DAILY LESSON School Osmeña Colleges Grade Level 3RD YEAR

PLAN Maglente, Anthony v.

Reyes, Rica A.
Teacher Learning Area Literary Criticism
Cos, Heman
Almodiel Camille Rose O.
Teaching Dates and Time TTHS (3:00 – 4:00PM) Quarter 1st SEMESTER

I. OBJECTIVES
A. Content Standard N/A
B. Performance Standard N/A
C. Learning Competencies/Objectives At the end of the lesson students should be able to:
 recognize how a reader's personal background influences their interpretation of a text.
 explore how readers' engagement with a text shape their overall reading experience.
 evaluate how theorists explain the ways readers engage with and interpret literary texts.
II. CONTENT READER RESPONSE
III. LEARNING RESOURCES
A. REFERENCES
 Teacher’s Guide NA
 Learner’s Materials NA
 Textbook Pages NA
 Additional Materials from Learning https://sites.wp.odu.edu/tatum-fisherengl333/theory-6/
Resources (LR) portal https://www.slideshare.net/slideshow/readers-response-cticism/51426673
B. OTHER LEARNING RESOURCES Powerpoint Presentation
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lessons or presenting The teacher will: The student will:
the new lesson  Good morning class.  Good morning, sir

 Who wants to lead the prayer? Please come in front.  Everyone will stand and begin to pray.

 Please take your seats  Thank you, sir.

 Hey! Sit down!

 How are you today?  Sir we’re sleepy!

 Sir we’re tired
 Doing great sir.
  Ok so, some of you were ok and some are tired. I am  As we should, sir!
glad that you still made it to attend my class today.  Yes, sir!

 Now, we’ll have our review frome the last topic that  Sir! Our last topic was about Marxist
we tackled. Alrigh, who can tell the class, what was
the last topic that was discussed?

 Who else? Yes Christian? What was the last topic  Sir, it’s about Marxist Criticism
about?

 According to your classmate, your last topic was  Yes sir!

about Marxist Criticism, is that correct?

 Now, what is Marxist Criticism? Yes Daniel?  Sir, Marxist Criticism is both a theoretical approach
and a conversational genre within academic
discourse.

 Ok, that is correct and who’s created that cristicism?  Sir, karl?

 Yes, it is correct, but I want a complete name. Yes,  Karl Marx sir.
Ace?

 Yes, thank you. Karl Marx was a 19th century German  Yes sir!
philosopher who became a part of the Yound
Hegelians, and later, the Communist league. Do you
understand?
B. Establishing purpose of the lesson  Before we proceed to our next topic, let us have an  Ok sir.
activity first.

 I have here some quotes, you need to read and  Ok sir,

analyze them, then explain how you understand it. Is  Is it diffucult sir?
that clear? Did you get it?

 It’s just a simple quote, but it might be difficult for  Ah, ok sir, got it.
you depending on how you are going to interpret it.  Yes, I need to answer so that I can get some reward.
Just raise your hand if you want to answer and for  I’m looking for the reward, so excited.
 those who got a clear and precise analization will
have a reward.

 Are you all ready? Firsthand to raise, of course the  Yes sir!
first one to answer, understand?

 Fisrt quote, "The reading of a fine book is an  Sir, it says that having alone time reading books is
uninterrupted dialogue in which the book speaks and like having a deep talk with it, you can focus on
our soul replies." – André Maurois. undertanding its content without interupting by
Yes, Dayne what do thin about the quote? ohers but of course will happen if you are alone in
the first place.

 Impressive, do you any furthermore explaination?  Yes sir, meaning while reading we understand more
about it, it makes like a book speaks with you and
your inner self or your soul reacts with it.

 Thank you Dayne, that was a very good  Thank you, sir, this is wonderful.
interpretation. Here is your reward.

 For the next quote who wants to answer?  Sir!

 Sir pick me, I want the reward.
 Me sir, I can analyze it quickly
 Sir me please.

 Wow! There are so many who want to answer, ok let  Sir, if you are reading a book or a story you can have
us start with you karen. Here is your quote "A reader many lives because you are just reading it, you are
lives a thousand lives before he dies. The man who not in the story.
never reads lives only one." – George R.R. Martin

 Thank you karen, that was a good answer, but I need  Sir, this quote by George R.R. Martin means that
more precise. Yes, Joenard? reading allows us to experience countless lives,
perspectives, and adventures beyond our own.
When we read, we can step into the shoes of
different characters, explore new worlds, and learn
about cultures, ideas, and emotions that we might
never encounter in real life. In contrast, someone
 who doesn’t read is limited to their personal
experiences and misses out on the richness that
stories and knowledge from books can provide. It
reminds us that reading opens endless possibilities
for growth, understanding, and imagination.

 That was an amazing explaination, very good  Yes sir, that was a good answer.
Joenard. Here is your price, you can enjoy it later. As  Joenard, how did you do that?
we read books, we can have many experieces and  He must be studying well in our subject.
lives, it is just an advetures beyond our own through
the text that read, do you aggree with that?

 And for those who don’t or have limited reading they  Yes sir, so guys starting now, read books so we can
missed out all those experiences that they can have have many lives.
through reading that is why they only have one lives  Yeah, I don’t want to miss all things that I might
and that is only lives they have literally. Do you encounter while reading.
uderstand?

 That is good to hear from you class, start reading,  Yes, we do sir.
those experiece that can get from books might be  Sir, do have more quotes to analyze?
useful for you someday.  One more sir.

 Thats all for quotes class, I can give you more, but we  Yes sir, that was a fun
have limited time to spare. Did you enjoy it?  Yeah, I wan to answer more
C. Presenting examples/instances of the new  What do think, why we did that actvity?  No sir!
lesson analyzing quotes?  For the cognitive domain sir in our lesson.

 That was literally. We did the activity in order for you  Yes sir!
to familiarize yourself with what we are going to do
in our topic. Understood?

 Do you knowe what a reader is? Yes Izrah?  A reader is the one who reads literally. A person
itself.

 That good than you.  My reward sir

  Ow! Ok here it is. A reader is the person itself, how  Reaction sir
about response? Yes, Ana Mae you rasing you hand?

 Please elaborate.  It is the reaction of person itself to a certain thing.

 Yes, that is correct. How when we say it in a text?  Sir, I can say the response to the text is comment or
How about Carolino? a reaction based on what you understand inside the
text.

 Very good, response is a reaction on a certain being  Yes sir!

or thing, ok?

 Now let us proceed to our next topic which is the  Ok sir!

“Reader Response”.  I this will be a good topic for us.

 Here are our lesson objectives.

At the end of the lesson student should be able to:
 Recognize how a reader's personal background
influences their interpretation of a text;
 Explore how readers' engagement with a text
shape their overall reading experience; and
 Evaluate how theorists explain the ways readers
engage with and interpret literary texts.

D. Discussing new concepts and practicing new  Our lessong for today is all about the Reader  Sir!
skills #1 Response. What is your understanding about reader  Sir me!
response?

 I only see familiar hands. Yes Christian, can you share  Sir, reader response is like your comment about
it to the class what is you understand about our topic what you read. The reaction of your thought about
for today? the content of the text.

 Very good point. Thank you Christian for sharing you  When we refer to something as “subjective” we
answer to the class. Now let’s talk about our mean that I pertain to the individual (the reader). A
discussion. Before digging deep into our topic let us subjective reading of a text is one in which emphasis
talk about first this “Subjective and Objective” who is placed on the attitudes, moods and opinions of
 wants to read? Yes, Kryzyll. the reader.

 When we say something is "subjective," we’re talking  No sir!

about how it depends on a person’s own feelings,  Example sir?
opinions, or experiences. So, a subjective reading of
a text is when the focus is on how the reader feels or
what they think about what they’re reading. It’s
about how the story or message connects to you
personally, your mood, your perspective, and how it
makes you feel. For example, two people could read
the same poem, but one might find it inspiring, while
the other feels it’s sad. Both are valid because
they’re based on personal reactions. Do you
understand?

 When reading the line "The sky weeps, and so does  Ah! Ok sir we understand.
my heart," one person might feel it reflects sadness  It will depend on us on how we are going to feel
because they’re going through a tough time, while while reading.
another might see it as soothing, imagining a
peaceful rainy day they enjoy. Did you get it?

 Yes, and now When we refer to something as  It means literally the text.
“objective” we mean that it pertains to an object  Yes, meaning it is what the really the text trying to
(the text) separate from the individual (the reader). convey the reader without influenced from other
An objective reading of a text is one that is things.
uninfluenced by emotions or personal prejudices.

 Exactly, example If the text states, “The sky was gray,  Yes sir!
and the rain fell steadily,” an objective reading  It is what it is, no added meaning.
would focus on what the text explicitly says that the  Yes, it is direct to point.
sky is gray, and it is raining. The reader wouldn’t add
their personal feelings, like associating the rain with
sadness or peace. Instead, they’d stick to analyzing
the facts presented, such as how the weather might
set a specific tone or mood in the story.
Understood?
 What is reader response? Who wants to read? Yes  Reader Response critics believe that a reader’s
Rica. interaction with the text gives the text its meaning.
The text cannot exist without the reader.
If a tree falls in the forest and no one is around to
hear it, does it make a noise? If a text sits on a shelf
in a bookstore and no one is around to read it, does
the text have meaning?

 Thank you, Rica, Reader Response critics believe a  Yes sir

text only has meaning when someone reads it. Like a  Reader response means we give life to those that
tree falling with no one to hear it, a book on a shelf are we read.
has no meaning until a reader interacts with it and
brings it to life through their interpretation.
Understood?

 Reader response is NOT a free-for-all school of  How sir?

thought where anything goes. Reading response  But sir it says that it depends on the reader.
criticism is still a disciplined theory deserving of a
careful reading of the text.

 Yes, but it also needs discplined theory deserving of  Ok sir thank you.
a carful reading of the text as what it says. Meaning  We can’t just do it, like everyone.
you can’t just do reading response without carefully  Yes, we also need to be careful.
thiking, understood?
 With the help of the reader, it will be easy to know
 Reader responses are focused on finding meaning in what the text means.
the act of reading itself and examining the ways
individual readers or communities of readers
experience texts. The reader joins with the author to
“to help text mean”.
 Sir! A successful reader response critic does not just
 Yes, that is correct. Next, who want to read? respond to a text –anyone can do that – but
analyzes his or her response, or the responses of
others.
 Our life experiences and the communities we
belong to greatly influence our reading of a text
because each reader will interact with the text
differently, the text may have more than one valid
interpretation.

 Yes, sir!
 A good reader-response critic doesn’t just share their  Ok sir.
reaction to a text, they dig deeper to analyze why
they or others respond that way. Our life
experiences and the communities we’re part of
shape how we understand a text, so different
readers might interpret the same text in unique but
equally valid ways. Understood?
 Sir, according to Jonathan Culler, reader response
 According to Jonathan Culler (1981), reading looks at how readers react to a text based on their
response examines the reader’s response to a text as "horizon of expectations," which means there are
a response to a horizon of expectations. By a horizon many possible interpretations in a text. How a
of expectations, it meant that there is a multiplicity reader understands these depends on their own
of meanings of interpretations in a text and these knowledge and literary skills.
can be accessed by the reader according to his or her
level or literary competence. Yes, Ace, you are
raising your hand?
 Ok sir, it is lot clearer now.
 Great answer! Let me break it down a bit more.
Jonathan Culler’s “horizon of expectations” means
that a text can have many possible meanings, and
how we interpret it depends on our personal
background, experiences, and how familiar we are
with reading and analyzing literature. For example,
someone who reads a lot of poetry might notice
deeper symbolism or themes, while a casual reader
might focus more on the surface story and both
interpretations can be valid. The key idea here is that
meaning isn’t fixed in the text. It changes depending
on who’s reading it and how they connect with it.
 This is why different readers can have different, yet
equally valid, views of the same story.
 Sir!
 Next, who wants to read?  Me sir?
 Sir me!

 A reader’s literary competence is highly informed by

 Ok, Joenard. the social world in which a text is produced as it
usually has shaping effect on his interpretation of
such text.
In reader response, there is an interaction between
the structure of the text and the reader’s response.
It evokes a situation where individual readers give
meaning to the text. This is because each reader will
interact with the text differently, as the text may
have more than one vivid interpretation.

 Sir, I think it means that how we understand a text

 A reader’s understanding of a text is shaped by the depends on, like, where it comes from and also on
social and cultural world in which the text was what we think or feel when we read it. So, people
written and their own experiences. In reader can see different meanings in the same text because
response, meaning isn’t fixed, it comes from the everyone reads it in their own way?"
interaction between the text’s structure and the
reader’s reaction to it. Because every reader brings
their own perspective, a text can have multiple valid
interpretations.
 Yes sir!
 That’s a good start! You’re right that how we  Yes!
understand a text depends on where it comes from
and what we bring to it as readers. To clarify further,
the social and cultural context of the text plays a big
role because it influences what the author writes
about and how they write it. At the same time, our
personal experiences and perspectives shape how
we respond to the text, which is why different
readers can have different but valid interpretations.
 So, it’s the interaction between the text and the
reader that gives it meaning. Do you understand?
 The role of the reader cannot be omitted from our
 Reader Response theorists share two beliefs. Read understanding of literature (unlike New Critics who
the first one Cedrick. believe that the meaning of a text is contained in
the text alone).

 Readers do not passively consume the meaning

 Thank you, we can’t ignore the reader’s role when it presented to them by an objective literary text.
comes to understanding literature. Unlike New Instead, readers actively make the meaning they
Critics, who think the meaning of a text is fully find in literature.
contained in the words themselves, reader-response
theory believes that a text only becomes meaningful
when someone reads it and connects with it. The
reader’s thoughts, feelings, and experiences are a big
part of how the story or message comes to life. Ok,
next, yes Alex?
 Yes sir.
 This means that readers don’t just accept the
meaning of a text as it is written. Instead, they bring
their own thoughts, experiences, and feelings to the
text, which helps shape the meaning they find in it.
Literature isn’t a one-way transfer of meaning from
the text to the reader; rather, readers actively
interpret and create meaning based on how they
engage with the story or ideas presented. In this
way, the meaning of a text can be different for each
reader, depending on their perspective and personal
connection to the material. Did you get it?

E. Discussing new concepts and practicing new  Reader Response Theory, simply stated, is the  What are those theories sir?
skills #2 reader’s response to a literary text. Tyson (2006)
describes in Critical Theory Today the five types of
reader response theories and the differences that lie
within each. It summarizes each theory, noted
research associated with the theory, and provides a
 basic definition.

 Read the first one Camille.  1. Transactional

(Louise Rosenblatt and Wolfgang Iser)
Transactional reader response theory analyzes the
transaction between the text and response. Both
are seen as equally important. A reader can take an
efferent stance, based on determinant meanings in
the text, or an aesthetic stance, based on
determinant and indeterminacy of meanings.

 Transactional reader response theory emphasizes  Yes sir!

the interaction between the text and the reader,
where both are equally important in creating
meaning; a reader can take an efferent stance,
focusing on the clear, fixed information in the text,
or an aesthetic stance, engaging with the text in a
way that allows for personal interpretation and
emotional experience. Understood?

 Next, please read Rowil.  2. Affective Stylistics

(Stanley Fish)
Affective Stylistics Theory examines a text in a “slow
motion” format, in which each line is studied in
order to determine “how (stylistics) affects
(affective) the reader in the process of reading”
(Tyson, 2006, p. 175).

 Affective Stylistics Theory looks at a text closely, line  Affective Stylistics Theory is about looking at a text
by line, to understand how the style of writing really closely, almost like going through it step by
affects the reader as they read. The focus is on how step, to see how the way it’s written affects how we
specific elements of the text, like word choice, feel or think while we read. It’s not just about what
sentence structure, and tone, impact the reader’s the text says, but how the choice of words, the
feelings and interpretations as they engage with the sentences, and the tone make us react as we read.
text. It's like slowing down the reading process to
explore how each stylistic feature influences the
 emotional or mental response of the reader.

 Exactly! You've got it. Affective Stylistics is all about  Thank you, sir.
paying close attention to how the text is written and
how its style affects your emotions and thoughts as
you read. By analyzing each line carefully, you can
see how the author’s choices, like language and
structure, create different feelings or reactions in the
reader. This helps us understand how the writing
itself shapes our experience with the text.

 Next, we have 3. Social  Sir?

(Stanley Fish)
Social Reder Response Theory believes that readers
approach a text with interpretative strategies that
are the products of the “interpretive communities”
in which they belong. Who an idea about this?

 Yes, Mj, what is you idea about Social by Stanley  Social Reader Response Theory suggests that the
Fish? way readers interpret a text is shaped by the
"interpretive communities" they are part of, such as
their culture, social background, and shared
experiences. These communities influence the
strategies readers use to understand texts, meaning
that different groups might interpret the same text
in different ways based on their collective beliefs,
values, and knowledge. Essentially, the way we read
is influenced by the social groups we belong to,
which shape how we make sense of literature.

 Great understanding! To add a bit more: Social  Thank you, sir.

Reader Response Theory emphasizes that no reader
is an island, they’re influenced by the people around
them and the communities they belong to. Whether
it's family, culture, or social groups, these
communities shape how we approach and interpret
 texts. So, two people from different backgrounds
might read the same text and come to different
conclusions because their social experiences have
led them to interpret things differently. It's an
important reminder that reading isn’t just personal,
it’s also a social experience.

 Next who wants to read? Yes, sheila.  Subjective

(David Bleich)
Subjective Reader Response Theory believes that
the reader responses are the text, and that all
meaning of a text lies in the reader’s
interpretations.

 Based on what you have reade what is subjective?  Sir, subjective means that the meaning of a text is
Yes, Allan. fixed, and everyone will interpret it in the same way
because the text itself has a clear, unchanging
meaning.

 Nice try, Remember, subjective means that each  Sir, subjective means that the meaning of a text is
reader brings their own perspective, so the meaning based on the reader's personal interpretation.
can vary from person to person. The idea isn’t that According to this theory, each reader creates their
meaning is fixed, but that it changes based on how own meaning from a text based on their feelings,
each reader connects with the text. The theory thoughts, and experiences.
focuses on how individual feelings and experiences
influence understanding. Yes, Cesane do have a
better idea?

 Exactly! You’re right, subjective means that the  Yes sir.

reader's individual thoughts and feelings play a key
role in creating meaning. In Subjective Reader
Response Theory, the text's meaning comes from the
reader's personal interpretation, and no two readers
may have the same understanding of a text. Do you
understand?
 Next, we have. Psychological (Norman Holland),  Psychological Reader Response Theory analyzes
everybody read. what the reader’s interpretations and responses
reveal about the reader, not the text.

 Psychological Reader Response Theory focuses on  Yes sir.

understanding what a reader’s interpretations and
reactions to a text reveal about the reader
themselves, rather than the text itself. This theory
suggests that how a reader interprets a text can
show insights into their subconscious, personal
experiences, mental state, or even their
psychological development. In this approach, the
reader's emotional responses or thoughts are seen
as a window into their own mind, rather than just a
reflection of the text’s meaning. Ok? Understood?

 Is that clear? Do you have any questions?  No sir!

 Now, let us proceed to the comparison fo traditional  Ok sir!

and reader response method.

 The comparison highlights that the traditional  The traditional method seems like it mostly relies on
method is teacher-dependent, limits idea the teacher to give all the ideas, while the reader-
enhancement, and discourages critical thinking, response method lets students think for themselves
while the reader-response method encourages and come up with different interpretations. It seems
student independence, fosters tolerance, produces like the reader-response method helps us become
multiple interpretations, and develops better critical better at analyzing things and thinking critically.
readers.

 Great observation! The traditional method often  Yes, sir. I think the traditional method only focuses
focuses on what the teacher says, which can limit on what the teacher says, and the reader-response
students' creative thinking and exploration of ideas. method allows students to make their own ideas.
On the other hand, the reader-response method But I don’t really understand how that makes us
allows you to engage with the text on a deeper level, better readers.
encouraging independent thinking and a broader
range of interpretations. This approach helps you
 develop your critical reading skills and think more
creatively about what you read. Yes, Ailene do you
any additonal?

 You're on the right track! The traditional method can  Thank you, sir.
sometimes limit your thinking by focusing mostly on
what the teacher says. The reader-response method,
though, helps you develop as a better reader
because it encourages you to bring your own
experiences and ideas into the interpretation. This
leads to more critical thinking, as you can analyze
texts from multiple angles and think about how they
relate to your own life and the world around you. It’s
all about building your ability to think for yourself
and interpret things more deeply. Nice idea Ailene.

 For the last one, reading response theory is the best  I agree that reading response theory helps students
theory which makes the reader and students to be think for themselves and analyze texts in their own
active and to analysis a text by their own ways it ways. It makes reading more interactive and
achieved great importance in 19th century and for personal, and I think it’s really useful in the
students and teacher it is the most reliable method classroom because it lets us form our own opinions
of studying and teaching. instead of just memorizing what the teacher says
 I'm not sure I completely agree. While reading
response theory might help some students think
more deeply, it seems like it could be confusing
because everyone might interpret a text differently.
I feel like sometimes we need clearer direction from
the teacher to understand the text properly.

 Great points from both of you! I understand where  Ok sir.

you're coming from. Globalloyd, you’re right that
reading response theory allows for personal
engagement with the text, helping you develop your
own ideas and think critically. It encourages active
participation and can make reading feel more
meaningful. Mark, I see your concern about the
 potential confusion when everyone interprets a text
differently. But that’s one of the strengths of this
approach, it embraces diverse perspectives and
allows for deeper exploration. The goal isn’t to leave
you without direction, but to guide you in balancing
your own interpretation with the teacher’s insights.
With practice, you’ll learn to navigate both personal
responses and structured analysis.

 Everybody is that clear? Do you all understand?  Sir yes sir!

 Of cource sir!

F. Developing Mastery (Leads to formative  Now we wil have a short quiz regarding our  Yes sir!
assessment) discussion. Kindly get a ½ croswise and write your
name, subject, and the date today. Don’t forget to
write your section.

 This is just 15 items only.  Sir how many items?

 It’s too short sir.
 Sir ½?

 Yes, class follows the instruction.  Thank you, sir.

 Read the instructions carefully, write capitals letters  Sir, big letter? We can’t hear it properly sir.
only.

 Yes, use capital letters only. You hve 15 minutes to  Sir, 15 minutes is too short.
answer.

 Enough already, time starts now.  Let’s start.

 Are you done?  It’s too fast!

 Ok, continue. Done?  Not yet sir!

 Times up, everyone exchange papers with your  Wait sir.

 seatmate, write corrected by. Just look at the correct
answer on the slide.

 Who got the perfect score?  It’s Miralona sir.

 Sir, nothing.

 Who 13, pass your papert.  Sir, it’s Flavier.

 And Christian.

 Who got 10 raise your hand.  Here sir!

 Very good, most of you listened to our discussion, all  Ok sir.

of you pass your papers.

 Amazing class, most of you got a high score.

G. Finding practical application of concepts and  Let’s see understood the lesson. For you what is  Sir! Reader response is when the reader interacts
skills in daily living reader response? Yes Jassen? with the text and creates meaning based on their
own thoughts, feelings, and experiences. It’s not
just about what the author says, but how we, as
readers, understand and interpret the text in our
own way. So, every reader might come up with a
different meaning depending on their perspective.

 Please enlighten it to us.  Reader response is the idea that the meaning of a
text is created through the interaction between the
text and the reader. It means that the reader’s
personal thoughts, feelings, and experiences
influence how they interpret the text. So, the
meaning isn't just in the words on the page; it’s also
in how we, as readers, engage with the text. That’s
why different people might understand or interpret
the same text in different ways, because we all bring
our own perspectives and backgrounds into our
reading.
  Great job, Jassen! You’ve captured the essence of  Me sir!
reader response well. To build on your answer,
reader response theory suggests that meaning
doesn’t come solely from the text itself but from the
interaction between the reader and the text. Your
personal experiences, emotions, and knowledge
shape how you understand the text, which is why
different readers can interpret the same story in
different ways. It’s all about the reader’s active role
in making meaning from what they read.
how about reader response stylistics?

 Yes, Ella.  Reader response stylistic is when the way a text is

written, like the choice of words and tone, affects
how we feel or understand it.

 That’s a great summary Ella. The style of the text,  Thank you, sir.
including things like word choice and tone, really
shapes how we interpret it and how it makes us feel.

 What are those theories together with their  The theories are: Reader Response Theory by Louise
researchers? Yes, Ryan? Rosenblatt and Stanley Fish, Psychological Reader
Response by Norman Holland, Social Reader
Response by Stanley Fish, Affective Stylistics by I.A.
Richards and W.K. Wimsatt, and Transactional
Reader Response by Louise Rosenblatt.

 Good job! You’ve clearly listed the theories and their  Of course, sir.
key researchers. Each theory highlights a unique way
of understanding how readers engage with texts.

 Do you hava any question or clarifications?  None sir.

H. Making generalizations and abstractions  Now, let us have a written work, based on our  I thought we were already done.
about the lesson discussion regarding reader response.
 Don’t worry its very easy, get ½ crosswise and
answer the following:
 How does your personal background
influence the way you understand and
interpret a text?
 Why do readers often have different
interpretations of the same text?
 You will write it in ½ crosswise, and you have five  Sit that’s not enough.
minutes to finish it. The two question is enouh for
five minutes.

 Done?  Sir not yet!

 Yes sir

 Times up! Bullpen’s up! Who wants to read their  My background influences how I interpret a text
answer? If no one, I will pick. Yes Quelgie. because I relate it to my own experiences. For
example, if the story is about family, I think about
how my own family handles situations, which might
make me understand it differently than someone
else.

 That’s a great observation! Your family experiences  I think my background doesn’t really matter because
do shape how you connect with the story. It shows the story should have one meaning for everyone.
how our personal lives give unique meaning to what
we read. Keep thinking about how these connections
affect your interpretation! How about you Kristine?
 Thank you, sir.
 Interesting point, but remember, a text often has
multiple layers of meaning. Your background helps
you uncover meanings that might not be obvious to
others. Try to think about how your experiences
might color the way you interpret a story; it’s part of
what makes reading personal and engaging.
 Pass it.
 Thank you for your wonderful answers, Reader  Wait, here’s my paper.
Response refers to how a reader personally
 interprets and reacts to a text, based on their own
experiences, emotions, and perspectives. It
emphasizes that meaning is not solely in the text
itself but is created through the interaction between
the reader and the text. Pass your paper to the
center isle then give it to me.

I. Evaluating learning  For your activity, take a whole sheet of paper and  1 whole sir?
write a critique of the summary of Noli Me Tangere
by José Rizal from your own perspective as a reader.
Reflect on how the themes, characters, and events in
the summary resonate with your personal
experiences or viewpoints. Share your emotional
reactions, thoughts, and any connections you see
between the novel's content and your own life or
society today.

 Yes, in a 1 whole sheet of paper.  When are we going to pass it sir?

 Since we have no time left you will pass it that  Yes sir!
activity next meeting. Understood?

 Do you have any clarification regarding your acivity?  No sir.

Note: See attached rubrics at the bottom of the

lesson plan.

J. Additional activities for application or  Furthermore, do an advance study about your next  Yes sir!
remediation topic to have an idea during discussion.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of students 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. Which difficulty did I encounter that 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?

QUIZ
TEST I
Instruction: Reas each quention carefully. Choose the letter whick corresponds to the correct answer. USE CAPITAL LETTER ONLY.
1. How does a reader's personal background affect their interpretation of a text?
A) It has no effect on how they understand the text B) It makes them ignore the themes of the text
C) It shapes their reactions and understanding based on their experiences D) It only affects the way they read the text aloud
2. According to Reader Response theory, where does the meaning of a text come from?
A) From the author’s intentions only B) From the text itself without considering the reader
C) From the reader’s personal experience and interpretation D) From the historical context of the text
3. How does Reader Response theory differ from traditional literary theories?
A) It emphasizes the reader's role in creating meaning rather than focusing solely on the text B) It only looks at the author's intentions
C) It ignores the reader’s experience D) It is concerned with the grammar of the text only
4. What is a key factor in how a reader’s engagement with a text shapes their experience?
A) The length of the text B) The reader’s emotional and intellectual connection to the themes
C) The physical format of the text D) The genre of the text
5. Which theory emphasizes how a reader’s emotional and intellectual responses to a text influence their interpretation?
A) Structuralism B) Reader Response theory C) Formalism D) Historicism
6. What is the primary focus of Transactional Reader Response theory?
A) The emotional response of the reader alone B) The interaction between the reader and the text C) The historical background of the text D) The author's biography
7. According to Affective Stylistics Theory, how should a reader approach a text?
A) By focusing on the social context B) By examining each line carefully to understand how it affects them emotionally
C) By considering only the historical context D) By ignoring personal emotions and focusing on structure
8. What role do interpretive communities play in a reader’s response to a text?
A) They determine the author’s intention B) They help shape the reader’s interpretation based on shared cultural and social experiences
C) They have no influence on how a reader interprets a text D) They limit the meaning of the text to a single interpretation
9. Which of the following best describes the subjective approach to reading a text?
A) The reader’s personal experiences and emotions significantly shape the interpretation
B) The text holds a single, fixed meaning for every reader
C) It focuses only on the objective aspects of the text
D) It disregards the emotional responses of the reader
10. How can a reader's response to a text differ from one person to another?
A) Everyone interprets texts in the same way B) Responses vary due to differences in background, beliefs, and experiences
C) Only experts in literature can correctly interpret texts D) Responses are the same because the text

TEST ll
Instruction: Read each statement carefully. USE CAPITAL LETTER. Write TRUE if the statement is correct and write FALSE if the statement is incorrect.
1. Reader Response theory suggests that a reader’s background, experiences, and emotions do not influence how they interpret a text.
2. According to Reader Response theorists, the meaning of a text is static and does not change with the reader’s engagement.
3. Theories such as Affective Stylistics analyze how a text’s language affects the reader's emotions and interpretations.
4. Transactional Reader Response theory emphasizes the importance of the reader’s response in creating the meaning of a text.
5. Subjective Reader Response theory focuses on the objective aspects of the text, ignoring the reader's emotions and experiences.

KEY TO CORRECTION
RUBRIC FOR CRITIQUE
TEST l TEST ll
1. C 1. FALSE Relevance of the content – 35%
2. C 2. FALSE
3. A 3. TRUE Organization of ideas – 30%
4. B 4. TRUE Grammar/Mechanics - 35%
5. B 5. FALSE
6. B Originality - 10%
7. B
Total 100%
8. B
9. A
10. B
Prepared by:

ANTHONY V. MAGLENTE RICA A. REYES CAMILLE ROSE O. ALMODIEL HEMAN COS

3RD YEAR – GROUP 3

Approved by:

JUNE R. RAÑOLA
Instructor