TAYABAS WESTERN ACADEMY

Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

DETAILED LEARNING PLAN

SUBJECT: ENGLISH DATE: APRIL 23, 2024

GR. & SECTION: 10 TIME: 7:00 – 8:00 PM

CONTENT STANDARDS

The learner demonstrates communicative competence through his/her understanding of literature and
other texts types for a deeper appreciation of Philippine Culture and those of other countries

PERFORMANCE STANDARDS
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and
non-verbal strategies and ICT resources.
ESSENTIAL QUESTION
How does one produce an effective speech for special occasion?
ESSENTIAL UNDERSTANDING
Students will understand that an effective speech for special occasion depends on the skillful way of
expression, one’s knowledge and evaluation of individual and global issues, and utilization of effective
verbal and non-verbal strategies and ICT resources.
TRANSFER GOAL
The students on their own and in the long run will be able to produce an effective speech for
special occasion to express viewpoints and resolve local and global issues.

LESSON TITLE: The Boy Who Cried Wolf by Aesop

21st Century Skills

 Communication
 Collaboration
 Creativity
 Critical Thinking and Doing

I. LEARNING OBJECTIVES At the end of the lesson, the students will be able to:
1. identify the elements of the story;
2. appraise the personal significance of the selection by
evaluating it through the reader-response and moralist
approaches; and
3. recognize the moral of the story and show appreciation
towards the selection.

II. ASSESSMENTS  Oral Questioning

 Written Formative Assessment
 Group Activity/Performance
III. TOPIC The Boy Who Cried Wolf by Aesop (ReaderResponse and
Moralist Approaches)
RESOURCE: https://etc.usf.edu/lit2go/35/aesops-fables/375/the-boy-who-cried-
wolf/
MATERIALS: - PowerPoint Presentation
- Laptop
- Television
- Cartolina

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

IV. LEARNING PLAN

Routinary Activities
A. Greetings
Good evening, Grade 10!
Good evening, Sir!
B. Prayer
Let us set the mood of today’s class with a
prayer. Ms. De Silva, kindly lead the prayer.

Let us bow our heads and feel the presence

oof our Lord. In the name of the father, the
son, and the holy spirit, Amen. Dear Lord,
may we come together in this classroom
with open hearts and minds. Let us respect
each other’s differences and celebrate our
diverse backgrounds. May we strive to
learn, grow, and support one another in our
academic journey. May we seek
understanding, wisdom, and compassion as
we navigate our studies. May our time
together be filled with kindness, learning,
and a sense of community. Amen.

a. Classroom Management
Before you take your seats, kindly pick
up the pieces of trash in your (Student did as they were told)
surroundings and arrange your chairs
properly. Please take your seats.

How’s your night everyone? Is it good so Yes, Sir!

far?

That’s good to know!

A. EXPLORE

Review/Recall/Drill

Since this is our first time to meet and we

haven’t had previous discussion, let’s now proceed to
other stuffs.

MOTIVE QUESTION

Now, I want you to reflect with this

question.
Student’s answer may vary.
How important it is to be honest? Explain.

That’s good to hear. Before we proceed, Student’s will do the clap.

let us first give a Mosquito Clap for your

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

classmate’s participation. Let’s do it!

B. FIRM UP

DiscussionLesson Proper

A while ago I asked you to reflect to the At the end of the lesson, I will be able to:
question that I have given. Tonight, we will be 1. identify the elements of the story;
talking about a fable showing someone who 2. appraise the personal significance
constantly fooling everyone for his own of the selection by evaluating it
happiness, and I know you are all familiar to through the reader-response and
this, it is entitled “The Boy Who Cried Wolf” moralist approaches; and
by Aesop. But before that, let us first read the 3. recognize the moral of the story
learning objectives for today. and show appreciation towards the
selection.

Alright! Before we start reading the fable, let

us know the author first. Please read the
background of the author everyone.
Aesop was an ancient Greek storyteller
credited with a collection of fables known
as “Aesop’s Fables.” These fables are short
tales, typically involving animals with
human characteristics, that convey moral
lessons or truths about human nature.
Aesop’s Fables have been passed down
through generations and are still popular
today for their timeless wisdom and
universal themes. While the historical
details of Aesop’s life are uncertain, his
fables continue to be cherished for their
enduring moral insights.

Thank you. The Boy Who Cried Wolf is just

one of the 725 fables that he wrote. He also
wrote this fable entitled “The Fox and The
Weasel.” But tonight we will focus on the his
fable The Boy Who Cried Wolf. I prepared
here a copy of this, so that we will be able to
see the events of the story clearly. Pay
attention and expect me to ask some questions
while I’m reading the fable

.
The Boy Who Cried Wolf
by Aesop

Once there was a shepherd boy who was

bored as he sat on the hillside watching the

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

village sheep. To amuse himself, he took a

great breath and sang out, “Wolf! Wolf! The
wolf is chasing the sheep!” The villagers came
running up the hill to help the boy drive the
wolf away. But when they arrived at the top of
the hill, they found no wolf. The boy laughed
at the sight of their angry faces. “Don’t cry
‘wolf’, shepherd boy,” said the villagers,
“when there’s no wolf!” They went grumbling
back down the hill.

What do you think will happen next?

Sir, I think he will not do it again.

Okay, let’s see.

Later, the boy sang out again, “Wolf! Wolf!

The wolf is chasing the sheep!” To his
naughty delight, he watched the villagers run
up the hill to help him drive the wolf away.
When the villagers saw no wolf, they sternly
said, “Save your frightened song for when
there is really something wrong! Don’t cry
‘wolf’ when there is NO wolf!” But the boy
just grinned and watched them go grumbling
down the hill once more.

Can you guess what will happen next? Sir, I think he will encounter a real wolf.

Let’ find out.

After a while, he saw a real wolf prowling

about his flock. Alarmed, he leaped to his feet
and sang out as loudly as he could, “Wolf!
Wolf! “But the villagers thought he was trying
to fool them again, and so they didn’t come.
At sunset, everyone wondered why the
shepherd boy hadn’t returned to the village
with their sheep. They went up the hill to find
the boy. They found him weeping.

“There really was a wolf here! The flock has

scattered! I cried out, ‘Wolf!’ Why didn’t you
come?” An old man tried to comfort the boy
as they walked back to the village. “We’ll
help you look for the lost sheep in the
morning,” he said, putting his arm around the
youth, “Nobody believes a liar…even when
he is telling the truth!”

Now, to test if you’re really listening, I have

here 5 statement. All you have to do is to say
the word “Pakak” if it’s true, and “Sapak” if
not. Yes, Sir!

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

Understand?

Okay. Let’s begin.

Pakak or Sapak: The shepherd boy in the story

repeatedly tricks the villagers by falsely
claiming that a lion is attacking his flock of
sheep.
Answers
Pakak or Sapak: The villagers initially believe 1. Sapak
the shepherd boy when he cries out for help. 2. Pakak
3. Sapak
Pakak or Sapak: The shepherd boy’s repeated 4. Sapak
false alarms eventually lead to a serious 5. Sapak
consequence for both him and the villagers.

Pakak or Sapak: When a real wolf finally

appears, the villagers rush to help the
shepherd boy.

Pakak or Sapak: In the end, the villagers

apologize to the shepherd boy for not
believing him earlier.

Now, I want you to get 1/2 crosswise,

then answer the following questions:

1. Who are the characters of the story?

2. What is the setting of the story
(place and time)?
3. What is the point-of-view of the
story? Answers;
4. What type of conflict was shown in
the story?
1. The characters of the story
5. What have you learned in the story?
include the shepherd boy, the
villagers, and the wolf.
2. The setting of the story is a
hillside where the shepherd
boy watches over the village
sheep. The time period is not
specified, but it’s a rural
setting.
3. The point-of-view of the
story is typically third-person
omniscient, where the
narrator knows the thoughts
and feelings of all the
characters.
4. The story depicts a conflict
between the shepherd boy
and the villagers, as well as
the conflict between the
shepherd boy and the wolf.

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

5. The story teaches the

importance of honesty and
credibility, illustrating the
consequences of deception
and the value of
trustworthiness in
relationships.

Now, who wants to play a game?

(students will raise their hands)

C. Deepen

Okay, let’s play a game! It is called THE

GOLDEN PASS!
a) In this activity, you will pass a red
box while a music is playing. Once
it stops, the one holding the box will
stand up and will pick a paper in the
box. And will answer what written
on it.

Process/Guide Questions Possible Answers

1. What have you realized after reading

‘The Boy Who Cried Wolf?’ 1. The fable teaches the lesson that
2. Does “The Boy Who Cried Wolf” dishonesty can have serious
consequences and erode trust.
end the way you expected? Why? If not,
2. “The Boy Who Cried Wolf” does
give your own ending of the story. not end as expected because the
3. If you were one of the villagers, shepherd boy’s lies ultimately lead
what would you feel if you were constantly to real harm. In an alternate ending,
tricked by the Shepherd boy? Explain. the villagers could forgive the
shepherd boy after he learns his
lesson and proves himself
trustworthy.
3. If I were one of the villagers
constantly tricked by the shepherd
boy, I would feel frustrated and
wary of believing him in the future.
His deceit would undermine the
community’s ability to respond
effectively to genuine threats,
leading to potential danger for
everyone involved.
Thank you. Let us give them the Regine
clap. Let’s do it. (students will do the clap)

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

D. Transfer
For your group activity today, I have here 4 strips of
paper that contains tasks to accomplish in a span of
10 minutes. We will call this activity a Talent Show
Extravaganza!

Group 1:
Create a one-stanza poem about the moral of
the story then perform it in front of the class.
Group 2:
Create a slogan that depicts the moral story
you’ve learned from the story ‘The Boy
Who Cried Wolf”. Be creative and make use
of coloring materials.
Group 3:
Perform a skit (short play) showing your
own version of the ending of the story.
Group 4:
Write and perform a song or rap about the
story “ The Boy Who Cried Wolf”.

Criteria/Rubrics for Group Presentation

(after 10 minutes the students perform the

task)

(students will clap)

Goodbye, Sir!

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

Let’s give everyone a big round of applause.

That’s all for tonight. Goodbye, Class!

Prepared By:

Mr. Paulo C. Maderazo

Teacher

EXCELLENT GOOD FAIR POOR

(5) (4) (3) (2-1)
DELIVERY/ Impressive level of Good talent for Not quite the Not up to the
QUALITY talent for age! age. Performs at a quality for age. level for age.
Performs at a level level that engage Performs at a Performs at a
that definitely engage the audience most level that might level that might
the audience in the of the time. engage the not engage the
whole performance. Confident and has audience at some audience. Visibly
Very confident and few problems time. Appears uncomfortable
has no problems performing somewhat performing
performing. uncomfortable
performing
COOPERATION Members knows Members knows Members knows Members do not
AND their task very well their task very their task and know their tasks
TEAMWORK and have a well- well and have a have a well- and have no
defined responsibility well-defined defined defined
or role at all times. responsibility or responsibility or responsibilities.
role most of the role some of the
time. time.
CONTENT Development of Sequence of Content is loosely No apparent
information is clear; information is connected, logical order of
transitions are clear well-organized for transitions lack presentation,
and create a succinct the most part, but clarity. unclear focus.
and even flow. more clarity with
transitions is
needed.

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