaching strategies
that enhance learner achievement in
literacy and numeracy.
(Through an interactive discussion on
the different elements, learners will be
able to enhance their communication
skills specifically their accuracy and
fluency in speaking the English
language and will be able to improve
their comprehension ability.)

Indicator 6
Used differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs and
strengths, interests and experiences.

(Every student have the equal

opportunity to partake on the class
discussion regardless of gender,
intellectual capability, strengths,
interests or age. In this regard,
everyone is encourage to answer the
possible questions that the teacher will
ask.)

APPLY Activity 3: Indicator 2

THINKING OUT LOUD. Used a range of teaching strategies
that enhance learner achievement in
In this activity, the teacher will give series of phrases literacy and numeracy.
that show varied emotions. Based on the given
phrases, they will determine if what character traits (Through an interactive discussion on
the phrases shows. the different elements, learners will be
able to enhance their communication
 skills specifically their accuracy and
fluency in speaking the English
language and will be able to improve
their comprehension ability.)

Indicator 4
Managed classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities within
a range of physical learning
environments.

(Through learner-centered activities,

learners will be able to explore and
showcase their expertise, promote
collaboration by respecting
individualities.)

ASSESSMENT Activity 4:
GUESS THE MOVIE Indicator 1
Applied knowledge of content within
and across curriculum teaching areas.
Learners will be tasked to read synopsis of movies.
They will then give the title of the movie afterwards. (On activity 1, I integrated other
Movie: ________________ subjects such as Social Sciences,
Blu, a rare but domesticated Science and others. Contextualization
is also observed through integrating
macaw, is taken to Rio de
real life situations in the community.)
Janeiro to mate with Jewel,
a female of the same Indicator 4
species. The couple is Managed classroom structure to
captured but escapes with engage learners, individually or in
the help of other birds. Blu groups, in meaningful exploration,
wants to get back to his discovery and hands-on activities within
owner but can’t fly. a range of physical learning
environments.
Movie: ________________ (Through learner-centered activities,
In this romance, Kate learners will be able to explore and
Winslet plays an upper
showcase their expertise, promote
class woman who falls in
collaboration by respecting
love with a poor artist.
The story takes place individualities.)
aboard a ship that is
struck by an iceberg and
sunk. In the end, Kate Indicator 6
Winslet’s character, Used differentiated, developmentally
Rose, survives but the appropriate learning experiences to
poor artist, who is played address learners’ gender, needs and
by Leonardo DiCaprio, dies. strengths, interests and experiences.
Activity 5:
CREATE YOUR STORY ARC (Every student have the equal
 To assess the understanding of learners, they will
be tasked to complete the story arc worksheet
wherein they need to look for the different scenes
posted in the wall of their room to comprehensively
finish the story.
opportunity to partake on the class
discussion regardless of gender,
intellectual capability, strengths,
interests or age. In this regard,
everyone is encourage to answer the
possible questions that the teacher will
ask.)

Learners will then present their output in class.

Demonstrated by:
JAYDEE JOYCE D. MERCADO
SHS Teacher II

Checked by:

MARICON P. AGPOON
Head Teacher I

APPROVED:

MARISALYN M. BUENO
School Principal I