Teaching English in The K To 12

Teaching English in the K to 12
1. 1. Teaching English in the K to 12 Dr. Carlo Magno crlmgn@yahoo.com

2. 2. Question • How is the teaching of English different in the K to 12 as compared in the
previous curriculum (RBEC)?
3. 3. Objectives • Be familiarized with the Curricular Framework in teaching English in the K to
12 • Plan students activities integrating language skills found in the English Language
curriculum guide
4. 4. English Language Curriculum Philosophy Guiding Principles Needs of the Learners
Outcomes Curriculum Framework Assessment
5. 5. Philosophy • Language is the basis of all communication and the primary instrument of
thought. • Thinking, learning, and language are interrelated. • Language is governed by rules
and systems (language conventions) which are used to explore and communicate meaning.
6. 6. Philosophy • It defines culture which is essential in understanding: – oneself (personal
identity) – forming interpersonal relationships (socialization) – extending experiences –
reflecting on thought and action – contributing to a better society • Language, therefore, is
central to the peoples’ intellectual, social and emotional development and has an essential
role in all key learning areas. • Proficiency in the language enables people to access,
process and keep abreast of information, to engage with the wider and more diverse
communities.
7. 7. Guiding Principles • 1. All languages are interrelated and interdependent. • 2. Language
acquisition and learning is an active process that begins at birth and continues throughout
life. • 3. Learning requires meaning.
8. 8. Guiding Principles • 4. Learners learn about language and how to use it effectively through
their engagement with and study of texts. • 5. Successful language learning involves viewing,
listening, speaking, reading and writing activities. • 6. Language learning involves
recognizing, accepting, valuing and building on students’ existing language competence,
including the use of non-standard forms of the language, and extending the range of
language available to students.
9. 9. Principles of teaching Language • 1. Develops thinking and language through interactive
learning; • 2. Develops communicative competence and critical literacy; • 3. Draws on
literature in order to develop students’ understanding of their literary heritage; • 4. Draws on
informational texts and multimedia in order to build academic vocabulary and strong content
knowledge; • 5. Develops students’ oral language and literacy through appropriately
challenging learning;
10. 10. Principles of teaching Language • 6. Emphasizes writing arguments,
explanatory/informative texts and narratives; • 7. Provides explicit skill instruction in reading
and writing; • 8. Builds on the language, experiences, knowledge and interests that students
bring to school; • 9. Nurtures students’ sense of their common ground in using language/s for
communication as present or future global citizens to prepare them to participate in school
and in civic life, and; • 10. Assesses and reflects the students’ ability to interpret and/or
communicate in the target language.
11. 11. Needs of the Learners • Generation Z (Digital Natives) • Born with complete technology •
They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous
Internet. • They do not know life without technology • They can email, text and use
computers without any problems • Can understand and master advancement in technology •
Social media platforms are a way to communicate with the outside world • They are not
bothered about privacy and are willing to share intimate details about themselves with
complete strangers • They have virtual friends and for them hanging out with friends means
talking to them over the cell phones, emails and text messages • Considered to be creative
and collaborative and will have a significant impact on the way companies work when they
join the workforce
12. 12. OUTCOMES • The ultimate goal of the Language Arts and Multiliteracies Curriculum is to
produce graduates who apply the language conventions, principles, strategies and skills in: •
(1) interacting with others, • (2) understanding and learning other content areas, and • (3)
fending for themselves in whatever field of endeavour they may engage in.
13. 13. OUTCOMES • 1. Communicative Competence • Synthesis of knowledge of basic
grammatical principles, knowledge of how language is used in social settings to perform
communicative functions, and how knowledge of utterances and communicative functions
can be combined according to the principles of discourse. • Grammatical/Linguistic
Competence : Phonological rules, morphological words, syntactic rules, semantic rules and
lexical items. • Sociolinguistic Competence: Pragmatic aspect of various speech acts,
namely, the cultural values, norms, and other socio-cultural conventions in social contexts
where the topic of discourse, the participant’s social status, sex, age, and other factors which
influence styles and registers of speech. • Discourse Competence: Knowledge of rules
regarding the cohesion (grammatical links) and coherence (appropriate combination of
communicative actions) of various types of discourse (oral and written). • Strategic
Competence: To DO with the knowledge of verbal and non-verbal strategies to compensate
for breakdown such as self-correction and at the same time to enhance the effectiveness of
communication such as recognizing discourse structure, activating background knowledge,
contextual guessing, and tolerating ambiguity.
14. 14. OUTCOMES • 2. Multiliteracies • Traditional literacy practices using texts as well as new
literacy practices using texts of popular culture such as films. • Social literacy encompasses
how we communicate and exchange meaning in our society while professional literacy links
with the notion of literacy for school of the workplace. • The curriculum aims to help learners
acquire highly-developed literacy skills that enable them to understand that English language
is the most widely used medium of communication in Trade and the Arts, Sciences,
Mathematics, and in world economy. • The curriculum aims to help learners understand that
English language is a dynamic social process which responds to and reflects changing social
conditions, and that English is inextricably involved with values, beliefs and ways of thinking
about ourselves and the world we dwell in. • Through multi-literacy skills, learners will be
able to appreciate and be sensitive to sociocultural diversity and understand that the
meaning of any form of communication depends on context, purpose and audience.
15. 15. Framework of the Curriculum • Component 1 illustrates learning processes that will effect
acquisition and learning of the language. It explains the HOW of language learning and
therefore serves as guiding principles for language teaching. • a. Spiral Progression – Skills,
grammatical items, structures and various types of texts will be taught, revised and revisited
at increasing levels of difficulty and sophistication. This will allow students to progress from
the foundational level to higher levels of language use.
16. 16. Framework of the Curriculum • b. Interaction • Language learning will be situated in the
context of communication (oral and written). Activities that simulate real-life situations of
varying language demands (purposes, topics, and audiences). • c. Integration • The areas of
language learning – the receptive skills, the productive skills, and grammar and vocabulary
will be taught in an integrated way • Use of relevant print and non-print resources • Provide
multiple perspectives and meaningful connections. • Integration may come in different types
either implicitly or explicitly (skills, content, theme, topic, and values integration).
17. 17. Framework of the Curriculum • e. Contextualization • Learning tasks and activities will be
designed for learners to acquire the language in authentic and meaningful contexts of use. •
f. Construction • Learning tasks and activities are designed for learners to reflect and
respond to ideas and information. • Learners will be provided with sufficient scaffolding so
that they will be able to reach their full cognitive, affective, and psychomotor potentials •
Become independent learners who are good consumers and constructors of meaning.
18. 18. Framework of the Curriculum • Component 2 describes knowledge and skill areas which
are essential to effective language use (understanding of cultures, understanding language,
processes and strategies) which will be developed through language arts (macro-skills).
19. 19. Framework of the Curriculum • a. UNDERSTANDING CULTURES • Learning language
through text types and literary appreciation exposes learners to different cultures of the
world, including one’s culture. • Learners develop sociolinguistic and sociocultural
understandings and apply them to their use of the language (Mother Tongue, Filipino, and
English). • Language is a complex social practice that reflects and reinforces shared
understandings about appropriate actions, values, beliefs and attitudes within a community.
20. 20. Framework of the Curriculum • b. UNDERSTANDING LANGUAGE • Learners apply their
knowledge of the system of the language to assist them to make meaning and to create
meaning. • They come to recognize the patterns and rules of the language which emerge as
they interact with a plethora of texts (literary and informational) to make meaning. • Learners
apply linguistic knowledge and understanding to create their own spoken, written and visual
texts. • Differences in language systems are expressed in a variety of ways: for example, in
grammatical differentiations, variations in word order, word selection, or general stylistic
variations in texts. • By comparing the system of the language with the systems of other
languages, students understand that each language is different, but has identifiable patterns
within its own system.
21. 21. Framework of the Curriculum • c. PROCESS AND STRATEGIES • Learners apply
different language strategies, depending on their purpose, context and audience. • They use
language as a way of coming to grips with new ideas, resolving difficulties or solving
problems. • They use strategies such as brainstorming and discussion as a way of
developing ideas. • They clarify what they need to know when seeking information for
particular purposes. • They use key-word searches and their understanding of the
conventions of informational texts such as tables of contents, headings, indexes, forewords
and glossaries as aids in locating information. • They treat information and ideas critically
and evaluate information in terms of its reliability and currency. • They make notes and
graphic representations of information and combine information from different sources into a
coherent whole by summarizing, comparing and synthesizing.
22. 22. Framework of the Curriculum • Component 3 shows the interdependence and
interrelationships of the macro-skills of the language (listening, speaking and viewing;
reading, viewing and responding; writing and representing) and the development of thinking
skills (critical thinking, creative thinking and metacognition) allowing students to make
meaning through language.
23. 23. Framework of the Curriculum
24. 24. Framework of the Curriculum • 1. The K-12 languages curriculum ensures that processes
and products of learning actively foster and contribute to the achievement of the basic
education program goals. • 2. Competencies are spiraled across the curriculum and year
levels. Upper level courses will focus on writing, comprehension and study strategies. • 3.
Content includes print and electronic texts that are age, context and culture appropriate.
25. 25. Framework of the Curriculum • Component 4 explains the holistic assessment of the
Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to
students, teachers, school administrators, and curriculum developers.
26. 26. Framework of the Curriculum • Holistic assessment should be effectively used to support
the holistic development of our pupils. • Holistic assessment refers to the ongoing gathering
of information on different facets of a child from various sources, with the aim of providing
qualitative and quantitative feedback to support and guide the child's development. • Holistic
assessment informs our teachers of their teaching practices and guides them in the design
and delivery of student learning. • It will also enable parents to support their children's
development and growth.
27. 27. Framework of the Curriculum • a. Proximity to actual language use and performance •
Assessment procedures should be based on activities that have authentic communicative
function rather than ones with little or no intrinsic communicative value. • b. A holistic view of
language • Assessment procedures are based on the notion that the interrelationships
among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. Also the four skills of language-listening, speaking,
reading, and writing-are seen to be parts of a structurally integrated whole.
28. 28. Framework of the Curriculum • c. An integrative view of learning • Assessment attempts
to capture the learner’s total array of skills and abilities. These dimensions include not only
processes such as acquiring and integrating knowledge, extending and refining knowledge,
and using knowledge meaningfully, but also issues such as varying student attitudes towards
learning. • d. Developmental appropriateness • Assessment procedures set expectations that
are appropriate within the cognitive, social, and academic development of the learner. • This
characteristic of assessment makes it particularly valuable for second language learners who
come from culturally diverse backgrounds and who may have atypical educational
experiences.
29. 29. Framework of the Curriculum • e. Multiple referencing • Assessment entails obtaining
information about the learner from numerous sources and through various means. • For
students, assessment should allow them to see their own accomplishments in terms that
they understand and, consequently, allows them to assume responsibility for their learning. •
For teachers, the primary advantage of assessment is that it provides data on their students
and their classroom for educational decision-making.
30. 30. Grade 5 Skills Learning Competencies Students’ Activity Assessment Day s Listening
Comprehensio n Reading Comprehensio n Identify signal words from text heard Identify
main idea, key sentences and supporting details of a given paragraph  Pupils will listen to a
selection read by the teacher and they will identify the signals words.  The teacher
distributes printed copies of the story that she read and let the pupils identify the main idea,
key sentence and supporting details. WW WW 3 Listening Comprehensio n Oral Language
Identify informational text- types Give precise information on a given topic Ask questions to
check understanding of information presented  The teacher will provide several text and the
students will identify the type.  The teacher reads an informational text and asks questions
about the text read.  The teacher presents a certain topic then, the pupils give precise
information about it. WW PT WW 2
Design principles……..:#3
The committee has come to a sobering conclusion: given what is now known about
human learning, transformation of advanced study is imperative. Accordingly, the
committee presents in this report a framework and a set of guidelines for assessing
and designing advanced study. This framework was constructed on the basis of
current knowledge about how people learn and about the nature of subject matter
expertise. Advanced study programs that are aligned with this framework and the
attendant principles will foster deep, robust conceptual understanding. They also
will make such deep learning accessible to a broader range of students, because the
principles of learning and of program design set forth here (1) recognize multiple
ways of thinking and (2) support a wide range of perspectives and practices in the
school curriculum. The complex, authentic, multidimensional learning opportunities
that could be designed following the committee’s model could make it possible for
all children to discover and use their unique strengths to engage in learning at a
deep conceptual level.
#4Humans are motivated to learn and to develop competence (Stipek, 1998; White,
1959). Motivation can be extrinsic (performance oriented), for example to get a
good grade on a test or to be accepted by a good college, or intrinsic (learning
oriented), for example to satisfy curiosity or to master challenging material.
Regardless of the source, learners’ level of motivation strongly affects their
willingness to persist in the face of difficulty. Intrinsic motivation is enhanced when
learning tasks are perceived as being interesting and personally meaningful and are
presented at the proper level of difficulty. A task that is too difficult can create
frustration; one that is too easy can lead to boredom.
DETAILED LESSON PLAN (DLP)
GRADE 11
Oral Communication in Context
Week 7 Time Frame: 2 hrs.
Sections: SMAW 3
Date: July 27, 2016
CONTENT STANDARD:
The learners recognize that communicative competence requires understanding of speech context, speech style,
speech act and communicative strategy.
PERFORMANCESTANDARD:
The learners demonstrate effective use of communicative strategy in a variety of speech situations.
LEARNING COMPETENCIES:
1. The learner identifies the various types of speech context. (EN11/12OC-Ifj-15)
2. 2. Exhibits appropriate verbal and non-verbal behavior in a given speech context(
I. OBJECTIVES
At the end of the lesson, the learners are expected to:
1. differentiate types of speech contexts;
2. explain the importance of effective communication skills; and
3. practice effective interpersonal and intrapersonal skills.
II. SUBJECT MATTER
Topic: Speech Context and Style
Materials:
Resources/References: Balgos & Sepacio. 2016. Oral Communication in Context for Senior High School, C &
E Publishing Inc., pp.3-34.
Codes:
III. PROCEDURES
A. PRELIMINARY ACTIVITIES
1. Daily Routine (5minutes)
2. Recapitulation
• The students will be divided into three groups.
• Each group will make a jingle on the types of speech context.
• The group will just be given 10 minutes preparation and 2 minutes to present it.
3. Lesson Proper
• Public- this type refers to communication that requires you to deliver or send the message before or in front
of the group. Message can be informational or persuasive purposes. (You deliver graduation speech to your
batch; You participate in a declamation, oratorical or debate contest watched by a number of people).
• Mass Communication- this refers to communication that takes place through television, radio, newspapers,
magazines, books, billboards, internet and other types of media. (You are a student journalist articulating your
stand on a current issue through the school newspaper.)
Activity:
Identify and discuss the differences among the types of speech contexts using the graphic organizers below.
Type Description Examples
Intrapersonal Self as the sender-receiver of
message 1. Journaling
2. Self-talking
3. Thinking
Interpersonal: Dyad Communication that occurs
between two people 1. Talking with/to a friend
2. Giving an order to a restaurant crew/staff
3. One-on-one meeting with anyone
Interpersonal: Small
group Communication that involves
three or more people 1. Group meeting in class
2. Meeting with other members/officers of
the organization
3. Teaching small groups
Public Communication Message that is delivered before
the public 1. Giving public announcements
2. Delivering any type of public speeches
3. Doing the role of a master of ceremonies or
hosting an event/program
Types of Speech Style
The context dictates and affects the way people communicate, which results in various speech styles.
According to Joos (1968), there are five speech styles. These are (1) intimate, (2) casual, (3) consultative, (4)
formal, and (5) frozen. Each style dictates what appropriate language or vocabulary should be used or
observed.
1. Intimate – This style is private, which occurs between or among close family members or individuals. The
language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular language are used.
3. Consultative – This style is the standard one. Professional or mutually acceptable language is a must in this
style. Examples of situations are communication between teachers and students, employers and employees,
doctor and patient, judge and lawyer, or President and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style, this is one-way. Examples are
sermons by priests and ministers, State of the Nation Address of the President, formal speeches, or
pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in ceremonies. Common
examples are the Preamble to the Constitution, Lord’s Prayer, and Allegiance to country or flag.
Activity:
Identify the type of speech style appropriate for the following situations. Write your answer before the
number.
1. talking to a counselor or psychiatrist (consultative)
2. giving last-minute instructions to players (consultative)
3. delivering campaign speeches (formal)
4. delivering a speech at the UN Summit (formal)
5. delivering news reports (formal)
6. talking and laughing about memorable experiences (casual)
7. communicating while playing sports (casual)
8. having a one-on-one conversation with a loved one (intimate)
9. delivering an oratorical speech (formal)
10. leading a prayer before meal (frozen)
11. reading school policies (frozen)
12. talking to a superior (consultative)
13. reading pledge of allegiance to the flag (frozen)
14. talking to a stranger (casual)
15. inquiring at a hotel (consultative)
IV. ASSIGNMENT (5 minutes)
Write in bullet points why appropriate language should be observed in using a particular speech style. Use the
space below.
V. REMARKS
o This lesson is just a continuation of the previous lesson.
VI. REFLECTION
SMAW III
A. No.of learners who earned 80% on the formative assessment
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
SST-III
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Senior high school lessons

July 27, 2016 ·
Oral Communication in Context

Sections: SMAW 3
Date: July 25, 2016
CONTENT STANDARD:
The learners value the functions/ purposes of oral communication.
The learners write a 250-word essay of one’s objective observation and evaluation of the various speakers
watched and listened to.
The learners identify the various types of speech context.
I. OBJECTIVES
1. differentiate types of speech contexts;
2. explain the importance of effective communication skills; and
3. practice effective interpersonal and intrapersonal skills.
II. SUBJECT MATTER
Topic: Speech Context and Style
Materials:
Resources/References: Balgos & Sepacio. 2016. Oral Communication in Context for Senior High School, C &
E Publishing Inc., pp.3-34.
Codes:
III. PROCEDURES
Activity (Group Activity)
Scene 1: Someone making an announcement to the public.
Scene 2: Two small groups of people discussing something separately.
Scene 3: One person talking to himself.
Scene 4: Two people speaking with each other on the phone.
Scene 5: A reporter appearing live on screen.
• Weave the scenes together into a story. You are free to interchange the order of the scenes.
• Act out your story and preset it to the class within five minutes.
Analysis (Self-Audit)
o Identify the column that determines how often you practice what the statements say. Do this as objectively as
possible. Bear in Mind that there are no wrong answers.
Usually Sometimes Seldom Never
1. I am aware of the types of speech contexts.
2. I can differentiate the types of speech contexts.
3. I can explain the importance of effective communication in a specific context.
4. I recognize that competence in communication requires an understanding of speech contexts.
5. I exhibit appropriate verbal and non- verbal behavior in a given speech context.
6. I am aware that there different speech styles.
7. I can differentiate the types of speech styles.
8. I can identify the type of speech style someone is using.
9. I adjust my speech style depending on the context of the situation.
10. I know that using the appropriate speech style is a key to successful communication.
Total
Grand Total
/90
Scoring
Usually- 3 points
Sometimes- 2 points
Seldom- 1 point
Never- 0 Score Level of Proficiency
28-30 Advanced
25-27 Proficient
23-24 Approaching Proficiency
21-22 Beginning
* With the same group, discuss in three minutes what information can be contained in each of the following
types of communication. Fill in each box with the information needed.
Communication with self
Communication between two persons
Communication in a small group
Communication to the public
Abstraction
Types of Speech Context
1. Intrapersonal- This refers to communication that centers on the person where the speaker acts both as the
sender and receiver of message. The message is made up of your thoughts and feelings. The channel is your
brain, which process what you are thinking or feeling. There is feedback in the sense that as you talk to
yourself.
2. Interpersonal- This refers to communication between and among people and establishes personal
relationship between and among them.
Types of Interpersonal Context
Dyad communication- communication that occurs between two people.
Small Group- refers to communication that involves at least three but not more than twelve people engaging in
a face-to –face interaction.
Application
Identify the speech context used in the following situation:
1. You spent the night thinking and analyzing why a student from the other class talked to you on the way
home and you decided it probably meant nothing. (Intrapersonal)
2. You felt happy while thinking about how your teacher appreciated you for submitting your project before
the due date and you reflected why this was so. (Intrapersonal)
3. You offered feedback on the speech performance of your classmate. (Dyad)
4. You provided comfort to a friend who was feeling down. (Dyad)
5. You are participating in an organizational meeting which aims to address the concerns of your fellow
students. (Small Group)
Have an advance study on the other types of speech context.
* Public
* Mass Communication
V. REMARKS
o The students were able to perform the different types of speech context; however, they were not able to use
English fluently as the medium of presentation.
VI. REFLECTION
SMAW III
A. No.of learners who earned 80% on the formative assessment 23
B. No.of learners who require additional activities for remediation 0
C. Did the remedial lessons work? No.of learners who have caught up with the lesson. N/A
D. No.of learners who continue to require remediation N/A
E. Which of my teaching strategies worked well? Why did these work? Discovery approach
F. What difficulties did I encounter which my principal or supervisor can help me solve? None
G. What innovation or localized materials did I use/discover which I wish to share with other teachers? The
use of present situation (e.g. SONA of Pres. Duterte)
Prepared by:
SST-III
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July 26, 2016 ·
21st Century Literature from the Philippines and the World
Sections: SMAW 3, FABS, SMAW 1 & SMAW 2
Date: July 25, 2016 & July 26, 2016
CONTENT STANDARD:
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine
literature from the regions.
PERFORMANCE STANDARD:
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature
from the regions through:
1. 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; and
2. an adaptation of a text into other creative forms using multimedia.
The learners differentiate/compare and contrast the various 21st century literary genres and the ones from the
earlier genres/periods citing their elements, structures and traditions (EN12Lit-Id-25)
I. OBJECTIVES
1. differentiate/compare and contrast the various 21st century literary genres and the ones from the earlier
genres/periods citing their elements, structures and traditions;
2. contrast the said elements and conventions with Philippine essays from earlier periods.
3.
II. SUBJECT MATTER
Topic: Five Brothers, One Mother
Materials: copy of the essay, metacards, audio material, lyrics of the song
Resources/References: Compass 21st Century Literature from the Phil and the World
Codes: (EN12Lit-Id-25)
III. PROCEDURES
2. Motivation: Small House (5 minutes)
a. The students will listen to the song Small House by Michelle Featherstone
b. They will take note of the important ideas from the song.
Process Questions: (30 minutes) (Initial activity for the essay is included).
1. What do you think is the message of the song? (Recitation)
2. What can you say about home as it being described in the song? (semantic web)
4. In your own understanding, what is meant by home? (concept map)
3. What can you say about the home you have right now? (Individual participation)
4. What is your dream house? (Individual Participation)
B. LESSON PROPER
1. Activity: Collaborative Learning Group Presentation
The students will be grouped into four.
Each group will receive a metacard containing the tasks they must accomplish.
Copy of the essay, Five Brothers One mother by Exie Abola will be given also to each group.
Duration: essay reading and discussion (15 minutes)
Group activity (20 minutes)
Tasks
• G1- Venn Diagram
• G2- Comparison Chart
• G3- Outline
• G4- Illustration
• G5- Tableau
Group Presentation (20 minutes)
The group will be given a maximum of 5 minutes to present their output.
They will be graded based on the following
Presentation 30
Creativity 10
Teamwork 10
Relevance 20
Total 70
Teacher will elaborate and discuss the presentation of the students (20 minutes)
Students will post a blog or on their FB wall an answer to:
a. What defines home to you?
b) If you need to leave where you were staying now, what would you do to make yourself at home?
c) How do you see your home thirty years from now?
V. REMARKS
SMAW 1- The lesson was not carried out since only one hour is given to them. (Unexpected Situation) (Group
Activity does not begin yet.)
SMAW III - The lesson was carried out.
FABS – The lesson was not carried out since few minutes were given an emphasis for advisory/students matter
(Group Activity Continuation)
VI. REFLECTION
SMAW I SMAW II SMAW III FABS
21 Likes4 Comments

July 26, 2016 ·
DETAILED LESSON PLAN (DLP)

GRADE 11
21st Century Literature From the Philippines and the World
Sections: SMAW 3, FABS, SMAW 1, SMAW 2
Date: July 26 & 27, 2016
CONTENT STANDARD:
The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine
literature from the regions.
The learner will be able to demonstrate understanding and appreciation of 21st Century Philippine literature
from the regions through:
genres/periods citing their elements, structures and traditions (EN12Lit-Id-25)
I. OBJECTIVES
genres/periods citing their elements, structures and traditions;
2. value effective communication and its various elements through collaborative exploration and presentation;
and
3. contextualize communication process using schema.
II. SUBJECT MATTER
Topic:Five Brothers, One Mother
Materials: COPY OF THE ESSAY, visual aids.
Resources/References: Compass 21st Century literature from the Philippines and the World..pp.50-57
Codes:
(EN12Lit-Id-25)
III. PROCEDURES
PRELIMINARY ACTIVITIES
1. Daily Routine (5 minutes)
2. Recapitulation (10 minutes)
* Students will be grouped into four
* Each group will make a short jingle about the lesson that was discussed last meeting.
* 5 minutes will be given for them to prepare for the presentation
* Maximum of two minutes will be allotted for presentation.
Lesson Proper
Abstraction
1. Description- an account of a person, object, or event that enables the reader to get a clear picture of what is
being described.
2. Narration- is the act of telling the story.
3. Anecdotes- are short stories based on true accounts.
4. Characteristics- mental and moral qualities that make someone distinctive.
5. Dialogue- are conversations found in written works such as books, plays or films.
6. Insight- is the capacity to gain a deep understanding about something.
7. Discussion of the essay and the authors life and techniques as well as the comparison between 21st century
literary genres and the earlier genres.
Application
What defines home to you? If you needed to leave where you were staying now, what would you do to make
yourself at home” wherever you were staying? Write your essay in five paragraphs, using techniques picked up
from Exie Abola’s article.
Make a reflection on the following statements:
* Basic elements of the essay and how these helped evolve creative nonfiction.
* How important is home in the society?
V. REMARKS
The lesson is just a continuation of the previous lesson.
VI. REFLECTION
SMAW 1 SMAW 2 SMAW 3 FABS
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July 15, 2016 ·
Detailed Lesson Plan in 21st Century Literature from the Philippines and the World
Week 3 Competency 3
Section FABS, SMAW 1 and SMAW 3 Time Frame 2 hours
Date:July 18, 2016
Content Standard
The learner will be able to understand and appreciate the elements and contexts of 21st century
Performance Standard
The learner will be able to demonstrate understanding and appreciation of 21st Century
Learning Competency
The learners value the contributions of local writers to the development of regional literary traditions EN12Lit-
Ic-23
I- OBJECTIVES
At the end of the lesson, the students are expected to:
1. read and comprehend the essay :Home of the Ashfall by John Jack Wigley;
2. identify the problems encountered in the essay and;
3. value the contributions of local writers to the development of regional literary traditions.
II- SUBJECT MATTER
Topic Examining essay, its Techniques in response to a particular context.
Materials colored paper,essay(Home of the Ashfall), pentelpen,manila paper
References Compass 21st Century Literature from the Phil and the World,pp.12-18
Code EN12Lit-Ic-23
III- PROCEDURES
A. Daily Routine
1. Prayer
2. Greetings
3. Putting the class in order
4. Checking of Attendance
5. Recall
B. Motivation
Title: Colored Cards
Time Frame: 15 minutes
Instructions:
1. The teacher will distribute colored cards to the students.
2. Each of them will write on the card given to them the most shocking phenomenon they had experienced and
write a short description about it.
3. The student will post the card on the wall
4. Some will ask to share their output.
Process Questions
1. How did you overcome those phenomena?
2. Are you still in shock or did you already move on from those?
3. What have you learned from those experiences?
C. LESSON PROPER
TITLE Activity Graffiti Wall/Gallery Walk
Class Grade 11 SHS
Duration 60 minutes (including the presentation)
Number of required participants maximum of ten members
Objectives of the collaborative learning 1. Read the essay Home of the Ashfall by John Jack Wigley
(Pampanga).
2. Discuss and identify the problems encountered in the essay.
3. Respond critically to the essay by answering the questions.
4.Value the contributions of the local writers to the development of regional literary traditions.
Procedures 1. Divide the class into 4-5 groups and give each group manila paper and markers.
2. Assign each group a different chunck of learning to summarize in graffiti through metacards.
3. When groups have finished, display all the posters side by side along the wall of the classroom.
4. Then the groups do a "gallery walk" to view and dicuss what they see in the graffiti wall.
Expected Outcomes The learners will be able to examine the essay critically and respond to it.
Rubrics for group presentation Category 4 3 2 1
Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but
might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal
was lacking. Student does not seem at all prepared to present.
Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good
understanding of parts of the topic. Does not seem to understand the topic very well.
Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most (
94-85%) of the time. Mispronounces no more than one word Often mumbles or can not be understood OR
mispronounces more than one word.
Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is
loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard
by all audience members at least 80% of the time. Volume often too soft to be heard by all audience members.
Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with
everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in
the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or
does not look at people during the presentation.
2. Analysis (Individual Activity)

Respond critically to the following questions and worksheets to process the selection.
1. The author is a native of
a. Metro Manila b. Dau, Pampanga
c. San Fernando Pampanga d. Angeles, Pampanga
2. The author thought that the volcano that would most likely erupt would be
a. Mayon c. Pinatubo
b. Halcon d. Arayat
3. The author was initially, ______ at the sight of the white- covered sorroundings
a. scared c. curious
b. overjoyed d. angry
4. At the river, the author's legs shock because
a. he was tired from the trip
b. he was so thrilled to be home
c. he was saddened by the appearance of the town
d. he was shocked at the devastation.
5. The author felt embarrassed at being carried because
a. he thought the barker thought he ws a sissy.
b. he thought he ws being mocked for his weight
c. he thought that he could cross the river himself
d. he thought that he would fall off.
6. Discuss what the author means by this line: "But not the poor;they are like fungi. They don't die. They
morph after a catasptrophe.
7. What effect does Wigley's humurous tone have on the essay? Imagine yourself in the situations being
described. Would you be able to see the humor there?
8. Would a more serious tone have added more meaning to the story? Why or why not? Defend your answer.
IV- ASSIGNMENT
Interview family members or friends who were alive during the eruption and ask them about their most
unforgettable memory of the event.Record this or you may have a picture of it.
V- REMARKS Further discussion and application will be on the next day of the lesson.
VI- REFLECTION
E. Which of my teaching strategiesworked well?Why did these work?
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July 11, 2016 ·
Name of School
Week 2 Competency 3
Section fABS & BAPP Time Frame 2 hours
Date:July 13, 2016
Content Standard
Learning Competency
The learners value the contributions of local writers to the development of regional literary traditions EN12Lit-
Ic-23
I- OBJECTIVES
1. value the contributions of local writers to the developmentof regional literary traditions;
2. identify how tone is related to literary style and how both help create a unique meaning in the essay; and
3. respond critically to the essay and consequently articulate this response throught a five minute skit
reenacting the aftermath of the Mt. Pinatubo eruption.
II- SUBJECT MATTER

Topic Examining essay, its Techniques in response to a particular context.
Materials
Code EN12Lit-Ic-23
III- PROCEDURES
A. Daily Routine
1. Prayer
2. Greetings
5. Recall
B. Motivation
Title: Brainstorming
1. What is the most shocking natural phenomena have you experienced?
2. How did you feel about that situation?
3. How did it changed your life?
C. LESSON PROPER
TITLE 1. Activity COLLABORATIVE LEARNING GROUP PRESENTATION
Class Grade 11 SHS
Duration 30 minutes
Number of required participants 10 members
Objectives of the collaborative learning 1. Read the essay Home of the Ashfall by John Jack Wigley
(Pampanga)
2. Discuss the essay comprehensively
3. Respond critically to the essay by answering the questions.
5. Value the contributions of the local writers to the development of regional literary traditions.
5. Showcase critical thinking skills and creativity in presenting the task.
Procedures 1. Each group will be given 30 minutes to prepare.
2. Task will be presented for 2-3 minutes only.
3. Rubrics will be presented in the class.
4. Metacards will be given in each group for the task assign to them.
Expected Outcomes The learners will be able to examine the essay critically and respond to it.
Rubrics for group presentation ITEMS EXCELLENT GOOD MAY STILL IMPROVE
1. Discussion
* Clarity of Insight
*Organization
2. Presentation
*Creativity in performance
*Organization
2. Analysis (Small Group Discussion)

a. In the face of disasters or hardship, how has your family been able to cope? Do you find yourself using
humor as well?
b. The profound changes that were caused by Mount Pinatubo's eruption have stayed with us up to today. What
changes have you noticed which can be tracked back to that eruption?
c. Are there other situations that can be as devastating as Mount Pinatubo? How can we prepare for these?
3. Abstraction: Enrichment (15 minutes)
Discuss the following
1. Literary Works
2. Context
3. Style
4. Tone
5. Humor
6. Scene
7. A Portrait of an Essayist
8. Regional Writers and Regional Literature
4. Application: re-enact
In the group, re-enact one of the scenes from the essay in class via 2-3 minute skit. Be aware that your skit
cannot just be funny for its own sake, and must be able to bring across the other issues being tackled in the
essay as well.
IV- ASSESSMENT
Complete the statements below:
1. Well written works that are seen to have lasting value are called__________ works.
2. The attitude a writer via the language being used by the writer is called the __________ of the writer.
3. ___________ is an amusing or funny quality to something.
4. A _______ in a written work occurs with no break in time.
5. _______ is the unique way of expressing oneself.
V- ASSIGNMENT
Faced with a similar situation, how would you react? Would you be able to find the humor in the situation?
Write a five paragraph essay about facing adversity with humor.
VI- REMARKS
VI- REFLECTION
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July 11, 2016 ·
Name of School
Detailed Lesson Plan in Personal Development
Week 2 Lesson 3
Section ABM &Housekeeping Time Frame 2 hours
Date July 12, 2016
Content Standard
The learner understands and demonstrates the various aspects of holistic development: physiological,
cognitive, psychological, spiritual, and social development.
The learner shall be able to illustrate the connections between thoughts, feelings, and behaviors in a person’s
holistic development.
Learning Competency
The learners discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand his/her thoughts, feelings, and behaviors. EsP-PD11/12DWP-Ib-2.1
I- OBJECTIVES
At the end of the lesson, the sutdents are expected to:
1. explain holistic development;
2. distinguish various aspects of holistic development of persons;
3. recognize the basic drives and affects in developing a person; and
4. discuass attitudes and behavior, values and virtues.
II- SUBJECT MATTER
Topic Developing the Whole Person
Materials meta cards, copy of lecture
References Santos R. 2016.Prsonal Development. Developing Whole Person, Rex Book Store Inc. and
electronic references
Code EsP-PD11/12DWP-Ib-2.1
III- PROCEDURES
A. Daily Routine
1. Prayer
2. Greetings
B. Motivation
Title: WHAT MAKES ME DIFFERENT
Duration: 5 minutes
1. The students will be divided into five groups.
2. Each of the group will talk on theirselves as teenager and others as teenager.
3. The Group will present it to the class for 1-2 minutes.

Process Questions: (10 minutes)
* What can you say about the activity?
* What makes you different from other?
* How did you came up with the activity?
* How can you say that you are different From other teenager?
* What is Your understanding of a whole person?
Lesson Proper
Collaborative Disucssion
The students will discuss the tasks assign to them.
They are going to discuss it for30minutes.
The group will present the discussion creatively.
Materials to be used are provided
5-7 minutes will be alloted for presentation
They will be graded according to the rubric
Items Excellent Good May still be improved
Discussion
Content
Organization
Performance
Creativity
Organization
IV- ASSESSMENT
Identify the following:
1. it refers to physical attributes including the five physical senses.
2. it referes to intellectual functions of the mind.
3. it refers to an indepent thought and action.
4. It refers to pleasure and sensous gratification for oneself.
5.it refers to social status and prestige.
V- ASSIGNMENT
Draw a list of different emotions/feelings , attitude and behavior and make a short reflection under it.
VI- REMARKS The discussion will last for 2 hours. Activities and application will be on the next session.
VI- REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
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SST-III
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July 9, 2016 ·
Name of School
Week 1 Competency 1
Section ABM & Housekeeping Time Frame 2 hours
Date:July 7, 2016
Content Standard
Learning Competency
Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require
from the learner the ability to identify the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary. (EN12Lit-Ia-21)
I- OBJECTIVES
1. identify the geographic, linguistic and ethnic dimensions of Philippineliterary history from pre-colonial to
modern;
2. appreciate the application of elements of short story in the text provided, payingparticular attention to the
regional origins of the short story; and
3. respond critically to the short story and articulate this response through a presentation that showcases
regional culture.
II- SUBJECT MATTER

Topic Various Dimensions of Phil. Literature
Materials metacards, pictures and copy of the short story, Suan, the Good Guesser
References DepEd Tambayan.gov.ph.
Code (EN12Lit-Ia-21)
III- PROCEDURES
A. Daily Routine
1. Prayer
2. Greetings
B. Motivation
Title: Complete Me!!! Guess What!
Directions:
a. The class will divided into five groups.
b. They group will choose a leader and secretary.
c. The leader of each group will choose 1 representative to act the task given to them.
d. The group will guess the action perform by the representative.
e. Each group will just be given 3 minutes to act out and guess the answer.
f. The other group will do the same.
g. The group that will finish earlier and got a perfect score will be the winner.
The words/phrases to be acted out
ü MariangMakiling
ü Paru-parongbukid
ü LeronleronSinta
ü Biagni Lam-ang
ü IbongAdarna
ü Noli Me Tangere
ü El Felibusterismo
ü Jose Rizal
ü Pangingisda
ü Pangingisda

1. What can you say about the words/phrases you acted out?
2. How do these words/phrases related to Philippine literature?
3. Do you know those peple? songs?literary pieces?
4. What else can you add?
C. LESSON PROPER
Class Grade 11 SHS
Duration 30 minutes
Objectives of the collaborative learning 1. Discuss the short story “Suan the Good Guesser.
Procedures 2. Identify the elements of a short story.
3. Determine the culture and tradition of the Philippines depicted in the story.
1. Each of the group will present the assign task for 5 minutes
2. Every group will be oriented on how they should be graded.
3. Rubrics will be disseminated to the leader of each group
Expected Outcomes The learners will be able to recognize the importance of Philippine literature in today’s
generation.
Rubrics for group presentation Collaboration 10
Content Relevance 10
Critical thinking skills applied 7
Creativity 8
Behavior /Attitude 5
Total 40
2. Analysis: Peer Discussion (20 minutes)
a. Analyze the elements of the short story.
b. Determine and recognize the culture and tradition depicted in the story.
c. Explain the concept and origin of the short story.

a. Discuss the elements of the short story.
b. Explain where the story originated and the cultures depicted in the story.
c. Say: In every literary works, culture and tradition of each region are depicted.
4. Application: (20 minutes)

a. Each group will perform a short skit of a the story, Suan the Good Guesser.
b. The groups may have it creatively and showcase the traditions depicted in the story.
c. Rubrics:
Originality 20
· Relevance 50
Creativity 30
IV- ASSESSMENT
Students will task to analyze the literary piece “Suan, the Good Guesser”
Guide for analysis:
Ø Origin of the story.
Ø Elements of the story.
Ø Depicted culture and traditions in the story.
V- ASSIGNMENT
ü Write a reflective journal on the story Suan, the Good Guesser.
VI- REMARKS The lesson will be discussed for two hours. The liteary piece to be used in the lesson may vary
according to your region/provice.
VI- REFLECTION
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July 9, 2016 ·
Name of School
Week 1 Competency 1
Section ABM & Housekeeping Time Frame 2 hours
Date:July 5, 2016
Content Standard
Learning Competency
Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require
from the learner the ability to identify the geographic, linguistic, and ethnic dimensions of Philippine literary
history from pre-colonial to the contemporary. (EN12Lit-Ia-21)
I- OBJECTIVES
1. understand literature;
2. identify and discuss the various dimensions of Philippine literature; and
3. interpret selected literary pieces of the Philippines.
II- SUBJECT MATTER

Topic Various Dimensions of Phil. Literature
Materials metacards, pictures and copy of literary pieces
References Philippine Literature book compiled by Dr. Orlando Tangonan and electronic references
Code (EN12Lit-Ia-21)
III- PROCEDURES
A. Daily Routine
1. Prayer
2. Greetings
B. Motivation
Title: Complete Me!!!
Directions:
a. The students will be grouped into five.
b. Each of the group will receive an envelope and a metacard for them to work on.
c. They are just given 3 minutes to accomplish the task.
(Metacard contents: Instructions:
1. Follow the instruction chronologically.
2. Please work quietly.
3.Arrange the pictures to form an image.
4. If you found out that there are excess pieces of papers, kindly separate it and let the other groups search for
it.
5. If you found out that there are missing pieces of papers in order to complete your image, search on the other
group silently.
6. If you are done please clap your hands and stay in your group.
7. Be ready for process questions regarding on the activity.)
1.How did you find the activity?
2. Is it easy for you to come up with the result?
4. What do you think those images want to convey to us?
3.Does the images related to Philippines?
4. What is literature?
C. LESSON PROPER
Activity: Collaborative Learning Group Presentation
TITLE COLLABORATIVE LEARNING GROUP PRESENTATION
Class Grade 11 SHS
Duration 40 minutes
Objectives of the collaborative learning 1. Discuss the periods of Philippine literature.
2. Give deeper importance on Philippine literature.
Procedures 1. Each of the group will present the assign task for 5 minutes
Expected Outcomes The learners will be able to recognize the importance of Philippine literature in today’s
generation.
Rubrics for group presentation Collaboration 10
Content Relevance 10
Critical thinking skills applied 7
Creativity 8
Behavior /Attitude 5
Total 40
2. Analysis: Dialogue (20 minutes)
a. With a partner let them discuss what they have learned from the activity.
b. Call volunteers to share what they discussed using the guide question:
c. What are the similarities shown in the periods of Philippine literature?
d. How each period in the Philippine literature changed?
e. What do you think are the greatest contribution of each periods of literature in the Philippines?

a. The word literature is derived from the Latin term litera which means letter. It has been defined by various
writers;
b. Some loosely interpret literature as any printed matter written within a book, a magazine or a pamphlet.
Others define literature as a faithful reproduction of man’s manifold experiences blended into one harmonious
expression.
c. Because literature deals with ideas, thoughts and emotions of man, literature can be said to be the story of
man. Man’s love, grief, thoughts, dreams and aspirations coached in beautiful language is literature.
d. In order to know the history of a nation’s spirit, one must read its literature. hence it is, that to understand
the real spirit of a nation, and must trace the little rills as they course along down the ages, broadening and
deepening into the great ocean of thought which men of the present source are presently exploring.

a. Each group will interpret the provided literary piece (BukidsaNayon) applying the concept of patriotism.
b. Each group will present the task for 2-3 minutes
c. Rubrics:
· Originality 20
· Relevance 50
· Creativity 30
IV- ASSESSMENT
In 3-5 sentences, write a paragrpah about the how periods of Philippine literature emereged and developed.
Write it in a 1/2 sheet of paper.
V- ASSIGNMENT
Write a reflection on the different periods of Philippine literature.
VI- REMARKS The lesson will be discussed for two hours.

VI- REFLECTION
F. What difficulties did I encounter which my principal or supervisor can help me solve? which I wish to share
with other teachers?
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July 9, 2016 ·
Name of School
Week 2 Competency 2
Section ABM,Housekeeping,STEM, SMAW 1,2 & 3 Time Frame 2 hours
Date:July 12, 2016
Content Standard
Learning Competency
2. identify representative texts and authors from each region (e.g. engage in oral history research with focus on
key personalities from the students’ region/province/ town) EN12Lit-Ib-22
I- OBJECTIVES
1. identify representative texts and authors from each region;
2. appreciate the use of poetic devices such as dramatic situation in the development of meaning in a poem;
and
3. respond critically to the poem and consequently articulate this response through a creative visualization of
the poem.
II- SUBJECT MATTER

Topic Contributions of Representative, or Canonical Texts to the Dev't of Phil. Lit.
Materials metacards, copy of poem, colored paper,manila paper, bond papers and pictures
Code (EN12Lit-Ib-22)
III- PROCEDURES
A. Daily Routine
1. Prayer
2. Greetings
B. Motivation
Title: Complete Me!!! Say Something!!!
Directions:
a. The class will divided into five groups.
b. They group will choose a leader and secretary.
c. The group will discuss the picture given to them and describe it in just 3 words.
d. Presentation will just last for only 1 minute

1. What do you think are those picture all about?
2. What can you say about Marcos Dictatorship?
3.Have you heard or watched a story about Marcos regime?
4. What you like to experience it again? Why? Or Why not?
C. LESSON PROPER
Class Grade 11 SHS
Duration 30 minutes
Objectives of the collaborative learning 1. Discuss the poem, Third World Geography by Cirilo F. Bautista ,a
poem from Manila.
2. Respond critically to the poem and consequently articulate this response through a creative visualization of
the poem.
3. Discuss the poem in the group
4. Determine the theme of the poem.
Procedures 1. Each of the group will present the assign task for 3 minutes
Expected Outcomes The learners will be able to recognize the contributions of the poem to the development of
Philippine literature
Rubrics for group presentation ITEMS EXCELLENT GOOD MAY STILL IMPROVE
1. Discussion
* Clarity of Rendetion
*Organization
2. Presentation
*Creativity in performance
*Organization
2. Analysis: Discussion Triad (20 minutes)

a. Is the poem written in sarcastic tone? Explain it from the lines in the poem
b. What are the dramatic situation of the poem?
c.What does the persona speaking/saying in the poem?
d. You kneel on parched earth and pray for rice means?
e. What are the "feathers" discussed in the poem supposed to be a metaphor of?
f. What figure od speech used in the lines "A country w/o miracles sits heavy on map, thinking of banana trees
rotting in the the sunlight"
Say: Bautista's poem is rich with figures of imagery, speech and allegory, all aimed at creating a solid
impression on the reader. The first allegorical image is the :country", which in this case is the Philippines. The
poem personifies the Philippines, trapped by its onw weight, and is left to muse helplessly about its own
decaying state.. another allegorical image is the "man" who watches over it referring to former president FM,
his acts of commandeering hope and turning governance into what seems like light duty (image of feathers)
referring to his control over the information being release to the public at the time. The shift in referral, adding
the pronoun "you" to the poem creates a shift in how reader might view in the poem,it is a dramatic
monologue. Allegory and symbol are related but are not exactly the same. Both function by referring to
something else, but allegories are more specific. Symbol on the other hand, may refer to more than one point
of reference. * Say also the background of the poem, the author., the canon and the representative writers.

Each group will design a poster which details how people can combat small forms of oppression, like bullying.
(How can one fight oppression at home?
IV- ASSESSMENT
Complete the statements below:
1. The canon is a ______________________________________
2. A poem is allegorical when _________________________
3 Setting plays an important role in determining the ________ of a poem.
4. While reading a poem, it is the voice of the _________ that we actually hear, not the poets.
5. _____ is seen when things suddenly act like human beings.
V- ASSIGNMENT
Complete the statement:
Poems need dramatic situations to develop their meaning because
__________________________________________________
VI- REMARKS The lesson will be discussed for two hours. Some activities may be shortened and changed
depending on the level of the learners.
VI- REFLECTION
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1. 1. Teaching English in the K to 12 Dr. Carlo Magno crlmgn@yahoo.com

Senior high school lessons

Oral Communication in Context

Senior high school lessons

Senior high school lessons

DETAILED LESSON PLAN (DLP)

Senior high school lessons

2. Analysis (Individual Activity)

Senior high school lessons

II- SUBJECT MATTER

2. Analysis (Small Group Discussion)

Senior high school lessons

3. The Group will present it to the class for 1-2 minutes.

Senior high school lessons

II- SUBJECT MATTER

Process Questions: (10 minutes)

3. Abstraction: Enrichment (15 minutes)

4. Application: (20 minutes)

II- SUBJECT MATTER

3. Abstraction: Enrichment (15 minutes)

4. Application: (20 minutes)

VI- REMARKS The lesson will be discussed for two hours.

Senior high school lessons

II- SUBJECT MATTER

Process Questions: (10 minutes)

2. Analysis: Discussion Triad (20 minutes)

4. Application: (20 minutes)

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