DLL Matatag English 7 Q2 W1

Practical research 1 (Juan G. Macaraeg National High

School)

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 MATATAG K TO 10
CURRICULUM

School: Juan G. Macaraeg National High Grade Level: 7

MATATAG School
K to 10 Name of Teacher Mary Grace Padigos Learning Area: ENGLISH
Curriculum Teaching Dates and Quarter: Second
Weekly Lesson Time: SEPT. 30 – OCT. 4, 2024 (WEEK 1)
Log
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 The learners analyze the style, form, and features of Philippine prose (short story and novel); evaluate prose for clarity of
Standards 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 and Analyze literary texts as expressions of individual or communal values within a structural context.
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

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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 S 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 Day 1
Prior 1. Short Review
Knowledge 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.

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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 the activity
https://www.youtube.com/shorts/9WfloWQecRg https://www.youtube.com/watch?
purposive. The teacher may also
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use other relevant video clips.
https://www.youtube.com/shorts/htEs3lwOa8s
Additional quotes/lines may also
be added. This activity should
allow students to express
After watching the videos, the teacher asks the following questions to the
themselves. Hence, the teacher
students: should welcome possible varied
responses from the students and
● What did you feel while and after watching the videos? be able to process them
● What can you say about feeling happy? What good does it do to someone? Is effectively. The teacher may also
feeling happy restricted to a specific age, gender, or race? Why do you say ask the students to provide the
so? difference between joy and
● Do you then believe in the following lines? Why or why not? 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

teacher introduces the short
story, My Father Goes to Court, by
Carlos S. Bulosan. A brief
Images taken from: background of the author may
https://pbs.twimg.com/media/B0jatwUIUAEdI-S.png also be presented.
https://i.pinimg.com/originals/6a/8a/65/6a8a655d3e7264a5dd9a3e6e44951f51.jpg
https://img.picturequotes.com/1/24/life-is-better-when-youre-laughing-quote-3.jpg

2. Unlocking Content Area Vocabulary

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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
4. condemn drawn 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. savo
f. an emotion, feeling, or attitude) likely to spread to and affect others
r The teacher may give the
g. the arrangement of the incidents or actions in a story
reading assignment to the class
7.anemi
h. a public official appointed to decide cases in a court of law to be set for the next session.
c i. taste (good food or drink) and enjoy it completely
8. plot j. to say in a strong and definite way that someone or something is bad
or wrong
9. judge
k. not strong, forceful, or impressive weak
10. contagious

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Think-Pair-Share Activity: Speak up your mind!

Instructions: With your pair, share your thoughts on the following questions:
1. Why do you think the story is titled ‘My Father Goes to Court?
2. What could be the relevance of those videos and quotes presented in
the previous activity?

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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 to be he/she should make the
read by each group aloud. Each student must pay attention for them to be at the instructions clear to the
same page with their groupmates/classmates. students. This activity will
provide an avenue for the class
After reading the story, the students will be asked by the teacher to answer the
to process the answers to the
comprehension questions through The Road Map worksheet.
Comprehension
After answering the comprehension questions individually, the teacher may prepare a
short game “Revealing The Mystery Box: Game Ka Na Ba?” The teacher flashes boxes on questions together. The teacher
the screen with assigned questions from Take the Road Map worksheet together with the may raise additional questions
corresponding points. Whoever gets the correct answer first will get the credit points. for further clarifications that will
lead to students’ better and
2. Worked deeper understanding of the text
Example Write read.
and Post!
Instructions: After reading the text, write down the line/s from the story that speak/s
to your heart most or the scene of the story that you like most. Then, post them on the
Class Jam-Board or blackboard that the teacher prepare
After having the students' post
their strips of papers, allow them
to read the posted lines of their
Let’s hear from you! classmates. You may also let the
students choose a pair to share
those lines with.
The teacher should allow the

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students to
express
themselves. The teacher may

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Instructions: Answer the following questions and engage in a short dialogue with a small give follow-up questions like,
group. ‘What can you say about the
author’s style in writing the
What did you like most from the story? What elements of a short story did the
author consider or use? Was the author story? How did you empathize
What can you say about the characters successful in giving the intended in the with the characters? How did the
story? message of the story? Why or why not? 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:
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The teacher may
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details on the
After the interactive discussions, the teacher asks the students to answer the Short literary elements of a short
story Checklist. The checklist contains simple statements on some of the literary story:
elements of a short story. Then, the class zeroes in on the significance of each part that character/characterization, plot,
makes short stories. conflict, point of view, and
narrative techniques. As the
Points for Discussion
students fully grasp the major
● Short story falls under the first general category of literature – fiction. tools for short story writing, the
● Short stories are characterized by a limited number of characters, a teacher should be able to
restricted setting, and a narrow range of action. Hence, it can be read in a discuss that being able
single sitting. to identify these literary
elements will help the
readers understand
the underlying

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● 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
3. Lesson Activity additional questions to reveal
As the students fully grasp the characteristics and qualifications of a short story, students’ understanding of the
they are now prepared to accomplish the next activity through the corresponding text, including critical thinking
worksheet, exploring further how the literary elements are implemented in the questions that elicit their higher-
short story and how these reveal the intended message of the text. level reasoning as they relate
them to real-life context. The
Build-It-Up! teacher may also ask the
students to pair up to engage in
Instructions: Please see the worksheet task Build-It-Up. Based on your
meaningful discussions.
understanding of the text through the literary elements, fill in the bricks with the
needed information to build up the house. Nevertheless, if s/he feels that
the instructional time is
insufficient for the class to
SUB-TOPIC 2 (Day 3): perform all the learning tasks,
s/he may let the students work
1. Explicitation on the Worksheet activities at
home as assignments.
The teacher facilitates the picture-cued retelling of the story.
The number of groups may vary
Picture Weave depending on the class size. The
teacher may also add more
relevant photos and processing
questions. The teacher may also
do “Paint-Me- A-Picture” Game
as an

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Instructions: The class will be divided into 6 groups. Review the series of events in the alternative activity in which
story with your groupmates. Each member should actively engage in the spontaneous re- students will be asked to
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.

Pictures taken from: The teacher may write students’

responses on the board. Students
https://img.freepik.com/free-vector/big-mansion_1308- 42002.jpg? may mention outlining the
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775505dbd4e3e8409f97cb9d66f5bb49 sequence of events or plot
https://img.freepik.com/free-vector/realistic-wooden-brown-judge-gavel_88138- 139.jpg? structure so that they can use
size=626Sext=jpgSga=GA1.1.1503617566.1698568820Ssemt=sph the appropriate photo as they
https://img.freepik.com/free-vector/cottage-with-little-garden_1308- 35882.jpg? tell the story. Then, the teacher
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drives the students back to the
size=626Sext=jpgSga=GA1.1.1503617566.1698568820Ssemt=ais definition of short stories and
https://miro.medium.com/v2/resize:fit:1400/1*Aut7MVHYMNqJivnrEu2D9w.jpeg highlights the importance of Plot
https://img.freepik.com/free-vector/color-flat-illustration-big-happy-family-with-dog-yard_1284- 9815.jpg? structure as one of the literary
size=626Sext=jpgSga=GA1.1.1503617566.1698568820Ssemt=ais elements of a short story.
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size=626Sext=jpgSga=GA1.1.1503617566.1698568820Ssemt=ais After accomplishing the
worksheet, the teacher further
2. Worked Example processes the answers. The
After the activity, the teacher asks the following questions: teacher may present the linear
plot and introduce Freytag’s
● How did you make use of the pictures to retell the story? Pyramid, emphasizing the
inciting incident or the
● Which part of the story did you introduce the characters? complication part of the plot,
which follows directly after the
● How important is the sequence of events in narrating the story and being able
exposition; it is where the major
to relay the intended message of the writer? conflict is revealed.

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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.

The teacher then processes
students’ responses and leads
Word Hunt! the discussion
The teacher distributes the worksheets or may flash the puzzle on the TV screen. to
He/she presents the definitions of each part of the plot and asks the students to Character/Characterization as
loop or write down the correct part of the plot (Please see corresponding essential elements of the short
worksheet). 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

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● 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 Goes to Court by Note to the Teacher: The teacher
filling out the worksheet provided. elaborates
the students’
responses to the questions given
Understanding Character/Characterization 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

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the plot of the story.

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- 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. They help bring out the best in the
main characters or the protagonist. The teacher may use an
additional character analysis
- Stock or stereotype character chart or diagram. Through the
Flat characters may either be stock or stereotype characters. given activities, the students
must now have a clear
understanding of these literary
● The teacher may give additional inputs on the different types of characters. elements and how they are
Then, the teacher proceeds to ask the following questions: essential in coming up with a
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:

The teacher may use other
graphic organizers. The teacher
● Characterization is the process by which the writer reveals the personality of may also ask students views
a character about the characters and
● Types of Characterization: emphasize the significance of

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- Direct characterization: The author explicitly tells the readers the series of events that
what they want us to know about the character by clearly stating transpire in the story to reveal
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, elements interplay in coming up
motivations, actions, and interactions with others. with a unified whole of the text.
● STEAL Analyzing the characters’ Speech, Thoughts, Effect on others toward
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?

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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?
Actions What does the character do? How does the
character behave?

Looks What does the character look like? How does the
character 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.

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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 Identification
Learning 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

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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
Remarks on any of the Effective Practices Problems Encountered
following areas:

strategies explored

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materials used

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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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