English 7 Lesson Plan - Philippine Literature (2024-2025)

School Year **2024-2025** Grade Level **7** Teacher **Sofia M. Montecillo** Learning Area **ENGLISH** Teaching Date **October 28, 2024** Quarter **Second** +-----------------------------------+-----------------------------------+ | I. ***CURRICULUM CONTENT, |...

School Year **2024-2025** Grade Level **7** Teacher **Sofia M. Montecillo** Learning Area **ENGLISH** Teaching Date **October 28, 2024** Quarter **Second** +-----------------------------------+-----------------------------------+ | I. ***CURRICULUM CONTENT, | | | STANDARDS, AND LESSON | | | COMPETENCIES*** | | +===================================+===================================+ | A. ***Content Standards*** | The learners demonstrate their | | | multiliteracies and communicative | | | competence in evaluating | | | Philippine literature (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 Standard*** | The learners analyze the style, | | | form, and features of Philippine | | | prose (short story and novel); | | | evaluate prose for clarity 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 Competencies and | Learning Competencies: | | Objectives*** | | | | - (EN7LIT-I-1) Analyze literary | | | texts as expressions of | | | individual or communal values | | | within setting, character, | | | and characterization. | | | | | | Learning Objectives: | | | | | | After the day's lesson, the | | | learners are expected to: | | | | | | - Identify and analyze the | | | setting, characters, and | | | characterization in a | | | literary text. | | | | | | - Distinguish between direct | | | and indirect characterization | | | in a literary text, providing | | | examples of each. | +-----------------------------------+-----------------------------------+ | D. ***Content*** | Setting, Character, and | | | Characterization in a Literary | | | Text | +-----------------------------------+-----------------------------------+ | E. ***Integration*** | | +-----------------------------------+-----------------------------------+ | ***II. LEARNING RESOURCES*** | Matatag Curriculum Grade 7 | | | | | | [02-The-Monkey-and-The-Turtle-Ful | | | l-Text.pdf](https://arete.ateneo. | | | edu/assets/site/02-The-Monkey-and | | | -The-Turtle-Full-Text.pdf) | +-----------------------------------+-----------------------------------+ | III. **TEACHING AND LEARNING | | | PROCEDURES** | | +-----------------------------------+-----------------------------------+ | A. ***Activating Prior | **Short Review - Matching Type** | | Knowledge*** | | | | **Directions:** Match the | | | following definitions with their | | | correct plot elements. Write only | | | the letter of your answer on a | | | separate sheet of paper. | | | | | | +--------------+--------------+ | | | | **COLUMN A** | **COLUMN B** | | | | +==============+==============+ | | | | 1. The | A. Expositi | | | | | events | on | | | | | that | | | | | | follow | B. Conflict | | | | | the | | | | | | climax, | C. Rising | | | | | leading | Action | | | | | towards | | | | | | the | D. Climax | | | | | resoluti | | | | | | on. | E. Falling | | | | | | Action | | | | | 2. The | | | | | | final | F. Resoluti | | | | | outcome | on | | | | | of the | | | | | | story, | G. Narrativ | | | | | where | e | | | | | loose | | | | | | ends are | | | | | | tied up. | | | | | | | | | | | | 3. A plot | | | | | | structur | | | | | | e | | | | | | that | | | | | | follows | | | | | | a | | | | | | chronolo | | | | | | gical | | | | | | order of | | | | | | events. | | | | | | | | | | | | 4. A plot | | | | | | structur | | | | | | e | | | | | | that | | | | | | jumps | | | | | | back in | | | | | | time to | | | | | | reveal | | | | | | past | | | | | | events. | | | | | | | | | | | | 5. The | | | | | | central | | | | | | problem | | | | | | or | | | | | | struggle | | | | | | that the | | | | | | characte | | | | | | rs | | | | | | face. | | | | | | | | | | | | 6. The | | | | | | series | | | | | | of | | | | | | events | | | | | | that | | | | | | build | | | | | | tension | | | | | | and lead | | | | | | up to | | | | | | the | | | | | | climax. | | | | | +--------------+--------------+ | +-----------------------------------+-----------------------------------+ | B. ***Establishing the Lesson | **The Monkey and The Turtle** | | Purpose*** | | | | Dr. Jose P. Rizal | | | | | | Once upon a time, there was a | | | kind and patient turtle who had | | | many friends. Among them was a | | | monkey who was very selfish. He | | | always wanted the best part of | | | everything. | | | | | | One day, a monkey and a turtle | | | stumbled upon a banana tree | | | floating in the river. They | | | fished it out, but each wanted | | | the tree for himself. They | | | decided to cut it in half. The | | | monkey, being stronger, took the | | | part with the leaves, despite the | | | turtle\'s protests. The turtle | | | carefully planted his half in his | | | backyard, while the monkey did | | | the same with his. However, since | | | the monkey\'s part had no roots, | | | it withered and died. The | | | turtle\'s half, however, thrived, | | | sprouting new leaves. | | | | | | One day the monkey visited the | | | turtle and they talked about | | | their banana plants. | | | | | | \"Alas! My banana tree is dead,\" | | | wailed the monkey tearfully. | | | | | | "And yours? Monkey asked. | | | | | | "Alive, and bearing fruit! But I | | | can't climb up". | | | | | | "Don't worry. I'll climb for | | | you," interrupted the monkey. | | | | | | The turtle became very happy and | | | accompanied the monkey to the | | | place where the banana tree was. | | | The monkey climbed the tree at | | | once and started eating, filling | | | both cheeks. | | | | | | "Give me some, too," begged the | | | turtle. | | | | | | "Krrr! Not even the peels!" | | | answered the monkey. | | | | | | So, to get even with the monkey, | | | the turtle nailed thorns on the | | | trunk of the banana tree and went | | | hide under a coconut shell. | | | | | | "Ow! Ow!" said the monkey as he | | | came down from the tree and with | | | much pain, went to sit on the | | | coconut shell to tend his wounds. | | | But while he was pulling out the | | | thorns and snails, his restless | | | tail went inside a hole in a | | | coconut shell. The turtle who saw | | | a good opportunity, bit it. The | | | monkey jumped and saw stars from | | | the pain. | | | | | | \"So, it is you,\" exclaimed the | | | monkey coarsely as he lifted the | | | coconut shell. \"Now I will make | | | you pay for everything you did. | | | You shall die, but how? Do you | | | want me to crush you in this | | | mortar or throw you into the | | | river?\" | | | | | | \"Crush me in the mortar, but | | | please don\'t throw me to the | | | river: I don\'t want to drown!" | | | Turtle said. | | | | | | \"Aha, so you\'re afraid of | | | drowning, I guess I will have to | | | drown you,\" Monkey said. | | | | | | And into the river, he threw the | | | turtle who swam away happily. As | | | the saying goes, the monkey may | | | be smart yet he can still be | | | fooled. | | | | | | **"GET TO KNOW YOUR CHARACTER"** | | | | | | **Directions:** Read the story | | | thoroughly. Analyze the setting, | | | characters, and character traits | | | from the short story. | | | | | |  | | | | | | Ask: | | | | | | The teacher asks the following | | | questions: | | | | | | 1. What idea crosses your mind | | | while you do the task? | | | | | | 2. Who are the characters in the | | | short story, and what is | | | their personality? Where does | | | the story take place? | | | | | | 3. Why is it necessary to | | | understand the setting, | | | characters, and their | | | characteristics? | | | | | | Discussion: | | | | | | - Setting is the place and | | | time, when and where the | | | story happens. | | | | | | - Character refers to the | | | people (or sometimes animals | | | or even objects) who populate | | | a story. | | | | | | - Protagonist- The main | | | character, often the hero or | | | heroine of the story. | | | | | | - Antagonist- The character who | | | opposes the protagonist. | | | | | | - Characterization is the way | | | an author develops a | | | character, or reveals who | | | characters are and what they | | | are like. | | | | | | - Direct Characterization- The | | | writer makes direct | | | statements about a character. | | | | | | - Indirect Characterization- | | | The writer gives clues and | | | depends on the reader to draw | | | conclusions about the | | | character traits. Five | | | methods of indirect | | | characterization include what | | | the character says does, | | | thinks, feels, and what other | | | people say or think about the | | | character. | +-----------------------------------+-----------------------------------+ | C. ***Developing and Deepening | **"CHARACTER DETECTIVES"** | | Understanding*** | | | | **Directions:** | | | | | | - Read each numbered item. | | | | | | - Put in a square who is | | | referred to in the statement | | | | | | - Draw a [horizontal | | | line] beneath the | | | word indicating [where the | | | event happened.] | | | | | | - Highlight the specific | | | evidence from the text that | | | leads you to each character | | | trait. | | | | | | - Circle the character trait it | | | describes our suggests. | | | | | | - Circle the method of | | | characterization used by the | | | author to reveal the trait. | | | | | | Example: | | | | | | The air in the [cramped | | | interrogation room] | | | hung heavy with unspoken tension. | | | Luis's mouth twitched, and his | | | fingernails were all bitten | | | short. | | | | | | Luis is: happy dishonest brave | | | nervous DIRECT INDIRECT | | | | | | **1. The fluorescent lights | | | hummed overhead, casting a harsh | | | glow on the cluttered desks of | | | the library study room. "I know | | | the answer!" Maya shouted at her | | | friend. "I'm not stupid!"** | | | | | | Maya is: unfriendly unhappy coy | | | oversensitive DIRECT INDIRECT | | | | | | **2.** **The sun streamed through | | | the living room window, | | | illuminating dust motes dancing | | | in the air. When he saw his baby | | | brother sniffling in a corner, | | | Cal patted the seat next to him. | | | "Wanna play?"** | | | | | | Cal is: sheepish nervous lonely | | | sympathetic DIRECT INDIRECT | | | | | | **3.** **The warm glow of the | | | fireplace cast dancing shadows on | | | the walls of the cozy cottage. | | | His eyes\-- how they twinkled! | | | his dimples how merry. His cheeks | | | were like roses, his nose like a | | | cherry.** | | | | | | He is: frightened perplexed | | | mournful jolly DIRECT INDIRECT | | | | | | **4. The flickering light of the | | | television cast a blue glow on | | | Kaito\'s face as he lay sprawled | | | on the couch, a mountain of | | | blankets piled around him. Too | | | lazy to actually reach for it, | | | Kaito just stared wishfully at | | | the TV remote.** | | | | | | Kaito is: confused eager inactive | | | unruly DIRECT INDIRECT | | | | | | **5. The wrapping paper crinkled | | | under Ariel\'s eager fingers as | | | she sat on the floor, surrounded | | | by colorful boxes and ribbons. | | | Ariel peeked into the package and | | | thought she might explode. "An | | | iPad! You got me my own iPad?"** | | | | | | Ariel is: anxious excited | | | sensitive meek DIRECT INDIRECT | +-----------------------------------+-----------------------------------+ | D. ***Making Generalization*** | - Give two things you learned | | | from the topic. | +-----------------------------------+-----------------------------------+ | E. ***Evaluating Learning*** | **Identification** | | | | | | **Directions:** Read the | | | following statements carefully. | | | Identify what is being asked in | | | the following statements. Choose | | | your answers in the box. Write | | | your answer in the space | | | provided. | | | | | | \_\_\_\_\_\_\_\_1. A person who | | | actively opposes or is hostile to | | | the protagonist; often a villain. | | | | | | **\_\_\_\_\_\_\_\_**2. A person, | | | animal, being, creature, or thing | | | in a story. | | | | | | **\_\_\_\_\_\_\_\_**3. The main | | | character of a story who has the | | | audience\'s sympathy and support; | | | often a hero. | | | | | | \_\_\_\_\_\_\_\_4. The author | | | shows the reader things that | | | reveal the personality of the | | | character. | | | | | | **\_\_\_\_\_\_\_\_**5. The way in | | | which a writer reveals the | | | personality of a character. | | | | | | **\_\_\_\_\_\_\_\_**6. The author | | | tells the reader what the | | | personality of the character is. | | | | | | \_\_\_\_\_\_\_\_7. The place and | | | time, when and where the story | | | happens. | +-----------------------------------+-----------------------------------+ | F. ***Teacher's Remarks*** | | +-----------------------------------+-----------------------------------+ | G. ***Reflection*** | | +-----------------------------------+-----------------------------------+ **Prepared By: Reviewed By:** **Sofia M. Montecillo Ma. Rebecca D. Oyando** **Practice Teacher Cooperating Teacher**