7

Lesson Exemplar Quarter 2

Lesson

for English 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 7
Quarter 2: Lesson 2 (Week 3)
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

Writer/s: Robertgie L. Piañar (Leyte Normal University)

Validator/s: Nimfa Dimaculangan, PhD (Laguna State Polytechnic University)

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 a literary text as an expression of individual or communal values within biographical and historical contexts.
and Objectives
a. define the biographical and historical approaches to reading a literary text.
b. note and discuss historical and biographical data about a given topic, person, author, or experience.
c. relate the author’s history and biography with the literary elements (i.e., setting, characters, and POV) of his/ her text.
D. Content Scent of Apples by Bienvenido N. Santos
Historical-biographical context in reading

E. Integration Filipino consciousness and identity

II. LEARNING RESOURCES

● Briscoe, L. A. (2000). Bienvenido N. Santos. In B. H. Gelfant and L. Graver (Eds.), The Columbia companion to the twentieth-century
American short story (pp. 501-504). Columbia University Press, New York.
● Gioia, D., & Gwynn, R. S. (2000). Longman anthology of short fiction: Stories and authors in context (Compact edition). Longman.
● Isaac, A. P. (2015). Footnote to Memory: Introduction to the 2015 edition. In B. N. Santos, Scent of Apples: A collection of stories (pp. xv-
xxxi). University of Washington Press.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Show and Share! (Day 1)

Knowledge
The teacher presents picture/s of a person who is leaving their house. The teacher may use
contextualized pictures besides
the picture shown in this
material.

Photo source: <a href="https://www.freepik.com/free-photo/united-states-soldier- The teacher should encourage

departing-from-his family_16408390.htm#query=leaving%20home%20filipinos&position the students to share their
=1&from_view=search&track=ais">Freepik</a>
personal experiences of leaving
home while they reflect on the
Then, the teacher asks the students with the following questions:
feelings of living in another
a. Have you ever experienced leaving home to live in another place temporarily
place. Furthermore, the teacher
or permanently, such as having a vacation, staying in your relative’s house may ask the students’ personal
for an occasion, moving to another place for family reasons, etc.? stories when someone they
b. How did you feel while you were in another place? Did you enjoy it? Did you know leaves.
feel like you wanted to go home because you felt homesick? Or did you feel like
you never wanted to go home anymore? The teacher may use the video
or the article to show or share
with the students the life of
Filipino migrants or immigrants
in the US.

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 Observe and Discuss!
After processing the students' answers, the teacher lets the students watch a video
or read an article about the experiences of Filipino immigrants in the United States
of America or any country abroad. The teacher has to instruct the students on what
they should take down notes as they watch the video/read the article. If the teacher
shows the video, it can be played twice or more, as necessary.

1. Link to the video: https://youtu.be/B5My6q44eWo

2. Link to the copy of the article: https://www.camella.com.ph/ofw-challenges-
abroad-holiday-homesickness/

After watching the video or reading the article, the students accomplish the
worksheet Observe and Discuss! The idea organizer synthesizes the content of the
video or article. Furthermore, the teacher calls some students to discuss briefly
what they have written on their worksheets. They may relate the answers to their
vicarious or personal experiences.

B. Establishing 1. Lesson Purpose

Lesson Purpose After the think-pair-engage
Think, Pair, and Engage! activity, the teacher may call
In this part, the teacher guides the students in answering the following questions some students to share their
using the idea organizer. Afterward, the students look for a partner and engage in answers with their classmates.
a dyadic discussion about the answers to the questions. This time, the students could
a. Have you read a story, watched a video or film, or listened to a radio/podcast already connect their answers to
program about the life of Filipinos abroad, particularly in the United States the lesson and realize why it is
of America? important to be studied. The
b. Can you share the story, video/film, or radio/podcast program you have teacher explains the lesson's
encountered? purpose to the students so that
they can sense the flow of the
c. Can the author reflect on their life experiences as they write their own story,
discussion and appreciate all
produce the video/film, or share the story over the radio/podcast show?
the learning activities.

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 2. Unlocking Content Area Vocabulary The teacher may do this activity
in the form of a game.
Unlock and Explore!
The teacher flashes the following jumbled words on the screen or writes on the
board. The students have to put the letters to form each correct word through the
definition as a clue.

Answers:
gyohbarip This is a detailed description of a person’s accounts 1. Biographical
and life experiences. 2. Historical-Biographical
lhaicsitro-lbaicoighrpa This is one approach in reading that posits that a 3. Analysis
literary text (e.g., poem or short story) is written by 4. Author
actual people within a specific period. Further, the 5. Pensionado
6. Immigrant
text is produced and shaped by the writer’s life
7. Nostalgia
experiences and the socio-cultural-political context of
a particular time.

sainsayl This refers to the process of reading a story or poem

by identifying the literary elements.

raouht S/he is the writer or producer of the literary work.

opdeannsoi This pertains to Filipino students who are sent abroad

as government scholars to study or specialize a field.

tinmamrig This refers to people who go abroad to live

permanently.

aniogslta This refers to the feeling of being homesick, the desire

to return home, or the idea of thinking about the past.

C. Developing and SUB-TOPIC 1

Deepening 1. Explicitation
Understanding Read and Annotate!
In this activity, the students read the short biography of Bienvenido N. Santos. After
reading, they accomplish the worksheet Read and Annotate!

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2. Worked Example (Day 2)

Note and Summarize!

The teacher should give the students enough time to read and annotate so that The teacher may provide
they can scan the information in preparation for the next activity, which is additional inputs about the
summarizing the biographical details using the worksheet Note and Summarize! biography of B. N. Santos, which
This worksheet allows the students to group the ideas together so that it is easy for could help establish the
them to relate the life events of Bienvenido N. Santos to the short story Scent of biographical context of the story
Apples. that the students will read. The
teacher may also expand the
3. Lesson Activity discussion about the life of B. N.
Santos as a pensionado and a
Synthesize and Socialize! Filipino writer.
Upon finishing the worksheet, as an offshoot of the activity, the teacher groups the
class into eight. Each group brainstorms and prepares a short discussion on one
of the eight topics in the summarized biographical details. The teacher may use the
following tabled data in assigning the groups topics to work on. Then, each group
is given time to present their summarized information. Other groups may be called
to add or react to the presenters’ discussion.

Group Members Topic

Number

1 Personal information (e.g., name, birthdate,

family details)

2 Educational background

3 Work experiences

4 Literary works written

5 Awards received

6 Personal experiences as a pensionado in the US

7 Personal experiences as a writer in the US

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 8 Struggles or difficulties experienced as a
pensionado

The teacher may use the analytic rubric below to rate this formative activity.

Dimensions 4 (Excellent) 3 (Good) 2 (Fair) 1 (Poor)

Understanding All the An adequate An adequate Most of the

of the ideas information amount of amount of information
is presented information information is shared is
accurately, is presented presented erroneous,
clearly, and accurately, accurately with little to
comprehensi clearly, and with vague no
vely. comprehensi and explanation.
vely. incomplete
explanation.

Organization of The The main The main The overall

ideas information points of the points of the presentation
is well- information information of
organized are clearly are clearly information
with a clear established, established, lacks
introduction but the but the cohesion
and purpose presentation presentation from one
of the needs needs detail to
discussion. improvement improvement another. The
The main in connecting in connecting main points
points are three (3) five (5) details are not
clearly details with with one clearly
supported by one another. another. The emphasized,
complete The ideas are ideas are with no
specific summarized summarized synthesis at
details with towards the towards the the end of
effective end. end.

6
 transitions. the
The ideas are presentation.
summarized
towards the
end.

Verbal delivery Speech is Speech is The low Speech is not

clear and clear and volume of voice clear and
audible to the audible to the is affecting the inaudible to
audience. audience, clarity of the audience.
The speaker with a speech. The The use of
uses the noticeable use of informal language
target errors in the language seems to be
language that target (jargon) unintelligible
is language. distracts the .
appropriate speech
and effective. delivery.

Non-verbal The speaker The speaker The speaker is The speaker

presentation: is confident is confident confident is not
while while while confident
delivering delivering delivering while
their their their delivering
discussion. discussion. discussion. their
They show However, However, they discussion,
appropriate they show show as shown in
hand inappropriate inappropriate their
gestures, and and ineffective distracting
facial ineffective use of two of hand
expressions, use of one of the following: gestures,
eye contact, the following: hand facial
and body hand gestures, expressions,
movements. gestures, facial eye contact,
The speaker facial expressions, and body
is also expressions, eye contact, movements.

7
 mindful of eye contact, and body The speaker
the audience and body movements. sometimes
while they movements. The speaker is wanders off
remain The speaker also mindful of from the
focused on is also the audience topic, which
the topic. mindful of while they stay makes the
the audience focused on the audience
while they topic. disinterested
stay focused in listening.
on the topic.
This rubric is adapted from Longwood University, retrieved from:
https://www.longwood.edu/media/mathematics-and-computer-science/public-
site/SpeakingRubric.pdf

SUB-TOPIC 2 (Day 3)
1. Explicitation
The teacher may review the
Read and Digest! essential literary elements
The students read the short story Scent of Apples by Bienvenido N. Santos. The which were covered and tackled
story may be read during the class period or may be given as a reading assignment. in weeks 1 and 2, such as
After reading the text, the students supply the worksheet Read and Digest! with setting, characters, and point of
the line/s that struck them the most or their favorite line/s. The teacher can call view.
some students to explain their choices. They may also do a dramatic monolog or
interpretive reading of the line/s.
Thereafter, the students identify the setting (time and place), the characters, and
the point of view of the short story by accomplishing the worksheet Write Down
and Describe! as they relate the elements to historical-biographical data. For the
column that requires the students to provide historical and biographical details,
the teacher should give the students enough time to research.
This worksheet acquaints the students with the important literary elements
necessary in the historical-biographical reading of the text. The literary elements
should be analyzed along with the research-based information from the biography
of B. N. Santos or other reputable resources.

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2. Worked Example

Arrange and Tell!

At this point, the students answer the worksheet Arrange and Tell! This activity
allows the students to focus on the major events of the story and connect them with
the life experiences of the author, Bienvenido N. Santos. The teacher may ask the
students to pair and share their answers. As the students engage in dyadic
discussions, they may look into the similarities and differences of their answers.

After this activity, the teacher discusses the historical-biographical reading

approach or the historical and biographical contexts in reading a text.

Points for Discussion (Teacher’s Guide) The points for discussion may
be used by the teacher as a
● The historical-biographical approach of reading a short story combines the guide in teaching the historical-
biographical and the historical aspects of information as the primary insight biographical approach in
in the creation of the text. reading.
● The biographical context relates the events in the short story to the actual
experiences of the author as this kind of reading assumes that the author’s
work is his/her/their way of revealing himself/herself/themselves or a way
of expressing his/her/their actual experiences. To prove the claim that the
author is present in the text, one has to read the author’s biography to see
how much an author’s experience influences the text.
● Not all short stories are related to the personal life of the author because
some authors tend to revise the facts of their own lives, which could be
misleading should one wish to connect the author’s life with the text. Hence,
not all short stories can be read and analyzed from a biographical
perspective.
● The historical context seeks to understand the text based on the social,
cultural, and political aspects and occurrences of a particular time, which
could directly or indirectly shape the events in the short story. To better
understand the text from a historical point-of-view, one has to research the
period in which the events are set and happen. By going back to the time of
the events, one can clearly see how the story unfolded in relation to the
author's experiences.

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 ● One must also seek accurate historical accounts since the proliferation of
fake or revised information may mislead them in making sense of the
historical background of the short story.

3. Lesson Activity
Talk and Decide!
(Day 4) It is important to highlight in
As the lesson progresses, the students gradually realize that the story, Scent of this part the integrated theme,
Apples, reflects the author’s experiences and encounters with the Filipino which is Filipino consciousness
immigrants in the US. This time, the teacher groups the class into five for small and identity. The questions
group discussions (SGDs). Each group is given a card that contains a question (See should be able to elicit
questions below). In their group, they brainstorm and decide on their answer to the responses from the students
question at hand while referring to their worksheets: 1) Synthesize and Socialize! about how the story, Scent of
2) Write Down and Describe! and 3) Arrange and Tell! Apples, reflects the author’s
a. Why do you think B. N. Santos wrote the story? What aspects of the personal experience during the
author’s personal life are relevant to the story? time that he encountered
Filipino immigrants in the US
b. What major problems or issues (e.g., national identity, homesickness, etc.)
and as they told their struggles
of the Filipino immigrants are highlighted in the short story?
as immigrants.
c. Do the problems and issues from the story also reflect any of the author’s
personal experiences? Justify your answer.
d. Do any of the events in the story correspond to events experienced by the
author? Provide your reasons.
e. Do any of the characters in the story correspond to some people
encountered by the author? Who are they in the story? Give examples.
The teacher may use the analytic rubric below to rate this formative test.

Dimensions 4 (Excellent) 3 (Good) 2 (Fair) 1 (Poor)

Understanding All the An adequate An adequate Most of the

of the ideas information amount of amount of information
is presented information information is shared is
accurately, is presented presented erroneous,
clearly, and accurately, accurately with little to
comprehensi clearly, and with vague no
vely. and explanation.

10
 comprehensi incomplete
vely. explanations.

Organization of The The main The main The overall

ideas information points of the points of the presentation
is well- information information of
organized are clearly are clearly information
with a clear established, established, lacks
introduction but the but the cohesion
and purpose presentation presentation from one
of the needs needs detail to
discussion. improvement improvement another. The
The main in connecting in connecting main points
points are three (3) five (5) details are not
clearly details with with one clearly
supported by one another. another. The emphasized,
complete The ideas are ideas are with no
specific summarized summarized synthesis at
details with towards the towards the the end of
effective end. end. the
transitions. presentation.
The ideas are
summarized
towards the
end.

Verbal delivery Speech is Speech is The low Speech is not

clear and clear and volume of voice clear and
audible to the audible to the is affecting the inaudible to
audience. audience, clarity of the audience.
The speaker with speech. The The use of
uses the noticeable use of informal language
target errors in the language seems to be
language that target (jargon) unintelligible
is language. distracts the .

11
 appropriate speech
and effective. delivery.

Non-verbal The speaker The speaker The speaker is The speaker

presentation is confident is confident confident is not
while while while confident
delivering delivering delivering while
their their their delivering
discussion. discussion. discussion. their
They show However, However, they discussion,
appropriate they show show as shown in
hand inappropriate inappropriate their
gestures, and and ineffective distracting
facial ineffective use of two of hand
expressions, use of one of the following: gestures,
eye contact, the following: hand facial
and body hand gestures, expressions,
movements. gestures, facial eye contact,
The speaker facial expressions, and body
is also expressions, eye contact, movements.
mindful of eye contact, and body The speaker
the audience and body movements. sometimes
while they movements. The speaker is wanders off
remain The speaker also mindful of from the
focused on is also the audience topic, which
the topic. mindful of while they stay makes the
the audience focused on the audience
while they topic. disinterested
stay focused in listening.
on the topic.
This rubric is adapted from Longwood University, retrieved from:
https://www.longwood.edu/media/mathematics-and-computer-science/public-
site/SpeakingRubric.pdf

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 D. Making 1. Learners’ Takeaways
Generalizations
For this part, the students accomplish the table found in the worksheet Learn,
Discover, and Explore! with their answers based on what they learned from the
biography of B. N. Santos and what they discovered and explored in his story Scent
of Apples.

2. Reflection on Learning

As a metacognition activity, the students complete the worksheet Think and

Reflect! The teacher should provide the students with enough time to finish the
activity. Then, they may call some students to share their work with the class.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning Answers:
For the evaluation of learning, the students answer the 20-item test. Test I
1. C
Test I – Multiple Choice Test (9 points) 2. D
Instructions: Read the questions/statements and choose the correct answer from 3. A
the choices. Write only the letter of your answer on your paper. 4. B
5. C
1. Where was B. N. Santos born? 6. C
a. Silang, Cavite c. Tondo, Manila 7. D
b. Kawit, Cavite d. Recto, Manila 8. B
9. C
2. What is the first story written and published by B. N. Santos?
a. The Volcano c. You Lovely People Test II: 5—2—1—4—3
b. Villa Magdalena d. The Horseshoe

3. Why did B. N. Santos leave for the USA in September 1941?

a. He went to the US as a government pensionado to study English.
b. He joined the military force as a soldier during the war in the US.
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 c. He migrated to the US because of the war between the Philippines
and Japan.
d. He went to the US as a government official representing the
Philippines in a meeting.
4. Why was B. N. Santos unable to return to the Philippines after his first US
trip in 1941?
a. He was killed in a war.
b. He was caught in the World War II.
c. He was offered a job as a public relations officer in the US.
d. He was banned by the Philippine government during the martial law.

5. Who is the wife of Celestino Fabia?

a. Rita c. Ruth
b. Roma d. Rina

6. Where did Celestino and the narrator (B. N. Santos) meet?

a. On the farm of Celestino in Kalamazoo
b. In one church in Kalamazoo, after hearing a mass
c. In one of Santos’ speaking engagements in Kalamazoo
d. On the train, while the narrator was traveling to Kalamazoo

7. What personal experience did B. N. Santos use in writing the short story
Scent of Apples?
a. His experiences with the American people
b. His longing for his friends in the Philippines
c. His admiration for the US government system
d. His encounter with the fellow Filipinos in the US

8. What did the narrator (B. N. Santos) see in the backroom of Celestino’s
house?
a. a rice farm c. a garage
b. an apple orchard d. a house of dogs

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 9. Why did Celestino not want the narrator (B. N. Santos) to go to his
hometown and tell the people about his situation?
a. Celestino did not want others to know that he was in the US.
b. Celestino was escaping an enemy in his hometown in the Philippines.
c. Celestino believed that no one in his town would remember him
anymore.
d. Celestino was afraid he might be asked by the government to return
to the Philippines.
Test II – Narrative Sequencing (5 points)
Instructions: Arrange the sequence of the events as they happened in Scent of
Apples. Write the numbers according to the order of the events (e.g., 1-2-3-4-5). (1
point per correct letter order)

1) Celestino invited the narrator to have dinner with his family.

2) The narrator met Celestino Fabia, a Filipino farmer who, at that time, was
living in the US.
3) The narrator left for Indiana.
4) Celestino shared with the narrator his life back in the Philippines and in the
US.
5) The narrator arrived in Kalamazoo in October for a speaking engagement.

Test III – Writing (6 points)

Instructions: Identify one scene in the story, Scent of Apples, and relate it to the
real-life and personal experience of B. N. Santos (author) in the US. Provide a 3-5-
sentence explanation.

The teacher may use this rubric in scoring the output. (6 points)

3 2 1

The ideas are relevant, The ideas are relevant, but The ideas are relevant,
complete, and the amount of information but no explanation is
comprehensive. is inadequate. provided.

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 The ideas are logically The ideas are somewhat The ideas are not
and coherently logically and coherently logically and coherently
explained. explained. explained.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

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?

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