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    Lesson Plan in 21st Century - 11 (Long Test 2)

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    rogelyn samilin
    This lesson plan is for Grade 11 students and focuses on 21st century literature from the Philippines and other parts of the world. The objectives are for students to understand and appreciate different literary genres and cultures through analysis of texts. The plan includes introducing rebus puzzles as a mental exercise, giving a long examination, having students check their answers and analyze their performance, and providing remediation or enhancement activities depending on their mastery levels. The teacher aims to create a learner-centered environment that motivates students and accommodates their different needs and backgrounds.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Lesson Plan in 21st Century - 11 (Long Test 2)

    Uploaded by

    rogelyn samilin
    89 views4 pages
    This lesson plan is for Grade 11 students and focuses on 21st century literature from the Philippines and other parts of the world. The objectives are for students to understand and appreciate different literary genres and cultures through analysis of texts. The plan includes introducing rebus puzzles as a mental exercise, giving a long examination, having students check their answers and analyze their performance, and providing remediation or enhancement activities depending on their mastery levels. The teacher aims to create a learner-centered environment that motivates students and accommodates their different needs and backgrounds.

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    North Amera 3

    Original Title

    Lesson Plan in 21st Century -11 (Long Test 2)

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    This lesson plan is for Grade 11 students and focuses on 21st century literature from the Philippines and other parts of the world. The objectives are for students to understand and appreciate different literary genres and cultures through analysis of texts. The plan includes introducing rebus puzzles as a mental exercise, giving a long examination, having students check their answers and analyze their performance, and providing remediation or enhancement activities depending on their mastery levels. The teacher aims to create a learner-centered environment that motivates students and accommodates their different needs and backgrounds.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    89 views4 pages

    Lesson Plan in 21st Century - 11 (Long Test 2)

    Uploaded by

    rogelyn samilin
    This lesson plan is for Grade 11 students and focuses on 21st century literature from the Philippines and other parts of the world. The objectives are for students to understand and appreciate different literary genres and cultures through analysis of texts. The plan includes introducing rebus puzzles as a mental exercise, giving a long examination, having students check their answers and analyze their performance, and providing remediation or enhancement activities depending on their mastery levels. The teacher aims to create a learner-centered environment that motivates students and accommodates their different needs and backgrounds.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Grades 11 & School Aurelio Arago MNHS Grade 11

    12 Level
    Teacher Maureen Joy A. Gutierrez Learning 21st Century
    Daily Area Literature
    Lesson Plan from the
    Philippines
    and the World
    Teaching Quarter Quarter 2
    Date and 12/15/2022 Chardonnay
    Teaching (1:00-3:00)
    Time Magnate

    Andromeda

    Cassiopeia

    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)
    ----------------------------------------------------------------------------------------
    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.
    -----------------------------------------------------------------------------------------
    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 do it online, a hard 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.
    ----------------------------------------------------------------------------------------
    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 the MIND EXERCISE: REBUS PUZZLES


    lesson or The teacher will ask the students to answer first the following activity as
    reviewing the part of their mental exercise to prepare them for the long examination.
    lesson

    C. Establishing a WHAT IS REBUS PUZZLE???


    purpose for a The teacher will explain: A REBUS is a picture representation of a name,
    lesson work, or phrase.

    D. Presenting new PLEASE FOLLOW!


    lesson The teacher will give clear directions to the students regarding their
    second long examination.
    E. Discussing new EXAMINATION PROPER
    concepts and The learners will answer the 50 item test.
    practicing skills
    #1
    F. Discussing new
    concepts and
    practicing skills
    #2
    G. Developing KEY TO CORRECTION!
    mastery leads to The teacher will let the students check their answers in the long
    formative examination.
    assessment .
    H. Finding practical BE AN ANALYST!
    applications of The teacher will ask the students to item analyze their papers.
    the concepts and
    skills in daily
    living.
    I. Making LET’S GO FURTHER
    generalizations The teacher will discuss the low mastery competencies of the students.
    and abstractions
    about the lesson
    J. Evaluate learning TIME TO HEAL!
    The teacher will give remediation to the students if needed; otherwise an
    enhancement activity

    -----------------------------------------------------------------------------------------
    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.
    -----------------------------------------------------------------------------------------
    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.
    -----------------------------------------------------------------------------------------
    -----------------
    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: __________________

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