Grades 11 School Grade 11

& 12 \HS] Level

Daily ]
Lesson Plan ‘]]
Teacher Maureen Joy A. Gutierrez Learning 21st Century
Area Literature
from the
Philippines
and the World
Teaching Quarter Quarter 2
Date and 11/14/20je(1\ Chardonnay
Teaching :00-3:00)
Time 11/15/2022 Magnate
(7:30-9:30)
11/15/2022 Andromeda
(10:00-12:00)
11/15/2022 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 doi090pard 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 lesson PICTURE TALK:

or presenting new  The teacher will ask the students to say something about the
lesson pictures:

Marina Bay Sands Sim Wong Hoo

Chili Crab
The Merlion

C.

D. Establishing a SINGAPORE ESCAPADE

purpose for a  The teacher will ask the student if they had been to Singapore?
lesson  The teacher will also solicit responses from the students about
their ideas about Singapore
 The teacher will discuss the overview of Singaporean Literature.
E. Presenting new LET’S RIDE IN A TAXI!
lesson 1. The teacher will ask the class if they already experienced to ride
 in a taxi. If yes, ask their experiences.
F. 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 – The Dramatist
(perform a scene that highlights the theme of the story.)
Group 2 – The Moralist
(present a problem – solution chart about moral problems.)
Group 3 – The Dancers
(choose a song that best describe the story and do an
interpretative dance.)
Group 4 – The Singers
(present a rap that best describe the story. Write your own lyrics.)
Rubric:
 Clarity and Correctness of the answer- 10
 Presentation-10
 Behavior- 5
 Time Management-5
 Total Points- 30
G. Discussing new PROCESS QUESTIONS:
concepts and  The teacher will ask the students these questions:
practicing skills  Who are the characters presented in the story? Can you
#2 describe them?
 What is the irony in the story?
 What themes are discussed in the story?
 How do you like “The Taximan’s Story?”
 Do you think the characteristics and personality of the taxi
driver is true for all taxi drivers? Explain your answer.
 How realistic is this story?
 What do you think of the taximan?
 Do you feel sympathy for him?
H. Developing FIND OUT!
mastery leads to  The teacher will let the students answer the five identification
formative questions.
assessment 1. What is the profession of the passenger of the taximan?
2. The passenger of the taximan wants him to take her to the
3. What is the theme of The Taximan’s Story?
4. Who remains a pioneer in writing novels?
5. What is the predominant mode of expression in Singaporean
literature?
I. Finding practical WRITING AN ANALYSIS
applications of  The teacher will ask the students to write a comparative analysis
the concepts and
skills in daily
living.
 of the Singaporean story The Taximan.
J. 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

K. Evaluate learning SHORT QUIZ

 The teacher will ask the students to answer the ten multiple
choice questions.
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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: __________________