Children and adolescent Literature: WORKSHEET 1 –Children Literature (FINALS)

Directions: Examine the Most Essential Learning Competencies ( MELCs ) in English for elementary grade
and high school learners. Then, identify the competencies that deal with literature. Fill in the table with
the information asked.

Name: Date:
Course & Year Score:

COMPONENT ANNOTATIONS

A.Learning Competencies 1. Recognize rhyming words in nursery *the five

(Choose five learning
competencies that you think to
deal with topics/contain about
literature.)
rhymes, poems, and songs heard. chosen of my
2. Listen to short stories /poems learning
3. Describes one’s drawing about the competency.
stories listed using simple and
compound sentence
4. Write dairy
5. Distinguished fact from opinion.

B.Learning Competency  Recognize rhyming words in *it is the children who

Choose one from the listed nursery rhymes, poems, and have recognized the
competencies including its songs heard. tones of any literary text,
learning code.) EN1PA-003Ae.22 poems, etc.
C. Learning Objectives Learning Objectives:  It is the learning
( Using the chosen competency competency in
formulate learning objectives After this lesson students will be one student
based on Bloom’s Taxonomy able to: how they
hierarchy of educational  Demonstrate recognition of become aware
objectives-cognitive, rhyming words of teachers
psychomotor, and affective.)  Determine whether two words teaching.
rhyme
 Become aware of word and
letter patterns that help them
develop decoding skills.
D.Content/Literary Text Used Learning Competencies:  It is the
(Name of the title of the students/children
literary selections with the Present fables for children’s literary text going to do
author that can be used in and the authors of this text are Aesop’s activities in
teaching the selected learning Fables. In this fabled child willing to hear teachers given
competency, and objectives. a story and caught their attention if we and analyzing
Have it summarized, analyzed, put their theme every time we read a stories and how
and discussed in this part. Also, story/fable. to produce
explain its appropriateness to Objectives: sounds.
the target learners.) At the end of the lesson, the learners are
able to:
  Students will be able to analyze
fables.
 Find the moral of the story and
identify the message or theme
of the fable after this lesson

E. Values Integration  If we read story/fairytales or any  It is the children

( Expound on the values that literary text learners, we caught how the students
learners may acquire from the their attention if we read slowly become active or
literary text. What impact could and we put rhymes in fables how the student
it give to the living.) even though poems. And also it does the same as
has a big impact on our learners the teachers
if we put emotions, tones, and produce a sound
rhymes. The first voice that the the way the
learners heard is very interesting teachers do. this
in their ears. is the big impact.
F. Teaching Strategy  In this fable lesson, students  This is the
(Think of a strategy that you will use the internet, graphic teachers what
may use in teaching the content organizers group activities to the teachers do
and skill to the learners.) analyze and discuss the in strategy in
characteristics and storyline of teachings.
two different fables

*Use the Annotation column to indicate remarks additional information, and explanations on your
answers in each component.
 Children and adolescent Literature WORKSHEET 2- Adolescent Literature (FINALS)

Directions: Examine the Most Essential Learning Competencies (MELCs) in English for elementary grade
and high school learners. Then, identify the competencies that deal with literature. Fill in the table
below with the information asked.

NAME :Aiza M.Del Mundo DATE:

COURSE & YEAR: Bachelor of
Secondary Education.
COMPONENTS
A. Learning Competencies
(Choose Five learning
competencies that you think
deal with topics/content about
literature.)
B. Learning Competency
(Choose one from the listed
competencies including its
learning code.)
C. Learning Objectives
(Using the chosen competency,
formulate learning objectives
based on Bloom’s Taxonomy
hierarchy of educational
objectives-cognitive,
psychomotor, and affected.)
D. Content/Literary Text Used
(Name the title of the literary
selection with its author that
can be used in teaching the
selected learning competency
and objectives. Have it
summarized, analyzed, and
discussed in this part. Also,
explain its appropriateness to
the target learners.)
SCORE:
ANNOTATIONS*
 Determine the meaning of words
and expressions that local culture
by noting context clues. *It is the five
 Identify possible solutions to importance
problems. of learning
 Hyponyms type of guava –the type competency
of fruit.
to know
 Write a simple story.
choices.
 Summarize key information from a
text.
 Write a simple story- -EN2WCNa-C-
22 *need a code to
know to get
information.
 Learning Objectives:
At the end of the lesson, the
students will be able to: *it is the activities
of students given
1. Upon completion of this lesson, by
students will be able to discuss and teachers/advisers
analyze a short story, as well as to know their skills
recognize the key elements of a in writings simple
short story. stories.
2. To prepare students with what
they need to know to write their
own short stories.
Learning Competency
 “The Yellow Wallpaper” Charlotte *learn the learning
Perkins Gilman. This lesson plan will objectives and
help students infer the author’s learning
position on the traditional female competency of our
roles and identify conflicts as they students.
read “The Yellow Wallpaper” by
Charlotte.
 Learning Objectives:

E. Values Integration
(Expound on the values that
learners may acquire from the
literary text,
What impact could it give to the
learners.)
F. Teaching Strategy
(Think of a strategy that you
may use in teaching the content
and skill to the learners.)
*Use the Annotation column to indicate remarks, additional information, and explanations on your
answer in each component.
Upon completion of this lesson on
the “The Yellow Wallpaper” by
Charlotte Perkin Gilman, Students
will be able to:
 Make inferences about the author’s
purpose and central message
 Identify conflicts and how they drive
the plot.
 It is the gateway to looking at the
world outside. We can learn, *it I the values of
understand and appreciate the one student and
world. Reading literature is the best how they are
way to know who we are, what we responding to
are, and what we used to be. this activities given by
study ventured on assessing the teachers.
literary appreciation skills and
reading performance of university
students in literature, which may
provide input to propose innovative
learning tasks in enhancing their
literary competence.
 My thinking strategy is thinking  It is how
deeper explanations and teaching the teacher
them to become passionate about works and
learning for future students.I give the
them activities, what did they teacher’s
understanding in topics and also teaching
writings a reflections/understanding process.
and then give them activities.