Q2 Lesson Exemplar for English Grade 7 Lesson 1 Week 1 PDF

7 Quarter Quarter 11 Quarter 2 Lesson Exemplar Lesson for English...

7 Quarter Quarter 11 Quarter 2 Lesson Exemplar Lesson for English 1 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar for English Grade 7 Quarter 2: Lesson 1 (Week 1) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024- 2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writers: Mary Grace S. Fabi, ME Validators: Nimfa Dimaculangan, PhD., Christiandon Aviado, LPT. Ph. D. Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]. ENGLISH/QUARTER 2/ GRADE 7 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature Standards (prose) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect local and national identity. B. Performance The learners analyze the style, form, and features of Philippine prose (short story and novel); evaluate prose for clarity Standards of meaning, purpose, and target audience; and compose and publish an original multimodal literary text (short story) that represents their meaning, purpose, and target audience and reflects their local and national identity. C. Learning Learning Competency Competencies Analyze literary texts as expressions of individual or communal values within a structural context. and Objectives Learning Objectives 1. Define elements of prose pertaining to characters and plot. 2. Demonstrate factual understanding and appreciation of the details of the assigned reading. 3. Classify assigned reading for its literary genre characteristics. 4. Derive the intended message of the assigned reading based on its selected literary genre elements. 5. Identify the different terms pertaining to the parts of a plot. 6. Break down a text into its corresponding plot parts. 7. Describe and differentiate characters in the assigned text using various characterization techniques as bases. C. Content My Father Goes to Court by Carlos S. Bulosan Structural context in reading Plot Character and Characterization D. Integration Filipino Family values Source/Pursuit of happiness 1 II. LEARNING RESOURCES 5 Important Elements of a Short Story. (2004, March 22). Retrieved from https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html Defining Characterization. (2004). ReadWriteThink. Retrieved from https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson800/Characterization.pdf Glatch, S. (2023, July 9). What is the plot of a story? Retrieved from https://writers.com/what-is-the-plot-of-a-story Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises. W. W. Norton & Company, Inc., and Peoples Education, USA. Sebastian, E., et al. (2016). An easy journey to literature. Mindshapers Co., INC. Shaffer, C. (2000). The principles of literature: A guide for readers and writers. Barron’s Educational Series, Inc. Teaching Characterization with Short Stories. (2023). Chomping at the Lit. Retrieved from https://www.chompingatthelit.com/teaching-characterization-short-stories/ III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior Day 1 Knowledge 1. Short Review The teacher reviews students’ knowledge of literature through the Literature Semantic Web Activity. The teacher asks the students to go to the board, one at a time, and write any word or phrase they think is related to the word literature. After which, the teacher asks the students to define literature based on the words/phrases associated. The teacher then leads the review to the division of literature: fictive and non- fictive/prose and poetry. The teacher tells the class that for this quarter, the lessons focus on prose, particularly short stories. 2. Feedback (Optional) The teacher should encourage the students to share/express ideas and process their responses. This review activity allows the students to rekindle their appreciation for literature and its different types and develop ideas as to why it is necessary to study literature. 2 B. Establishing 1. Lesson Purpose The teacher may opt to present Lesson Purpose The teacher asks the students to watch the video clips with the links below: the questions before the playing of the videos to make https://www.youtube.com/shorts/9WfloWQecRg the activity purposive. The https://www.youtube.com/watch?v=id5jfuZZrkk teacher may also use other https://www.youtube.com/watch?v=ke2JSR8OhAk relevant video clips. Additional https://www.youtube.com/shorts/htEs3lwOa8s quotes/lines may also be added. This activity should After watching the videos, the teacher asks the following questions to the allow students to express students: themselves. Hence, the teacher should welcome possible varied What did you feel while and after watching the videos? responses from the students What can you say about feeling happy? What good does it do to and be able to process them someone? Is feeling happy restricted to a specific age, gender, or race? effectively. The teacher may Why do you say so? also ask the students to Do you then believe in the following lines? Why or why not? provide the difference between joy and happiness. S/he also explains the lesson’s purpose to the students so that they can sense the flow of the discussion and appreciate all the learning activities. After unlocking difficulties, the Images taken from: teacher introduces the short story, My Father Goes to Court, https://pbs.twimg.com/media/B0jatwUIUAEdI-S.png by Carlos S. Bulosan. A brief https://i.pinimg.com/originals/6a/8a/65/6a8a655d3e7264a5dd9a3e6e44951f51.jpg background of the author may https://img.picturequotes.com/1/24/life-is-better-when-youre-laughing-quote-3.jpg also be presented. 2. Unlocking Content Area Vocabulary 3  Let’s match! Instructions: Match the words in column A with their corresponding meanings in column B. Draw a line to connect each pair. A B 1. gavel a. a distinctive, pervasive, and usually pleasant smell 2. character b. a small mallet with which an auctioneer, a judge, or the chair of a meeting hits a surface to call for attention or order 3. aroma c. the final part of a narrative in which the strands of the plot are drawn 4. condemn together and matters are explained or resolved 5. denouement e. a person, or sometimes an animal, takes part in the action of a short story or other literary work 6. savor f. an emotion, feeling, or attitude) likely to spread to and affect others The teacher may give the 7.anemic g. the arrangement of the incidents or actions in a story reading assignment to the class 8. plot to be set for the next session. h. a public official appointed to decide cases in a court of law 9. judge i. taste (good food or drink) and enjoy it completely 10. contagious j. to say in a strong and definite way that someone or something is bad or wrong k. not strong, forceful, or impressive weak Think-Pair-Share Activity: Speak up your mind! Instructions: With your pair, share your thoughts on the following questions: 1. Why do you think is the story titled ‘My Father Goes to Court? 2. What could be the relevance of those videos and quotes presented in the previous activity? 4 C. Developing and SUB-TOPIC 1 (Day 2): Deepening Understanding 1. Explicitation First Reading of the Text: The Active Reader in Me! In this activity, the students read the short story My Father Goes to Court by Carlos S. Bulosan individually and silently. To save time, this should be given as a reading assignment. Second Reading of the Text: Popcorn Reading The teacher may use different Instructions: The teacher divides the class into three groups which may be mechanics of the game but named Luzon, Visayas, and Mindanao. The teacher assigns parts of the story he/she should make the to be read by each group aloud. Each student must pay attention for them to instructions clear to the be at the same page with their groupmates/classmates. students. This activity will After reading the story, the students will be asked by the teacher to answer provide an avenue for the class the comprehension questions through The Road Map worksheet. to process the answers to the Comprehension questions After answering the comprehension questions individually, the teacher may together. The teacher may raise prepare a short game “Revealing The Mystery Box: Game Ka Na Ba?” The additional questions for further teacher flashes boxes on the screen with assigned questions from Take the clarifications that will lead to Road Map worksheet together with the corresponding points. Whoever gets the students’ better and deeper correct answer first will get the credit points. understanding of the text read. 2. Worked Example Write and Post! After having the students' post Instructions: After reading the text, write down the line/s from the story that their strips of papers, allow speak/s to your heart most or the scene of the story that you like most. Then, them to read the posted lines of post them on the Class Jam-Board or blackboard that the teacher prepare their classmates. You may also let the students choose a pair to share those lines with. Let’s hear from you! The teacher should allow the students to express themselves. The teacher may 5  Instructions: Answer the following questions and engage in a short dialogue give follow-up questions like, with a small group. ‘What can you say about the author’s style in writing the What elements of a short story did the What did you like most from the story? story? How did you empathize author consider or use? Was the author What can you say about the characters successful in giving the intended with the characters? How did in the story? message of the story? Why or why not? the events reveal the theme of the story?”, and then eventually lead the discussion towards the importance of the structure of a short story. This would be an offshoot towards reading and [re]evaluating ____________________________________________________________ texts in a structural context. Emphasize how a short story is different from other types of fiction. Photos taken from: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.istockphoto.com%2Fse%2Fvekt or%2Flittle-boy-waving-hand-gm493903446- 77162177&psig=AOvVaw2COR0DNUxKkPJ3vu6AGUGJ&ust=1698558416884000&source=imag es&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJic3b6FmIIDFQAAAAAdAAAAABAb https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.vectorstock.com%2Froyalty- The teacher may have free-vector%2Fphilippine-girl-smiling-on-white-vector- 5938347&psig=AOvVaw2COR0DNUxKkPJ3vu6AGUGJ&ust=1698558416884000&source=images additional sources to be able to &cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJic3b6FmIIDFQAAAAAdAAAAABAn provide rich details on the literary elements of a short After the interactive discussions, the teacher asks the students to answer the story: Short story Checklist. The checklist contains simple statements on some of character/characterization, the literary elements of a short story. Then, the class zeroes in on the plot, conflict, point of view, and significance of each part that makes short stories. narrative techniques. As the students fully grasp the major Points for Discussion tools for short story writing, the Short story falls under the first general category of literature – fiction. teacher should be able to Short stories are characterized by a limited number of characters, a discuss that being able to restricted setting, and a narrow range of action. Hence, it can be read in a identify these literary elements single sitting. will help the readers understand the underlying 6  Short stories share common elements as work of fiction: Plot, Setting, intention of the author and Character, Characterization, Conflict, Point of View (POV) and other connect to life itself. narrative techniques. To analyze a literary text in structural contexts, one looks into the elements found in the text itself. To analyze a story, the structuralist focuses on literary elements that make up a short story rather than the facts about the author’s life or the historical milieu in which it was written. It must be pointed out that though each part may be identified individually, these literary elements are joined together to unify the writing and to produce a blend that is unique to that short story or any literary piece (Shaffer, C. 2000). The teacher may provide additional questions to reveal 3. Lesson Activity students’ understanding of the As the students fully grasp the characteristics and qualifications of a short text, including critical thinking story, they are now prepared to accomplish the next activity through the questions that elicit their corresponding worksheet, exploring further how the literary elements are higher-level reasoning as they implemented in the short story and how these reveal the intended message relate them to real-life context. of the text. The teacher may also ask the students to pair up to engage in Build-It-Up! meaningful discussions. Instructions: Please see the worksheet task Build-It-Up. Based on your Nevertheless, if s/he feels that understanding of the text through the literary elements, fill in the bricks the instructional time is with the needed information to build up the house. insufficient for the class to perform all the learning tasks, s/he may let the students work SUB-TOPIC 2 (Day 3): on the Worksheet activities at home as assignments. 1. Explicitation The number of groups may The teacher facilitates the picture-cued retelling of the story. vary depending on the class size. The teacher may also add Picture Weave more relevant photos and processing questions. The teacher may also do “Paint-Me- A-Picture” Game as an 7  Instructions: The class will be divided into 6 groups. Review the series of events alternative activity in which in the story with your groupmates. Each member should actively engage in the students will be asked to spontaneous re-telling of the story. Each group is given 3 minutes to share. collaborate with their groupmates to portray particular scenes of the story asked by the teacher who serves as the host. The “Paint- Me-A-Picture Game mechanics may be adapted by the teacher. The teacher may write students’ responses on the Pictures taken from: board. Students may mention outlining the sequence of https://img.freepik.com/free-vector/big-mansion_1308- 42002.jpg?w=900&t=st=1698615665~exp=1698616265~hmac=ad186a2f2a70bf707f6db56ac802987a events or plot structure so that 775505dbd4e3e8409f97cb9d66f5bb49 they can use the appropriate https://img.freepik.com/free-vector/realistic-wooden-brown-judge-gavel_88138- photo as they tell the story. 139.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=sph Then, the teacher drives the https://img.freepik.com/free-vector/cottage-with-little-garden_1308- students back to the definition 35882.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais https://img.freepik.com/free-photo/euro-coins-table_144627- of short stories and highlights 41151.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais the importance of Plot https://miro.medium.com/v2/resize:fit:1400/1*Aut7MVHYMNqJivnrEu2D9w.jpeg structure as one of the literary https://img.freepik.com/free-vector/color-flat-illustration-big-happy-family-with-dog-yard_1284- elements of a short story. 9815.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais https://img.freepik.com/free-photo/close-up-delicious-chicken-meal_23- After accomplishing the 2150741803.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais worksheet, the teacher further processes the answers. The 2. Worked Example teacher may present the linear After the activity, the teacher asks the following questions: plot and introduce Freytag’s How did you make use of the pictures to retell the story? Pyramid, emphasizing the Which part of the story did you introduce the characters? inciting incident or the How important is the sequence of events in narrating the story and being complication part of the plot, able to relay the intended message of the writer? which follows directly after the exposition; it is where the major conflict is revealed. 8  Points for Discussion The plot is the arrangement or structure of the events or actions in a story. The plot shows every detail that the characters in the story experience. It is said to be the skeleton of the story. Word Hunt! The teacher then processes The teacher distributes the worksheets or may flash the puzzle on the TV students’ responses and leads screen. He/she presents the definitions of each part of the plot and asks the discussion to the students to loop or write down the correct part of the plot (Please see Character/Characterization as corresponding worksheet). essential elements of the short story. Points for Discussion: Plot Structure Graphics taken from: https://i.pinimg.com/originals/83/42/27/8342270705d0e6ce4441738ddcf2c0e3.jpg https://writers.com/wp-content/uploads/2021/12/Freytags-Pyramid-1024x506.png 9  After the discussions on the story’s plot structure, the teacher must emphasize how these literary elements are arranged and work together for unity to achieve a unified story and finally bring out the theme. Let’s Map the Story The teacher asks the students to complete the worksheet activity. They will explore further the literary elements of the plot used in the text My Father Note to the Teacher: The Goes to Court by filling out the worksheet provided. teacher elaborates the students’ responses to the Understanding Character/Characterization questions given then leads the discussion to characterization. After processing students’ responses on the previous activity, the teacher further asks the following question: Which part of the plot introduces the setting, characters, and other basics that are to be known by the readers? Who are the people in the story? How do dialogue (what he or she says) and action (what he or she does) reveal a character’s personality traits? How do the events of the story reveal the traits of the characters? Points for Discussion: A character is a person, or sometimes even an animal, who takes part in the action of a short story or other literary work. The character/s is/are introduced in the exposition part of the plot. The series of events or the plot of the story shows every detail that the characters experience, which reveals the character’s traits and development. Although the character is the product of the writer’s imagination, the character represents a real person. Types of Characters: - Protagonist The main/leading character of the story who makes key decisions that affect the plot of the story. 10  - Antagonist The character who opposes or conflicts with the main character. - Dynamic/Round Character They are the characters in the story who change, accept changes, act, and view the changes as part of their role as human beings. They are often known as the hero/heroine. Since they undergo changes, they possess dynamic traits, and the changes they face depend on the situation. - Flat/Static Characters They are the characters that do not change. They remain static or stagnant throughout the story. As the story begins, the flat characters are static and stay as they are until the end of the story. The teacher may use an They help bring out the best in the main characters or the additional character analysis protagonist. chart or diagram. Through the given activities, the students - Stock or stereotype character must now have a clear Flat characters may either be stock or stereotype characters. understanding of these literary elements and how they are The teacher may give additional inputs on the different types of characters. essential in coming up with a Then, the teacher proceeds to ask the following questions: unified whole of the text. Who among the characters in the story did you empathize with the most? Explain your answer. Would you agree that we all have characters we love and hate? How does the writer evoke certain feelings of love and/or hate to the characters of a story? How is it possible? More Points for Discussion: Characterization is the process by which the writer reveals the personality of The teacher may use other a character graphic organizers. The teacher Types of Characterization: may also ask students views about the characters and emphasize the significance of 11  - Direct characterization: The author explicitly tells the readers the series of events that what they want us to know about the character by clearly transpire in the story to reveal stating details about him/her. the roles and traits of the characters. The teacher must - Indirect characterization: the author shows who the also emphasize how these character is through their speech, thoughts, motivations, elements interplay in coming actions, and interactions with others. up with a unified whole of the STEAL Analyzing the characters’ Speech, Thoughts, Effect on others toward text. the character, Actions, Look as a method in Indirect characterization. Speech What does the character say? How does the character speak? Thoughts What is revealed through the character’s private thoughts and feelings? Effect on What is revealed through the character’s effect on other others people? toward How do other characters feel or behave in reaction to the the character character? What does the character do? How does the character Actions behave? What does the character look like? How does the character Looks dress? Lesson Activity Character Exploration! Character Diagram and Traits Analysis The teacher asks the students to accomplish the worksheets on Character Diagram and Character Traits Analysis tasks. 12  D. Making (Day 4) Generalizations 1. Learners’ Takeaways If you were invited to a TedTalk to speak to Filipino families, what takeaways from the story read would you share with your audience? What call of action would you challenge them to do? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Reflection on Learning Metacognition Activity Answer the following questions succinctly. 1. List down significant things that you learned from the lessons and activities you have engaged in. ______________________________________________________________________________ ______________________________________________________________________________ 2. How would these learnings contribute towards you becoming a better version of yourself: as a daughter/son, as a friend, as a student, as an individual, and as a human being? ______________________________________________________________________________ ______________________________________________________________________________ 3. Are there concepts that you need to unlearn? Explain your answer. ______________________________________________________________________________ ______________________________________________________________________________ IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating 1. Formative Assessment Learning Identification Instructions: Identify what is referred to by the following statements. Write your answers in the space provided. _________1. This literary element refers to the arrangement of the events or 13  actions in the story _________2. It is the where and the when of the story. _________3. The main idea of a story. _________4. This part of the story introduces the setting, characters, and other basics that are to be known by the readers. _________5. It refers to the ending of the story where the loose ends are tied up. _________6. This part of the story is sometimes called the inciting incident, which begins the major conflict. _________7. This is the greatest tension or the turning point of the story. _________8. A type of characterization in which the author shows who the character is through their speech, thoughts, motivations, actions, and interactions with others. _________9. A type of character that develops and changes during the events in the story. _________10. This type of character is referred to as one who conflicts with the main character. True or False Instructions: Read the following statements from the text. Write T if the statement is True and F if otherwise. _________1. The story begins in the small town of Luzon. _________2. The rich family usually stood by the poor man’s house to smell the delicious food. _________3. The farmer’s/poor man’s family paid the judge for them to win the case. _________4. The rich man condemned the poor man’s family for stealing the ‘spirit’ of their wealth. _________5. The judge favored the accusation of the rich man. B. Teacher’s Note observations on Remarks any of the following Effective Practices Problems Encountered areas: strategies explored materials used 14  learner engagement/ interaction others C. Teacher’s Reflection guide or prompt can be on: Reflection ▪ principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I did? ▪ students What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ ways forward What could I have done differently? What can I explore in the next lesson? 15