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The document is a demonstration lesson plan for English 10 at Gualsic Integrated School, focusing on the reader-response approach to literature. It outlines objectives, content standards, learning resources, and procedures for teaching students how to critique literary selections based on their personal responses. The plan includes activities for assessing prior knowledge, analyzing texts, and developing critical thinking skills through structured writing and discussion.
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0% found this document useful (0 votes)
33 views5 pages

CO2 - Copy

The document is a demonstration lesson plan for English 10 at Gualsic Integrated School, focusing on the reader-response approach to literature. It outlines objectives, content standards, learning resources, and procedures for teaching students how to critique literary selections based on their personal responses. The plan includes activities for assessing prior knowledge, analyzing texts, and developing critical thinking skills through structured writing and discussion.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE II OF PANGASINAN
Alcala District
GUALSIC INTEGRATED SCHOOL
Alcala, Pangasinan

School GUALSIC INTEGRATED SCHOOL Grade Level 10


Teacher Learning English
KRIS PAULINE C. TERRADO
Area
Date and Time Quarter 2

Demonstration Lesson Plan in English 10


COT 2

I - OBJECTIVES In charting the course of your journey in this module, you are expected to:
1. define a reader-response approach;
2. critique literary selections based on the reader-response approach.
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups and
nature; also, how to use evaluative reading, listening and viewing strategies, special speeches
for occasion, pronouns and structures of modification.
B. This module tackles about critiquing a certain literature. Learning the specific skill may help
Performance you develop your critical thinking which can be applied in your oral discourse.
Standards
C.Learning EN10WC-IIg-14: 1. Critique literary selections based on the reader-response
Competencies approach.
(with LC Code)/
Objectives
II. CONTENT READER-RESPONSE APPROACH
III. LEARNING
RESOURCES
A. References
1. Teacher’s guide SLM Quarter 2 – Module 4: Critique a Literary Selection Based on the Reader-Response
Approach
2. Learner’s Material Quarter 2 – Module 4: Critique a Literary Selection Based on the Reader-Response Approach
Sound 4. Additional https://courses.lumenlearning.com/introliterature/chapter/readerresponse-criticism-suggested
Materials from Retrieved December 14, 2020 https://americanliterature.com/author/guy-de-
learning Resource(LR) maupassant/shortstory/the-necklace Retrieved December 15, 2020
portal https://www.poetryfoundation.org/poems/45521/i-wandered-lonelyas-a-cloud Retrieved
December 13, 2020
https://www.sparknotes.com/short-stories/the-necklace/summary/
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing of  Preliminary Activities (Prayer and Filling up of the Attendance Link)
previous  Review
lesson or presenting Show a video clip and let the students guess what type of essay is being inferred
the new from the video.
lesson

 Pre-Assessment
Answer the pre-assessment to check your prior knowledge on the topics of this module.
Write the word AGREE if the statement is correct and write DISAGREE if the statement is
wrong. (This activity will be answered through google form.)
1. Reader Response is a critical theory that stresses the importance of
the role of the reader in constructing the meaning of a work of literature.
2. Critique is an academic writing that summarizes and critically
evaluates a work or concept.
3. The role of the reader cannot be omitted from understanding of
literature
4. You must not consider in your critique how the work relates to a
broader issue.
5. There is no right or wrong answer to a reading response.

Process students’ answers.

B. Establishing a  Picture Analysis


purpose for the Let the students judge and interpret the given pictures. Remind the students that there is
lesson no wrong interpretations.

1. 2.

C. Presenting Just take a look with the illustration below:


examples/ instances of
the new lesson

Reader-response suggests that the role of the reader is


essential to the meaning of a text, for only in the reading experience does the
literary work come alive. Its purpose is to examine, explain, and defend your
personal reaction to a text. There is no right or wrong answer to a reading
response. Nonetheless, it is important that you demonstrate an understanding of
the reading and clearly explain and support your reaction.

Steps in Writing Reader-Response :


1. Write the introduction. Make sure that the introduction clearly specifies the
name of both the text and the author.
2. Write the body paragraphs. You should write 3-4 paragraphs that discuss the
text and the reading questions in depth.
3. Remember to explain how, why, and what. As you write your paper, think
about explaining not just how you felt about the text, but why it made you feel
a certain way.
4. Incorporate specific examples into your analysis. Each body paragraph should
include at least 1-2 specific examples from the text.
5. Keep quotations short and sweet. Resist the temptation to string together
multiple multi-line quotes, and make sure to include at least one sentence
after each quote explaining how it relates to the point you are making.
6. Write the conclusion. This should be one paragraph that summarizes your
arguments so far, and brings the reader back to your thesis or main point.
7. Proofread, proofread, proofread! Make sure and give your paper a thorough
once-over, looking for typos, grammatical errors, and things that don't quite
make sense.
D. Discussing new A. The teacher will set the standards in listening and instruct the students to
concepts and practicing note down significant information as well as unfamiliar words coming from the
new skills #1 recorded video text.
- Play the recorded video about the text twice. Motive Questions:

1. What are the three passions of the author?

2. Why does Russell call the three passions ‘simple’?

3. Why has he compared the three passions to great winds?

E. Discussing new
concept and practicing
Skills # 2
Reading and discussion of the text
F. Developing mastery
(Leads to formative
assessment)

G. Developing Mastery Let Us Practice


Let us evaluate more the content of the selection above for you to have a better
understanding and to gather more information to be used for your critique. Read again the
essay of Bertrand Russell and then answer the comprehension questions below.

G. Finding practical According to Russell, what is the importance of love in life?


application of ______________________________________________________________________________
concepts and skills in ______________________________________________________________________________
daily living ______________________________________________________________________________
__________________________________________________________________________

V. GENERALIZATIONS

H. Making Reader-response theory recognizes the reader as an active agent who imparts “real
generalizations and existence” to the work and completes its meaning through interpretation. It argues that
abstractions about the literature should be viewed as a performing art in which each reader creates their own,
lesson possibly unique, text-related performance. Thus, there is no right or wrong answer to a
reading response.
I. Evaluating learning

H. Additional activities Let Us Reflect


for application or
remediation In addition, please try to interpret the quotation below.
J. Additional Activities for
Application or
Remediation

VI. REMARKS

VII. REFLECTION

A. No. of learners who


earned 80% in the
evaluation

B. No. of learners who


require additional
activities for remediation

C. Did the remedial lesson


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? Why
did these work?

F. What difficulties did I


encounter which my
principal and supervisor
can help me solve?

G. What innovation or
localized materials did
use/ discover which I wish
to share with other
teachers

Prepared by: Checked by: Approved by:

KRIS PAULINE C. TERRADO RONNEL EXEQUEL L. JACALNE MARK RYAN S. CATUBAY, EdD
Teacher I Master Teacher I Principal I

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