Pamantasan ng Lungsod ng

Muntinlupa
NBP Reservation, Muntinlupa City

College of Teacher Education

K- 12 Lesson Plan
(Quarter 3)

Group 3
Leader: Avis, Ivy A.
Lipata, Jorlyn G.
Lesson 1: Macalinao, Alain
Opague, Joan
Lesson 2: Asuncion, Mary Grace M.
Infante, Justine Vernadette S.
Lesson 3: Dulatre, Korena Mae B.
Reazon, Cheene T.

Quarter 3 Lesson 1: Resilience in Times of Challenges

Day 1

Target: Show different costumes of Korea

Activity 1
The teacher will show different traditional costumes of different countries,
and the students will identify which picture shows Korean traditional costumes.

Activity 2
Agree or Disagree
Write the word AGREE if you agree on the statement, and DISAGREE if not.
__________ 1. Koreans are also Asians.
__________ 2. Koreans are superior to Filipinos.

__________ 3. Koreans prioritize education before marriage.

__________ 4. Koreans are more obedient than Filipinos.
__________ 5. Koreans bow their heads as a sign of respect.
__________ 6. Koreans prefer Philippines to study English Language.
__________ 7. Koreans who have learned to overcome challenges of modernity are
admirable.
__________ 8. Some Filipinos practice Korean culture.
__________ 9. Korea is a good friend of Philippines.
__________ 10. I like the respect that we Filipinos have for the Koreans.

Day 2
Activity 3
Story telling: Tale of Chun`yang (summary)
The teacher will ask the students to read each paragraph then the teacher
will ask some questions in after each paragraph.

Activity 4
List all the words that describe Korea and Korean culture. Use the table below.
POSITIVE

NEGATIVE

Day 3
Activity 5
Discussion
Using the words that the students list yesterday, the teacher will discuss
ADJECTIVES.

Activity 6
Comparison and Contrast
Fill the chart with traits of Filipinos and Koreans, use appropriate adjectives to
describe their differences.
FILIPINOS

KOREANS

Day 4
Activity 7
Fashion design Method
Create clothes for each character using recycled art materials.

Day 1
Activity 8
Exhibit Method
The students will exhibit the clothes they`ve made and explain the
significance of each.

Day 2
Activity 9
Review on Adjectives

Quarter 3 Lesson 2: Overcoming Challenges

Day 1
KNOWLEDGE

Target: Eliciting prior knowledge

Task:
Activity #1
The teacher will show pictures of famous people and heroes and ask the
students to give the names of those whom they recognize.
The teacher will ask the students to tell the contributions of those people
The students will explain why those people are considered heroes.
Procedure:
The students will read the story of Aung San Suu Kyi silently.

Day 2
PROCESS

Target: Understanding literature

Task:
Activity #1

Jumbled Words:
1. Eloquent
E

2. Epic
C

3. Monk
K

4. Piety
Y

5. Nationalistic
T
L

I
N

C
A

N
S

A
I

Procedure
Directions: Read the text about the literature of Myanmar

Activity #2
Think as a Butterfly (answer by partner)

Answer individually
1. What can you say about Burmese Literature?
2. What is considered as the first example of Burmese Literature?
3. Why is the founding of the University of Rangoon very significant in their
Literature?
4. How does their literature reveal the Characters of the Burmese people?
Day 3
PROCESS

Target: Knowing a Countrys Culture

Task:
Activity #1
Myanmar Literature: On the Three Evils

The Student will read the speech

Activity #2
1. What lesson does the legend of the Padaythabin tree teach the Burmese?
2. What does this excerpt reveal about the temperaments and psyche of the
Burmese?
3. Can you still lead a simple life today even amid the ongoing technological
advances? Elaborate.
4. Explain the line, Live simply so that others may simply live.
5. If you were a parent, what would you teach your children to make sure
that they do not grow up to be greedy people?

Day 4
PROCESS

Target: Learning through music

Task:
Activity #1
Word Hunt

F
D
E
S
P
A
I
R
M
C

O
L
V
A
S
T
A
C
M
O

R
O
E
L
E
F
S
D
T
N

A
T
H
E
D
H
Q
Q
R
C

G
U
J
V
I
S
I
O
N
E

I
S
F
Z
A
N
A
Z
A
P

N
B
A
T
T
X
G
K
J
T

G
L
O
O
M
I
N
E
S
S

S
P
A
C
I
O
U
S
F
A

Words:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Foraging
Lotus
Despair
Concepts
Vision
Gloominess
Spacious
Vast
Fleeing

Procedure
The students will read the poem.
Giving interpretation

Activity # 2
Grouping the students in 5 groups consisting of 5-6 members (members
would vary depending on the class attendance) and let them give music to
the lines of the poem.

Day 1
PROCESS

Target: Learning Idioms

Task:
Activity #1

= BREAK

APPLE of my

LEG

EYE

=Raining Cats & Dogs

Procedure

Activity #2
The students will answer ff. sentences with Idioms.
Directions: Choose the Meaning of the underlined idioms.
1. Mike & Kate decided to tie the knot
a. To tie their shoes
b. To get married

c. To save money
Answer: B
2. He was caught red handed dipping into the till.
a. In the act of committing a crime
b. Red colored hands
c. He is innocent
Answer: A
3. Losing that job was a blessing in disguise because it meant I
a. got a much better job
b. lost my house
c. was unemployed for years
Answer: A
4. The school thought their new teacher's record was as clean as a
whistle because he hadn't told them about
a.
his arrest for drunk driving
b.
his dirty bathroom
c.
his cheating at cards
Answer: A
5. If you read between the lines, you will
a.
know what the writer really thinks
b.
be able to read a lot quicker
c.
make up the story for yourself
Answer: A
Day 2
PROCESS

Target: Learning adjectives and complements

Task:
Activity #1
The teacher will show different pictures of products or services and relate
to the images and text below. The pictures, images and copy are
considered as advertisements.

Procedure:
The Propaganda

The teacher would group the students to 5 groups having 6-7 members
(depending on the attendance) and they would make their own
Propaganda or advertisements.

Day 3
UNDERSTANDING

Target: Learning aspects of the topic on the temperaments and psyche of

the Burmese people in their response to the challenges of modernity.
Task: The Fs (Faith and Fight for Freedom)
Activity #1

The Students will answer the ff. questions.

Students will be group into 2. One will deliver the poem in a simple
speech choir or choral reading and the remaining group will have it in a
rap presentation or creative jazz chant with choreography.

Day 4
UNDERSTANDING

Target: Understanding the story

Task:
Read the story

Activity #1
1. Which character do you like best? Why?

2. Which character experiences personal change from beginning to end?

Explain.

3. How did the story reveal the temperaments and psyche of the
Burmese people in their response to the challenges of modernity?
Elaborate.

4. How do you think this situation could apply to Filipino soldiers? Give
reasons.

Day 4
UNDERSTANDING

Target: Understanding the editorial

Task:

Read the selection

Activity #1
Answer the TRAC organizer.

Quarter 3 Lesson 3: Literature of Arab and Israelis

Day 1: Knowledge
Target:

Getting the prior knowledge about Afro- Asian Literature

Task:
1. The teacher will show the pictures of Arab and Israelis countries.
2. Students will familiarize pictures within 5 secs.
3. The teacher will give the picture puzzle and students will arrange it according
to images they have seen.

4. The teacher will introduce the Arab and Israel

Day 2: Process
Target:

Distinguishing the fact from opinion

Task:
1. The teacher will provide handouts to his students.
2. Students will answer the handouts given.
Statements
1. Wolves are highly social animals with
a pack structure based on dominance
hierarchy.
2. Wolves and wolf hybrids are not wise
choice as family pets.
3. Wolves are often portrayed as villains
and savage predators in stories, myths
and legends.
4. Many tourists have reacted positively
to the experience of seeing wolves in
Yellowstone National Park.
5. Wolves sometimes kill livestock.
6. Wolves will return to their former
habitats in northeastern states on their
own if they are protected.

Fact or Opinion

3. Students will write an Informative Paragraph of Facts and Opinions about

wolves.

Day 3: Process
Target:

Task:

Reading Arab literature

1. The teacher will introduce The Arabian Nights.

2. The teacher will give the handouts and the students will read the story,
Alibaba and The Forty Thieves.
3. After reading the students will answer the word list: Star Match

Se
al

Awk
ward

Foi
l

Apothe
cary

Synonyms
Clumsy
To close
Bankrupt
Pharmacy
To stop

Antonyms
Rich
Graceful
To open
To support
Cemetery

Day 4: Understanding
Target:

Diagramming of the plot of Alibaba and Forty Thieves

Constructing the Alibaba Characters T-Chart

Task:
1. The teacher will show the plot diagram to the students.
2. The students will fill the diagram.

Climax

Rising Actions
Falling Actions
Alibaba

Impove
rish

Exposition
Denouement

Conflict
Resolution

3. The teacher will check the diagram while the students are doing the Alibaba
T-Chart.
4. After the activities the teacher will give an agreement/assignment to the
students about their reflection in the story.