GRADE 11 - Senior High
School Lesson Plans
Week Session Summary:
I. OBJECTIVES
II. CONTENT
III. CONTENT STANDARD
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School Cabatuan National
Comprehensive High School
Teacher
Teaching Dates and Time
Session 1
By the end of the lesson the
students should have…
- defined unfamiliar words
found in the texts
- presented their different
ideas and views about
the poems they interpreted
- write personal insights
through a reflective
paragraph
Piercing : applying
perspectives to the criticism
of poetry
The learner understands the
principles and uses of a
reaction paper/ review/
critique
J.D. Phoebus J. Aguas
Week 6
Session 2
By the end of the lesson
the students should have…
- defined unfamiliar words
found in the texts
- expanded the ideas
written in their reflective
paragraph
- written an introduction
and conclusion to their
reaction paper
Pieces to Fit: Combining
Creative Introductions, and
Endings
The learner understands
the principles and uses of
a reaction paper/ review/
critique
Grade Level 11
Learning Area
Quarter
Session 3
By the end of the lesson
the students should have…
- defined unfamiliar words
found in the texts
- used questions and
transitional words in
making a body for a
reaction paper.
- written a body of ideas
with different points in
defending or disagreeing
with the subject they
have chosen
Pieces to Fit: Writing a
Reaction Paper, Making a
body of ideas for your
reaction paper
The learner understands
the principles and uses of
a reaction paper/ review/
critique
EAPP
1
Session 4
By the end of the lesson
the students should have…
- defined unfamiliar words
found in the texts
- edited their own work by
applying the rules of
grammar given by the
teacher.
- written a final draft of
their reaction paper
wo - contextualized the
words they defined
into meaningful
sentences
Puzzle Solved: How to edit
and combine your reaction
paper
The learner understands
the principles and uses of
a reaction paper/ review/
critique
 IV. PERFORMANCE The learner produces an
STANDARD objective assessment of an
event, a person, a place or a
thing.
writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a religious
or community festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on a
set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
V. PROCEDURES Engage
The teacher is going to recall
previous week’s lesson and
will ask the students to give
their personal reaction to
their experience.
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The learner produces an
objective assessment of an
event, a person, a place or
a thing.
writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a
religious or community
festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on
a set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
Engage
Recalling of the lessons on
creative introductions and
endings; it will then
related to writing catchy
introductions.
The learner produces an
objective assessment of an
event, a person, a place or
a thing.
writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a
religious or community
festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on
a set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
Engage
The teacher will give an
example of a disorganized
reaction written in
paragraph form. He will
then ask questions about
it.
The learner produces an
objective assessment of an
event, a person, a place or
a thing.
writes a comprehensive
review /reaction paper
 Performance Arts, Play,
Dance, Sports, etc.
 Film
 Participation in a religious
or community festival
 Art Exhibit
critiques designs such as
industrial design objects or
craft objects, furniture,
fashion designs based on a
set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
other media
Engage
These questions will be
given to the students:
- What do you do when
you know you are wrong?
- How do you know you
are wrong?
 Explore
Given the different angles in
which you have learned the
various ways of
understanding a text it is
time for you to experiment
on different genres.
Would the understanding be
different if you have
particular genres to
interpret?
Explain
The teacher is going to give
two different poems with
clear genres and challenge
the students to use different
angles of understanding if
they could come up with
different interpretations.
The procedures and guide
questions from last week’s
lessons on the different
angles of understanding.
Their interpretation on this
will be in the form of a
reflective paragraph.
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Explore
Knowing that sometimes
the most difficult part in
writing is starting it, it is
now time to apply such
techniques you have
learned in the beginning of
the lessons on writing a
reaction paper.
What were the different
ways of introducing an
idea based on your
previous lesson?
Explain
There will be a recall of the
lesson on Creative
Introductions.
The teacher will emphasize
that the real purpose of
the lesson of the first week
is to prepare them for
writing a good
introduction for their
reaction paper.
This introduction will be
attached to the reflective
paragraph they wrote.
Explore
Questions will be asked in
order to lead the students
to the topic of the lesson:
- What mistakes could see
in the organization of
ideas?
- What could be done in
order to make it better?
Explain
Organization of ideas
usually comes from writing
an effective introduction.
The teacher will then recall
the example given in
creative introductions on
how an introductory
statement is used in
planning the content of
the paragraph.
Organization could also
come from focusing on
certain words and similar
ideas that you came up
with as you went through
with the interpretations
you made in using the
different angles.
Explore
Questions about the lesson
will be asked to give hints
about correction and
grammar.
- What are the common
mistakes done in writing?
- What are the things to
consider when you are
reacting to a topic?
Explain
The teacher is going to give
standards in making a
reaction paper by giving an
example, putting it side by
side another erroneous
paper in order to make a
comparison.
The teacher will note that
the grammatical errors
committed should be
corrected and that it
should be remembered in
all endeavors in writing.
The teacher will also ask
the students to experiment
in developing their style.
 Elaborate
Questions will be asked for
the students to reflect:
- What do you think of the
poem personally?
- Are there experiences that
you can relate with what
you have just understood?
VI. EVALUATION Formative Assessment
Writing a Reflective
paragraph stating insights
learned and opinions about
their interpretation.
VI. REMARKS
VII. RELFECTION
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Elaborate
Questions will be asked for
the students to reflect:
- How would this lesson
help you in writing other
topics in different
subjects in senior high
school?
- Could you cite some
instances where you can
use it?
Formative Assessment
Writing a Creative
Introduction for their
reflective paragraph.
Elaborate
Questions will be asked for
the students to reflect:
- Has the lesson helped
you in organizing ideas
in writing?
- What could you suggest
to improve organizational
techniques?
Formative Assessment
Writing an organized body
of information for their
reflective paragraphs using
their Introduction and
different angles of
understanding.
Elaborate
Questions will be asked for
the students to reflect:
- Do you find it hard to
accept corrections?
- Having experienced
corrections in your
work, what do you think
is its final purpose?
Formative Assessment
Noting down corrections
and editing their own work
with and without the
teacher’s guidance.