Sample Instructional Plan in Teaching

1
Literature

INSTRUCTIONAL PLAN
IN
TEACHING LITERATURE

Submitted to: Dr.Joy F. Lopez

Submitted by: Maricar H. Ramos

Prepared by: Maricar H.

Ramos
 Sample Instructional Plan in Teaching
2
Literature

CONTENTS

BACKGROUND
Approach used
……………………………………………………………………………………………………………
……………………………….. 2

LESSONS
The Tale of Narcissus
……………………………………………………………………………………………………….
3
Buried in
Saipan……………………………………………………………………………………………………
…………… 4
The Scarlet letter
……………………………………………………………………………………………………………
… 6
Heroes in love ----------‐--------------------------------------------------------------------------------------
8
Litany ------------------------------------------------------------------------------------------------------------
10
The Communication
Process…………………………………………………………………………………………………
……………………….. 17
Commonly Used
Prepositions………………………………………………………………………………………………
……………………… 30
References………………………………………………………………………………………………
…………………………. 20
Attachments……………………………………………………………………………………………
…………………………… 15
The tale of Narcissus ppt
Communication process ppt
Preposition table

Prepared by: Maricar H.

Ramos
 Sample Instructional Plan in Teaching
3
Literature

THE APPROACH USED

Communicative Approach

 An approach to language teaching that is organized around

notions and functions.
 Grammar and vocabulary are secondary, being taught not as
ends in themselves, but only insofar as they help to express
the notions and functions in focus.
 It advocates real world tasks and authentic materials.
 The purpose of language is communication.

Principles involved:

a. It assumed that the goal of language teaching is the learner

ability to communicate in the target language.
b. The content of language course will include semantic
notions and social functions, not just linguistic features.
c. Students regularly work in groups or pairs to transfer
meaning in situations in which one person has information
that the other’s lack.
d. Students often engage in role play or dramatization to adjust
their use of the target language to different social context.
e. Classroom materials and activities are often authentic to
reflect real- life situations.
f. Skills are integrated from beginning reading, speaking,
listening and also writing.

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Ramos
 Sample Instructional Plan in Teaching
4
Literature

Teaching plan in world literature for grade 7

Time Specific Learning Teaching Strategies Value Value

frame objectives content Materials Integration
3 hours At the end of “The Tale Text about Brainstorming Recognize Creative
lesson, the of the Tale of the writing
students should Narcissus” Narcissus Question significance
be able to: by: Ovid Answer of the
1. State the Roman PowerPoint elements
elements of presentation Creative of tragedy
tragedy writing
2. State the Mirror
characters and Diagramming
their
characterization
in the tale of
Narcissus;
3. Point out the
different
elements of
tragedy in the
text used tale
of Narcissus.

Procedure/Activity
1. Motivation
 The teacher will let the class to see their reflection in front of the
mirror.
2. Presentation
 The lesson will begin with the definition of tragedy.
3. Discussion
 The teacher will instruct the students to read the tale of Narcissus
4. Application
 The students will be divided into 2 groups. There will be draw lots for
the last to be done the following is a list of activities:
A. Make a story grammar based on the text read.
5. Evaluation
 The student are instructed to complete the table by writing a story
based on the tale of Narcissus.

Prepared by: Maricar H.

Ramos
 Sample Instructional Plan in Teaching
5
Literature

Plot

Diction

Characters

Melody

Thought

At the end of the “ Buried Speaker Brainstorming Recognize Writin

lesson, the in the a shor
students should Saipan” Laptop Quest significance story
be able to by: Alex tion-Answer of plot
1. describe and sultan LCD projector diagrammin
define the plot g in every
diagram's PowerPoint presentatio Small Group story
components n Dynamics
2. Using a plot
diagram, analyze Visual Aids
a literary piece; Plot
3. Make a story Bond papers diagramming
out of the five
components of
the plot diagram.

Prepared by: Maricar H.

Ramos
 Sample Instructional Plan in Teaching
6
Literature

TEACHING PLAN IN EAST ASIAN LITERATURE FOR GRADE 8

PROCEDURE/ACTIVITY
1.Motivation

 The teacher will select five students to participate in the activity provided.
 On the Plot Pyramid, they must arrange the Exposition, Rising Action, Climax, Filling
Action, and Resolution in the correct order.
2.Presentation

 The lesson will start with a quick rundown of the five plot structure elements. Each
definition will be examined in detail.
3.Discussion

 The teacher will introduce a well-known author through his short story "Buried in
Saipan," which will be followed by a video clip of the story. The following question
will be used to analyze the story:
✔What happened to the narrator on the way to work?
✔Who do you think is to blame for the incident?
4.Application

 The class will be divided into two groups. They were tasked with inserting various
scenes from "Buried in Saipan" into the appropriate plot diagram sections. Once
both groups' responses have been completed, the activity will be generalized.
5.Evaluation

 The teacher will give the students the opportunity to write their own stories using
the five plot structure elements.

Climax

Falling Action
Rising Action

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Resolution

Exposition
 Sample Instructional Plan in Teaching
7
Literature

TEACHING PLAN IN ANGLO-AMERICAN LITERATURE FOR GRADE 9

Time Specific Learning Teaching Materials Strategies Value Valu

Fram objectives Content Integration e
e
At the end Laptop Brainstorm Appreciation Essay
3 of the The ing for how writi
hour lesson, Scarlet LCD projector language ng
s the letter By: Question- communica
students Nathanie PowerPoint present Answer tion and
should be l ation literary skills
able to: Hawthor Creative can be
1. express ne Visual Aids Writing continuously
gratitude developed
for the Bond papers as one
significant investigates
human Speaker Think, Pair, the chosen
experienc share poem
es that emphasizing
were the
highlighte importance
d and of living
shared with a
during the purppse.
discussion
or
presentati
on
2.
compare
and
contrast
informati
on heard
3. To
determine
the
meaning
of words,
use
antonyms.
4.
Compare
and
contrast

Prepared by: Maricar H.

Ramos
 Sample Instructional Plan in Teaching
8
Literature

the
featured
selections
in relation
to the
theme.

PROCEDURE/ACTIVITY
1.Motivation

 Each student will be assigned a pair, and the teacher will instruct them to closely
examine the provided image.
 Following that, the student will respond to the following questions: Who do you
remember and what life situation do you remember as you look at the drawing?
 What general observation about life does the drawing imply?
 How well does the drawing match your mental image of living a purposeful
life?
2.Presentation

 The lesson will begin with an introduction to the Fusions of Sounds and Sense that
bring each poem read to life.
3.Discussion

 The teacher will read the poem aloud. The poem will then be interpreted stanza by
stanza, with the student asked to provide the meaning. By presenting an informative
poster related to the poem's idea, the students' interpretations will be clarified
further.
 Once all stanzas have been explained, the poem will be generalized.
4.Application

 The teacher instructs the students to find a partner before engaging in the following
activity:
 Create a brief conversation with a partner about how to live a purpose-driven
life.
 Create a discussion about it between the poet/persona and yourself.
 Act out a conversation and present a written copy of the dialogue or
conversation.
5.Evaluation

 Students will write an essay in response to the following question: Do people today
share the values expressed in The Scarlet Letter?

Prepared by: Maricar H.

Ramos
 Sample Instructional Plan in Teaching
9
Literature

Teaching plan in world literature for Grade 10

Time Specific Learning Teaching Strategies Value Value

Frame objectives Content Materials Integration
3 At the end “Heroes Laptop Brainstorming Recognize Determine
hours of the in love: the Situation
lesson, four significance
students plays” Speaker Think, Pair, of various
should be by Aida Share types of
able to: Rivera LCD conflict in
1. Ford projector literature.
Recognize Creative
the various Writing
types of PowerPoint
conflict in Presentation
literature;
2.
Incorporate
literary Instructional
conflict Materials
types into
the literary
text Love in
the book of
sand by
borges;
3. Create
their own
short story
using the
conflict
types
discussed.

PROCEDURE/ACTIVITY
1.Motivation

 The teacher will ask the students about their feelings about love.
2.Presentation

 The teacher discusses the various types of conflict in literature briefly. The struggle
of opposing forces.
3.Discussion
Prepared by: Maricar H.
Ramos
 Sample Instructional Plan in Teaching
10
Literature

 The teacher divides the story Love in the Cornhusks on the TV and lets the students
guess what happens next. The student who gets the most correct guesses wins a
prize.
4.Application

 The students are assigned to groups by the teacher. Their mission is to find the
source of the conflict in the Heroes in Love.
5.Evaluation

 The teacher allows the students to determine whether the situation is internal or
external conflict. Determine the subcategory of the situation if it is external.
1. A man was apprehended raping an 18-year-old woman. He was beaten by those
who apprehended him, was imprisoned, and is currently awaiting his sentence.
2. Lian was having trouble deciding what to wear to tonight's event.
3. Von, a young boy, wishes to play outside with his friends, but the rain prevents
him from doing so.
4. Ellie and Ron were both sent to the Guidance Office after fighting during the flag
ceremony.
5. Chel can't decide whether she should save money or buy food.

TEACHING PLAN IN WORLD LITERATURE FOR GRADE 11

Tine Specific Learning Teaching Strategies Value Value

Frame objectives Content Materials Integration
At the end of “Litany” Laptop Brainstorming Recognize Creative
the lesson, by Billy the writing
students will Collins Speaker Question- significance
be able to: Answer of literary
1. Identify and LCD elements,
explain the PRROJECTO Small Groups genre, and
literary R Dynamics tradition in
elements, twentieth-
genre, and PowerPoint century
tradition presentation poetry.
present in
Billy Collins's Vocabulary
21st century Worksheet
poem, Litany.
Reflective
2. Integrate
journal slip
group tasks to
demonstrate
understanding
of the text.
Prepared by: Maricar H.
Ramos
 Sample Instructional Plan in Teaching
11
Literature

3. Use specific
literary
elements in
the creation
of individual
poems by
students on
their own
chosen topic.

PROCEDURE/ACTIVITY
1.Motivation

 The teacher will inquire about the Invocation of the Beginnings via podcast (Zefrank
1 origins retrieved from https://www.youtube.com/watch?v=RYICVwxoL. g)
 The teacher will then ask the students what they thought about the podcast they
had listened to.
 Some students will be asked to share their daily devotion or invocation with the
class.
2.Presentation

 Before beginning the discussion, the teacher will have the students complete the
vocabulary worksheet individually. They will have 10 minutes to complete the
worksheet with the correct answers.
3.Discussion

 The teacher will request that each student bring out their own copy of their poem,
Litany.
 The poem will be read aloud by the students.
 Following that, the teacher will post the guide questions while the students read
silently. The PowerPoint presentation will be used by the teacher to continue the
lecture discussion. Following the lecture, the teacher returns to the guide
questions from the second reading and allows the students to analyze the correct
answers or mistakes they made while reading.
 Students are permitted to seek clarification from teachers and provide feedback on
the discussion.
 The teacher will provide a brief discussion and examples of the 21st century poem,
as well as explain its importance in the curriculum.
4.Application

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Ramos
 Sample Instructional Plan in Teaching
12
Literature

 Students will be divided into three groups. The task will be completed by drawing
lots. The following are some activities:
 Group 1: Scenario Development. A scenario is an outline of a proposed series
of real or imagined events. The group should create a scenario based on the
speaker's point of view in the poem. Create dialogue and verses for the
characters. Make the conversations as witty and interesting as possible, and
the verses as poetic and rhythmical as possible.
 Group 2: Speech Choir is the second group. The speech choir is a type of
group oral interpretation. A speech choir, like choral singing, requires the
harmonious and rhythmical recitation of poetic verses. A dramatic speech
choir creates movements and wears costumes that reflect the poem's theme.
Making use of the poem. Litany should be prepared for a dramatic choral
interpretation by the group. Work on meaningful movement and oral
interpretation of the piece.
 Group 3: Dramatic Monologue One method of interpreting and
comprehending a selection is through oral interpretation. One such example
is a dramatic monologue. It is a lengthy speech delivered by a character to
another person. Prepare yourself for a dramatic rendition of the poem Litany.
The
5.Evaluation

 The teacher will hand out reflective journal slips to students and ask them to reflect
on what they have learned, realized, and discovered throughout the course of the
class.

Prepared by: Maricar H.

Ramos