Instructional Plan

Learning Area: 21st Century Literature from the Philippines and the World Grade level: 11
I PLAN # Quarter: 2 Duration: Date:
120 min.
Learning Code:
Competencies Examine the relationship between text and context EN12Lit-IIa-
(taken from Curriculum 27
Guide)
Lesson # 1/Title Relationship of Text and Context
Key
Concepts/Unders Text and Context
tandings to be
developed:
Learning Adapted Cognitive Process
objectives:
Knowledge: The The learner can recall information
fact or condition Remembering and retrieve relevant knowledge
from long-term memory: Differentiate text from context
knowing identify, retrieve, recognize,
something with duplicate, list,
familiarity gained memorize, repeat, describe,
through reproduce
The learner can construct
experience or
Understanding meaning from oral, written and Exemplify statements that will differentiate
association. graphic messages: Interpret, text and context
exemplify, classify, summarize,
infer, compare, explain,
paraphrase, discuss
Skills Applying The learner can use information
The ability and to undertake a procedure in Demonstrate understanding on the story read
familiar situations or in a new focusing on the relationship of text and
capacity acquired way: execute, implement,
through demonstrate, dramatize, context
deliberate interpret, solve, use, illustrate,
systematic, convert, discover
Analyzing The learner can distinguish
and sustained
between parts and determine Distinguish the terms text and context based
effort to how they relate one to one
smoothly and another, and to the overall on a particular literary piece or short story
adaptively structure and purpose:
carryout complex differentiate, distinguish,
compare, contrast, organize,
activities or the outline, attribute, deconstruct
ability, coming
The learner can make judgments
from one’s
Evaluating and justify decisions: coordinate,
knowledge, measure, detect, defend, judge,
practice, argue, debate, describe, critique,
aptitude, appraise,
etc., to do evaluate
something Creating The learner can put elements
together to form a functional Develop an essay focusing on the context of
whole, the literary piece given
create a new product or point of
view: generate, hypothesize,
plan design, develop, produce,
construct,
formulate, assemble, devise
Attitude A settled way of thinking or feeling about someone or
something, typically one that is reflected in a person’s
behavior
Values (RA 8491)
A learners’ principles or
standards of behavior;
Maka-Diyos
one’s judgment of what is
important in life
Maka-Tao
Go beyond learner’s life on
earth, include more than
Makakalikasan
wealth and fame, and
would affect the eternal
destiny of millions Makabansa

Resources List all resources 21st Century Literature from the Philippines and the World (Rex) Book,
needed Google
 METHODOLOGY

Introductory Activity:
(10 minutes) The teacher will post a line “A text without a context is a pretext”. What does
This part introduces the lesson content, although at this mean?
times optional, it is usually included to serve as a
warm-up activity to give the learners zest for the The teacher will solicit information from the students.
incoming lesson and an idea about what is to follow.
One principle in learning is that learning occurs when
The teacher will process the students answer.
it is conducted in a pleasurable and comfortable Then the teacher will explain what does the line mean.
atmosphere.
Activity The class will be grouped into 3 groups. Each group will be given a symbol for
(15minutes) them to explain by merely answering the question, “Who is that very
This is an interactive strategy to elicit learner’s prior
learning experience. It serve as springboard for new important person you can remember with that symbol?”
learning. It illustrates the principle that learning
starts where the learners are carefully structured
Group 1- Candle
activities such as individual or group discussion, self Group 2- Rose
or group assessment, dyadic or triadic, interactions,
puzzles, simulations or role play, cybernetics Group 3- Moon
exercise, gallery walk and the like may be created. Each group is given 5 minutes to brainstorm then one member of the group
Clear instructions should be considered in this part of
the lesson. will discuss their answer in front of the class.
Analysis The teacher will process the activity by asking questions:
(10 minutes) 1. How are the symbols used?
Essential questions are included to serve as a guide
for the teacher in clarifying key understandings 2. What is the literal meaning of the candle, rose and moon? What is the
about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to
figurative meaning of the three based on the person you are
maximize interactions and sharing of ideas and describing?
opinion about expected issues .Affective questions
are included to elicit the feelings of the learners 3. What is text?
about the activity of the topic. The last question or 4. What is context?
points taken should lead the learners to understand
the new concepts or skills that are to be presented in 5. How are the two terms related?
the next part of the lesson.
Abstraction The teacher will let the students read the short story entitled ”A Low Art” an
(25 minutes) Excerpt from the Penelopiad by Margaret Atwood. (see attachment for the
This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that excerpt)
should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized
The teacher will have a lecturette in analyzing the story.
from the activity, analysis and new inputs in this part She will discuss the following.
of the lesson.
Charcaters
Setting
Conflict
Theme
Symbolism

For symbolism, this will explain the relationship between text and context.
Example:
A Low Art- as used in the context, this means the words spoken and words
heard from other people, or this refers to the gossips from the people or tale-
telling.
“Some sacks are very small, other are large”- the degree as to how one makes
others being subjected to mockery.
“A stick used to beat other women with” – this refers to the standard as to
how a good woman should act.

--- The text will only be understood or will have a specific meaning when it is
used in a context. Therefore, it is the context which gives meaning to the text.
Application The teacher will pick out some more words or phrases from the excerpt then
(15 minutes) they will give the meaning of the text as used in the context
This part is structured to ensure that commitment of
the learners to do something to apply their learning ---official version
in their own environment.
--- edifying legend
Assessment
(10 minutes) Individual Activty:
For the teachers to:
1.Assess whether learning objectives have been met The class will pick out eords or phrases from the excerpt and they will give the
for a specified duration
2. Remediate and/or enrich learning intentions and
meaning of it as the words or phrases are used in the context.
success criteria have been met.
( Reminder: Formative assessment may be given
before, during, or after the lesson)
Assignment
Reinforcing/strengthening
The days lesson
Enriching/inspiring the day’s
lesson
Enhancing/improving the day’s
lesson
Preparing for new lesson
Concluding Activity
(2 minutes)
This is usually a brief but affective closing
activity such as a strong quotation, a short
song, an anecdote, parable or a letter that
inspires the learner’s to do something to
practice their new learning.
Prepared by:
Division:
Position/Designation