Department of Education
Region IV-A CALABARZON
Division of San Pablo City
San Pablo City
San Bartolome Integrated High School
Lesson Plan Using the Reader-Response Strategy
Grade 11 21st Century Literature from the Philippines and the World
Competencies:
EN12Lit-IIg-35: examine the relationship between text and context
EN12Lit-IIh-36: understand literary meanings in context and the use of critical
reading strategies
I Objectives
1. Gather facts related to the literature.
2. Compare the actions and values of the different characters in the literature to real life
events
3. Analyze specific questions about the literary piece posted by others.
4. Evaluate the values I have learned by using them in performing the intended task.
II Subject Matter
A. Lesson
Heart-Breaking Six-Word Stories
Retrieved from: Reddit―Six Word Stories
B. Sources
21st Century Literature from the Philippines and the World for Senior High
School
C. Materials
Pictures
Copies of Heart-Breaking Six-Word Stories
Activity Sheets
Response Journal
Pens
Preparatory Activities
1. Prayer
2. Greetings
3. Checking:
3.1 Attendance
3.2 Uniform
3.3 Classroom/Seating Arrangement
4. Review of the past lesson
III Learning Tasks
Engage
No man is an island, says the popular proverb. What other proverbs do you
remember?
Explore
Heart-Breaking Six-Word Stories
Retrieved from: Reddit―Six Word Stories
A
1. The smallest coffins are the heaviest.
2. “Ever seen chalk outlines that small?”
B
1. An only son, a folded flag.
2. Dad left; a flag came back.
C.
1. “One bullet is a lifetime supply.”
2. “Just married.” Read the shattered windshield.
D.
1. Brought roses home. Keys didn’t fit.
2. “It’s our fiftieth, table for one.”
E.
1. “Goodbye mission contro. Thanks for trying.”
2. Voyager transmitted, but earth didn’t.
3. “Passengers, this isn’t your captain speaking.”
F
1. I met my soulmate. She didn’t.”
2. “What’s your return policy on rings?’
3. Strangers. Friends. Best Friends. Lovers. Strangers.
Implementation of the Literature Circle
Lesson 1 (Double Period)
15 mins The teacher explains the After presenting the
procedure of the literature circle answers to the first few
(i.e. Each student will spend 5 questions as input, the
mins on the presentation of learner can be asked to
answers to the first few lead the group to
questions and another 5 mins discuss the evaluative
leading the group to discuss the and open-ended
last question). question at the end of
the role sheet he/she is
in charge of. This is
designed to stimulate
group interaction and
exchange of ideas
among learners.
The teacher may
demonstrate the level of
analysis and the
presentation language
expected in the
individual presentation
and group discussion
through modelling if
necessary.
65 mins The teacher asks the class to
start the first round with the
different roles:
Biographer:
*Author to Text 1. Based on the theme of the I think they suffered
six-word stories, what do you greatly from a tragic or
think are the disposition of the hurtful event.
authors? .
Summarizer
Each selection
1. What message does each expresses feelings of
selection express? hurt and loneliness.
Character Investigator
1. indicate who are most likely The character is a
involved in the incident. parent.
*Reader to Text The character a person
with unrequited love.
The character is some
who was left by a loved
one.
Plot Analyst Death of a child
1. Mention the situation that Sabotaged wedding
must have given rise to the Being left by a loved
stories. one
Lovers’ break up
Setting Illustrator
1. Describe the setting for each It was in a funeral
selection. It was in a space station
It was in a restaurant.
Literary Luminary It was the national flag
1. What particular flag is given to those who died
referred to in B-1 and 2? Why in war.
was it sent and what does it
signify? The groom of bride who
2. When do we say a car’s was left at the altar
windshield is shattered and what probably threw a stone to
must have caused it in C-2? shatter the windshield.
Lesson 2 (Double Period)
40 mins The teacher provides feedback Assessment for learning
on the output of learners’ and peer learning is
discussion with reference to the promoted in the process.
role sheets collected. The teacher and peer
The teacher displays some feedback and
insightful analysis or flawed suggestions for
ideas and encourages learners improvement help
to comment on the validity of the learners to reflect on
ideas presented, which extends their own understanding
learners’ thinking and guides of the story and refine
them to further develop the the answers on the role
ideas. sheets.
30 mins The teacher plays the role of The hot-seating activity
the narrator in the story. is designed to deepen
Learners take turns to express students’ learning
a message for the narrator and experience and
ask the narrator questions. The encourage their
teacher responds to the imaginative expansion
messages and answers the and personal response
questions in the role of the to the story. It also
narrator. offers some room for
the teacher to present
an alternative view to
the story to help
learners analyse and
appreciate the story
from a different
perspective.
10 mins The teacher asks learners to
reflect on the experience of the
literature circle and share their
views on this mode of learning
and exploring the text.
*Personal Experiences to Text
Explain
Choose a six-word story from the list that you can relate to.
Elaborate
1. Read the comments and responses that appeared in the comment section of the
website.
Discuss: What is the real life situation that must have given rise to those comments?
Evaluate
Reflect on the values I have learned after reading the literature. Write your
reflections on a journal.
Guide questions:
1. What have you learned from your experience which was similar to the stories?
2. How did you cope with it?
3. What advice would you give to someone who is suffering from the same
heartbreak right now?
IV Closure
Listen to the song “Where do Broken Hearts Go” by Whitney Houston.
Validated by:
______________________________
MARIA CHRISTINA B. CEQUENA
SBIHS Subject Coordinator, English
