Department of Education

Region IV-A CALABARZON

Division of San Pablo City
San Pablo City

San Bartolome Integrated High School

Lesson Plan Using the Reader-Response Strategy

Grade 11 21st Century Literature from the Philippines and the World

Competencies:
EN12Lit-IIg-35: examine the relationship between text and context
EN12Lit-IIh-36: understand literary meanings in context and the use of critical
reading strategies

I Objectives
1. Gather facts related to the literature.
2. Compare personal values to the author’s.
3. Analyze the elements of the literature that makes it an example of blog.
4. Evaluate one’s perception of social media in relation to his/her private life. . .

II Subject Matter
A. Lesson
Blog: You are Not your Facebook Profile
Ann Luna

B. Sources

21st Century Literature from the Philippines and the World for Senior High
School
 C. Materials
Pictures
Copies of You are Not your Facebook Profile
Activity Sheets
Response Journal
Pens

Preparatory Activities
1. Prayer
2. Greetings
3. Checking:
3.1 Attendance
3.2 Uniform
3.3 Classroom/Seating Arrangement
4. Review of the past lesson

III Learning Tasks

Activity
Answer the following questions.
1. How many social media accounts do you have? Do you actively use all of them?
2. How many Facebook friends, Twitter and IG followers do you have? How do you feel
about the number of friends and followers that you have?
3. Write a few sentences explaining the advantage of maintaining a social media
presence.

Analysis
Read the example of blog.
You are Not your Facebook Profile
Ann Luna

I cannot tell you who you are – but I can tell you something you’re not: you’re
definitely not a combination of codes arranged to create an interface of whites and
blues. You are more than a virtual profile that can be hacked, maligned, or deleted
accidentally by any person, anytime. Your life has so much more than what a simple
URL destination can offer.

  As people around you can see, you are a living human being walking, talking,
breathing; composed of bones, soul, and sinews; not the number beside the thumb icon
on your profile pic nor the one indicating how many other “combination of codes” you
are connected with in that virtual circle. Realizing those numbers somehow, sometimes,
makes you feel the exact opposite – you’ve got lesser likes, lesser friends, lesser
tagged photos every week – but that’s okay; all those cannot buy you pizza or a Netflix
subscription anyway.

            That long caption your friend made along a picture he/she posted on your wall
on your birthday might actually give people a clear idea of what you are like – but
anyone who really, personally knows you would not have to scroll back to those
dedications just to see that. What you truly are is written in your thoughts,
words, and conduct – and the worth of all that cannot be commensurately measured by
a bunch of virtual content that simply get buried in just a matter of days, or even hours.

            Even if Facebook had successfully documented all your activities from 2008, it
would still fail to provide an all-sufficient idea of your worth and individuality. You may
not even be that close to that person who likes every single post of yours every time, as
well as that person whose every single post you can not help yourself from liking. The
“music that you like” section might be missing artists behind your biggest guilty
pleasures – all because you want to protect your image of having a good musical taste.
You even hide those unflattering tagged photos from your timeline, even though you
and your colleagues have always known what your eating, blinking, talking, or resting
face has always looked like.

            In a virtual world where people mostly only put up the best parts of their lives on
display, you can’t expect any fair picture of life – including yours.

           You may not really be as inferior as you think you are, especially when you look
at your globetrotter friends’ travels, your highschool classmates’ current job positions,
your acquaintance’s 1,000+-like profile picture. Many people would probably feel inferior
as well when they learn what loving friends and family you have. They might actually
envy the way you really enjoy your work beyond what the #ilovemyjob hashtag can ever
express. Many people might feel terribly inadequate when they learn how hard you’ve
been working just to see you and your loved ones’ dreams come to pass, how many
sleepless nights you’ve endured just to earn the degree that’s not even posted on your
profile’s About section, how few but how real the friends that you have – you can
actually call them when you’ve got no money to pay for the cab, or need an important
document that you left at home, or just need someone to talk to in the middle of the
night.

            Enjoying the things of life takes more than just publicizing them for their best
parts because you know that beautiful things don’t ask for attention. After all, the realer,
more exciting parts of your existence, are not made even more or even less real by
anyone’s virtual approval.

            You’re not any lesser of a person when no one gives a thumbs up or comment
on your status, photo or YouTube link. You’re not any less cooler when you don’t “like”
pages of cool bands or books or movies that other hardcore hipsters do. You’re not as
awful as you make yourself to be every time you see that your own virtual scrapbook
seems to fail in comparison to your old neighbor’s.

            All these scrapbooks will never, ever be commensurate to what you really are
and what your worth is. Your screen is the real world. Your platform is your real life.
Your competition is not the one who always gets the most likes, but the person you
were yesterday. And God knows that only Him, and not Mark Zuckerberg, will be the
judge.

              Choose to create not just a like-worthy profile, but a like-worthy life today.

Implementation of the Literature Circle

Lesson 1 (Double Period)

15 mins  The teacher explains the
procedure of the literature circle
(i.e. Each student will spend 5
mins on the presentation of
answers to the first few
questions and another 5 mins
leading the group to discuss the
last question).
 After presenting the
answers to the first few
questions as input, the
learner can be asked to
lead the group to
discuss the evaluative
and open-ended
question at the end of
the role sheet he/she is
in charge of. This is
designed to stimulate
 group interaction and
exchange of ideas
among learners.
 The teacher may
demonstrate the level of
analysis and the
presentation language
expected in the
individual presentation
and group discussion
through modelling if
necessary.
65 mins  The teacher asks the class to
start the first round with the
different roles:

 Biographer:
1. How do you think the writer  The writer views social
views social media? media as a mask that
*Author to Text people wear to hide
their true selves or
elevate themselves.

 Summarizer

1. What message does the  The author wishes to

author wish to convey? convey the issue of how
social media is
changing people’s
perception of
themselves.
 Character Investigator
1. What values in relation to  Both the author and I
social media do you have that perceive that depending
are similar or different from the your self-worth on
author’s. social media is not
good..

 Plot Analyst
1. Based on the text, how has  The text discusses how
*Reader to Text social media changed the way one’s own view of
 people view themselves and
communicate with others?
 Literary Luminary
1. What internet slang did the
writer use?
Lesson 2 (Double Period)
40 mins  The teacher provides feedback  Assessment for learning
on the output of learners’
discussion with reference to the
role sheets collected.
 The teacher displays some
insightful analysis or flawed
ideas and encourages learners
to comment on the validity of the
ideas presented, which extends
learners’ thinking and guides
them to further develop the
ideas.
30 mins  The teacher plays the role of
the narrator in the story.
Learners take turns to express
a message for the narrator and
ask the narrator questions. The
teacher responds to the
messages and answers the
questions in the role of the
narrator.
10 mins  The teacher asks learners to
reflect on the experience of the
literature circle and share their
oneself nowadays is
largely dependent on
social media.
 It ‘likes’ ,‘followers’
‘profile picture,
‘#ilovemyjob’.
and peer learning is
promoted in the process.
The teacher and peer
feedback and
suggestions for
improvement help
learners to reflect on
their own understanding
of the story and refine
the answers on the role
sheets.
 The hot-seating activity
is designed to deepen
students’ learning
experience and
encourage their
imaginative expansion
and personal response
to the story. It also
offers some room for
the teacher to present
an alternative view to
the story to help
learners analyse and
appreciate the story
from a different
perspective.
 views on this mode of learning
and exploring the text.

*Personal Experiences to Text

Abstraction
How should you view social media in relation to your private life and self-perception?

Application
Evaluate your own profile, list of friends, and Facebook posts. How do they represent
and misrepresent you?

IV Closure
Watch the Youtube video about the effects of social media.

Validated by:

______________________________
MARIA CHRISTINA B. CEQUENA
SBIHS Subject Coordinator, English