School Baguio Central University Grade Level G-10
PAHOS IVY MYLES
Teacher Learning Area ENGLISH
AMANDO THRISTYL
Teaching Dates and Time Quarter FOURTH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
1. Content Standards The learner demonstrates an understanding of how world literature mirrors the human experience across cultures and time
periods.
2. Performance Standards The learner analyzes literary texts from various countries to uncover common themes, values, and social contexts, and
expresses critical insights through oral and written outputs.
3. Learning Competencies/ Analyze the
Objectives relationship
between
Specific Learning Outcomes literary
elements and
cultural context.
Identify
universal
themes across
texts from
different
countries.
Interpret
messages in
literature in
relation to
contemporary
human
experiences.
Develop critical
thinking by
comparing
perspectives
from diverse
cultures.
Practice
collaboration
and
communication
in group
activities and
presentations.
By the end of the
lesson, learners will
be able to:
Cite examples
of how
literature
reflects societal
values and
individual
struggles.
Connect the
themes found in
literary texts to
personal,
national, and
global contexts.
Express
interpretations
of literary texts
through
speaking,
writing, or
creative
expression.
II. CONTENT Topic: Understanding
the Human Condition
through World
Literature
Sub-topics:
Introduction to
World
Literature
(definition and
scope)
Common
Literary Themes
(identity,
conflict,
morality,
freedom,
resilience)
Cross-cultural
comparison of
literary
perspectives
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources / Projector and
Materials slides
Printed literary
excerpts
Student journals
Rubrics for
evaluation
IV. PROCEDURES
A. Reviewing previous lesson Begin with a
or presenting the new brief review of
lesson literary
elements
(theme, tone,
setting,
character).
Ask students:
"What do we
gain from
reading stories
from other
cultures?"
B. Establishing a purpose for Divide students
the lesson into groups.
Assign each a
text from a
different
country.
Each group
identifies the
text’s cultural
background,
main
characters, and
central conflict.
C. Presenting examples/ Show visuals
instances of the lesson and brief
background of
two different
authors or
cultures.
Read excerpts
aloud with
emphasis on
tone and
rhythm.
D. Discussing new concepts and Divide students
practicing new skills #1 into groups.
Assign each a
text from a
different
country.
Each group
identifies the
text’s cultural
background,
main
characters, and
central conflict.
E. Discussing new concepts and Guide students
practicing new skills #2 to find
similarities
among the
different texts
(e.g., struggles
with fate, desire
for freedom).
Discuss how the
setting and
culture
influence the
character’s
decisions.
F. Developing mastery (Leads ents complete a
to Formative Assessment 3) “Literature
Reflection Grid”
that compares
two texts.
Individual short
written
response:
“What values
does the story
teach me?”
G. Finding practical applications Facilitate a
of concepts and skills in daily short sharing:
living “What story
from your life or
family reflects a
lesson you
found in the
literature?”
Encourage
students to
apply values
such as
empathy,
resilience, and
respect for
diversity.
H. Making generalizations and Facilitate a
abstractions about the lesson short sharing:
“What story
from your life or
family reflects a
lesson you
found in the
literature?”
Encourage
students to
apply values
such as
empathy,
resilience, and
respect for
diversity.
I. Evaluating learning 5-item quiz on
theme and
context
Short journal
entry: “Which
literary story
impacted you
the most today
and why?”
J. Additional activities for For advanced
application or remediation learners: Create
a visual poster
comparing two
cultures in
literature.
For learners
needing
reinforcement:
Reread a
simpler story
with guided
questions.
V. REMARKS
VI. REFLECTION
1. No. of learners who earned
80% on the formative
assessment
2. No. of learners who require
additional activities for
remediation.
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did this work?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
