7

Lesson Quarter 2

Exemplar for Lesson

English 1
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for English Grade 7
Quarter 2: Lesson 1 (Week 2)
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 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 meaning,
Standards 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 a structural context.
and Objectives a. define the literary elements of conflict and point of view (POV);
b. determine the different types of conflict in the assigned text for reading;
c. illustrate the different types of conflict provided in the assigned text for reading;
d. distinguish the different POVs of narration;
e. use different POVs in (re)writing a text; and
f. demonstrate factual and inferential understanding of the contents and sequence of events in the assigned reading text.
C. Content How My Brother Leon Brought Home a Wife by Manuel E. Arguilla Types of Conflict

Point of View in Narration (Story)

D. Integration Philippine lowland tradition and family custom of courtship/marriage

II. LEARNING RESOURCES

Abrams, M. H., & Harpham, G. G. (2012). A glossary of literary terms (10th edition). Wadsworth, Cengage Learning.
Croghan, R. V. (2000). The development of Philippine literature in English (Since 1900). Alemar-Phoenix Publishing House, Inc.
Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises. USA: W. W. Norton & Company, Inc., and Peoples Education.
Piañar, R. (2020). Pan De Miya: Collection of microstories. USJR.
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 It is important to review them to

Knowledge establish a connection with the other
Short Review elements that will be discussed in the
The teacher may do a review of the previous lessons on the elements of a short story, namely: subsequent sessions. The teacher
a) character and characterization and b) elements of the plot. explains the lesson purpose to the
students so that they will realize that
the elements are not isolated forms
in studying the structure and in
Connect and Narrate!
reading a short story, visualize the
As a form of review, the class can do this short activity called Connect and Narrate! This activity
flow of the discussion, and
requires the participation of all the students. The teacher tells the students that the class will
appreciate all the learning activities.
create a short story in which everyone is a storyteller. The teacher begins the scene, and the
student in front follows, then the next student, until the last student at the back. The goal is to
The teacher must consider the
create a cohesive story, keeping the former scenes in mind. The students then apply their
knowledge of characterization and plot elements. cognitive level of the students as
they create an on-the-spot story.
The teacher must be open and
Scene 1: There is a man who lives in a barrio together with his dog named Potpot.
accommodating in dealing with the
Scene 2: Student 1
individual contribution of the
Scene 3: Student 2
students and be supportive of their
Scene nth: until the last student at the back.
creativity.

After this activity, the teacher gives feedback to the activity, emphasizing on the application of
the elements: a) character and characterization and b) elements of the plot.

B. Establishing 1. Lesson Purpose

Lesson Purpose
Look and Describe!
The teacher shows the class two pictures on the screen or board. Picture A shows
an image of an urban place (city). Picture B shows an image of the rural area
(barrio). Then, the students answer the worksheet Look and Describe! In this worksheet, the
students, based on their personal and vicarious experiences, jot down the differences between
the two places in terms of living and culture. They also summarize their answers by responding
to a query on where they wish to live.

Picture A Picture B

Picture A source: <a href="https://www.freepik.com/free-photo/beautiful- The teacher should call students to

modern-city-with-skyscrapers-pink-clouds- share their answers to the questions.
sky_11206527.htm#query=manila%20city&position=8&from_view=search&track= The teacher may also employ small
ais">Image by wirestock</a> on Freepik group discussions (SGDs) in which
the students could talk about their
Picture B source: <a href="https://www.freepik.com/free-photo/beautiful- experiences, especially about the
modern-city-with-skyscrapers-pink-clouds- differences in traditions or customs
sky_11206527.htm#query=manila%20city&position=8&from_view=search&track= between the two places. This time,
ais">Image by wirestock</a> on Freepik the teacher may already connect the
answers to the lesson and why it is
The teacher asks the following questions to the students as they observe the pictures. important to be studied.
a. What can you see in Picture A? in Picture B?
b. How does it feel like to live in the barrio? in the city? The class may do this activity in the
c. Is there a difference in living and culture between the two places? Give specific form of a game.
examples.
d. Between the two, where do you wish to live? Why?
e. What would be the reaction of a person coming from a city who visits a barrio and so
with someone from a barrio who visits a city? You may cite your personal or vicarious
experiences.
2. Unlocking Content Area Vocabulary

Unravel the Word! Answers:

The teacher flashes this table on the screen or board. The students will have to recognize the 1. conflict
words by supplying the missing letters while being guided by the definitions as clues. The 2. point of view
teacher may relate the concepts, such as conflict and point of view, to the previous elements 3. fragrant
discussed in Week 1. 4. hitch
5. cricket
6. ogre

After this activity, the teacher may present a short biography of Manuel E. Arguellia before
reading the short story. This may also be given as a reading assignment before this session.
1. _ o _ f _ i _ _ t In a short story, the characters encounter struggles
between or among opposing forces, which are resolved
in the end. How is it called?

2. _ _ i n _ _f _ i e _ This pertains to the perspective from which the story is

narrated to the readers. This answers the question: Who
is narrating the story? What is it?

3. _ r _ g _ _ n _ This word is used to describe an object that has a

pleasant or sweet smell. What is it?

4. h _ t _ h This verb means to tie an animal using a rope to a post

or cart.

5. c _ _ c _ e t Related to the family of grasshoppers, this jumping insect

makes a chirping sound, usually in males, especially at
night. What is it?

6. _ g r _ This word describes a person who is cruel or frightening.

In fairytales, it refers to a monster or giant who eats
humans. What is it?
C. Developing and SUB-TOPIC 1
Deepening 1. Explicitation
Understanding
Read to Discover!
The students read the short story, How My Brother Leon Brought Home a Wife, by Manuel E.
Arguilla. The story may be read during the class period or could be given as a reading
assignment.

After reading the story, the students answer the worksheet Read to Discover! This worksheet
helps them recognize the story’s plot events to prepare them for the analysis of conflict later.

Once the students are done, the teacher checks and processes the answers of the students. The
teacher proceeds by asking the following questions, which will introduce the concept of conflict The teacher may add more questions
and its types. based on the answers of the students
a. Where did the story happen? in the worksheet.
b. Who were the main characters in the story? Characterize them.
c. Could you describe the relationship of Leon and Baldo? Leon and Maria?
d. What problems did the main characters, Leon and Maria, encounter on their way
home to meet Leon’s family?
e. What tests were given to Maria?
f. Why did they follow the Waig road instead of the Camino Real?
g. Why was Maria afraid of Leon’s father?
h. Do you think Maria was accepted by Leon’s family? Why?
Day 2
2. Worked Example
The points for discussion may be
After processing the questions, the teacher leads the discussion by connecting the students’ used by the teacher as a guide in
answers about the problems encountered by the main characters in How My Brother Leon teaching conflict as a literary
Brought Home a Wife to the concept of conflict in fiction. concept. The classifications and
types of conflict have to be discussed
Points for Discussion (Teacher’s Guide) with examples.
● In a short story, conflict refers to problems or struggles that are encountered by the
characters and are usually resolved in the end.
● Conflict is an important element in the plot. Without it, the story becomes plotless.
 ● Conflict begins at the complication stage, also called the inciting incident. A complication
is any single incident that gives birth to a conflict.
● To understand the development of conflict, one must look at the problems encountered
by the protagonist/s on their journey in the story against the antagonist/s (a person,
social norm, technology, nature, animals, etc.)
● Two classifications of conflict
o Internal conflict
● Character vs. himself/herself/themselves
o External conflict
● Character vs. Character
● Character vs. Society
● Character vs. Nature
● Character vs. Supernatural
● Character vs. Technology
Ready, Set, Recall!
As a form of an enabling exercise, the students answer the worksheet Ready, Set, Recall! This
activity is a simple recall of the classifications and types of conflict based on the pictorial scenes
provided. The teacher facilitates the processing of students’ answers afterwards.

Answers:

Item Classification Type Opposing

Forces

1 External Character vs. Character

2 Internal Character vs.

Himself/Herself/Themselves
Answers are
3 External Character vs. Nature dependent on the
type of conflict.
4 External Character vs. Technology

5 External Character vs.

Society/Character
3. Lesson Activity
Draw the Conflict!
In this activity, the teacher divides the class into six groups. Each group creates a 4-tile comic
that shows one conflict in the story, How My Brother Leon Brought Home a Wife. The students The teacher should tell the students
must be able to identify the classification and type of conflict as they present their work. to bring art materials (e.g.,
Below is an example of a 4-tile comic template. illustration board, coloring
materials, etc.) for the activity a day
Sample Scenes: before the performance task is done.
Scene 1: Leon asked Baldo: “Who told you to drive through the fields at night?”
Scene 2: The three of them pass through the bumpy road of Waig that evening.
Scene 3: Leon asked Baldo again: Why do you follow the Waig instead of the Camino Real?”
Scene 4: Baldo answered Leon: “Father, he told me to follow the Waig tonight, Manong.”

Sample Scenes:
Scene 1: The three of them pass through the Camino Real.
Scene 2: Leon said: “We drove through the fields because—but I’ll be asking father as soon as we get
home.”
Scene 3: Maria expressed to Leon: “I am afraid. He (father) may not like me.”
Scene 4: Leon comforted Maria, after asking: “Does that worry you still, Maria?”

During the processing and feedback of outputs, the teacher may ask essential questions that
relate to the integrated theme: Philippine lowland tradition and family custom of
courtship/marriage. The following are sample guide questions:
a. What Filipino tradition of courtship/marriage is shown in the story?
b. If you were Maria, would you survive the tests of Leon’s father?
c. Why did the father test Maria?
d. How does the current tradition or custom of courtship/marriage differ from the
past?
e. In the contemporary time, would you still introduce the person you love to your
parents? Explain.
The teacher may assess the group outputs (comics) using the rubric below.
5 3-4 1-2

Understanding The students The students portray The students portray

of the concept of portray the the scenes with the scene far from
conflict scenes as adequate to little the narration.
narrated in the understanding of the
story. narration.

Creativity The drawing is The drawing is The drawing is not

effective and satisfactory, as effective and
convincing using represented by convincing because
appropriate appropriate only a limited
symbols. symbols. number of symbols
are used.

Participation All group members Two group members Three members in

actively participate do not actively the group do not
and engage in the participate and actively participate
activity. engage in the and engage in the
activity. activity.
SUB-TOPIC 2 (Day 3)
1. Explicitation:

Act it out!
In this activity, the teacher selects some students to do a dramatic reading of an excerpt from
the short story. Please refer to the excerpted lines in the worksheet.

After the activity, the teacher asks the following questions as they lead the discussion to the
subtopic point of view.

Questions to activate students’ prior knowledge about POV

a. In narrating a story, is it possible for you to tell your own experiences?
 b. Could you tell or narrate the life story of others, e.g., your mother, best friend, etc.?

Questions to link the story with the concept of POV

c. How many characters are talking in the excerpt?
d. In the excerpt taken from How My Brother Leon Brought Home, who is narrating the
story?
e. How did you know that the story is being told by Baldo, the brother of Leon?
f. What type of point of view was used by the author in the story?
g. Why do you think Manuel E. Arguilla told the story through the point of view of a
boy?

Points for Discussion (Teacher’s Guide)

● Point of view or POV refers to the perspective from which a story is told or narrated The points for discussion may be
(Hamilton, 2007; Abrams & Harpham, 2012). This can be identified by the pronoun that used by the teacher as a guide in
the narrator uses to recount events. teaching POV as a literary concept.
● There are four types of POV (Hamilton, 2007; Abrams & Harpham, 2012): Moreover, the teacher should
1. First-person: This type of POV shows what the first-person narrator “knows, provide more sample texts or at least
experiences, infers, or finds out by talking to other characters.” The first-person excerpts that illustrate various types
narrator is merely an observer of what the other characters feel, experience, or of POV. The teacher should also
know. The narrator or storyteller is a character in the story who uses the emphasize the differences between
the types of POV in narrating events
pronoun “I” or “we.”
and the impact they create.
2. Second-person: This type of POV occurs rarely in narration. It uses the second-
person pronoun “you.” The second person may be a specific fictional character,
the reader of the story, or the narrator himself or herself.
3. Third-person limited: The narrator describes only events from the perspective
and understanding of one, or sometimes, a select few characters. They do not
see everything; hence, they only tell what the character sees, thinks, and feels.
4. Third-person omniscient (all-knowing POV): The narrator knows the motive,
feelings, and background of any or more than one character. The narrator is
free to narrate the thoughts, feelings, and actions as they shift from one
character to another.
2. Worked Example

Point the POV!

The students perform the worksheet, Point the POV! In this activity, the students identify the
perspectives from which the story is narrated by noting the number of narrated character’s
thoughts and feelings in each passage.

Answers to the activity:

1. First-person POV Possible explanation: The use of the pronoun I

2. Third-person omniscient Possible explanation: The narrator reveals the internal

thoughts and feelings of two characters—Ivan and
Nadia.

3. Third-person limited Possible explanation: The narrator only reveals one

character’s internal thoughts and feelings— Jeremiah.

3. Lesson Activity
Rewrite the POV!
The worksheet Rewrite the POV! may be given as a reinforcement to students’ knowledge of
POV. The students rewrite the given passage in third-person limited and third-person
omniscient points of view. The students could accomplish the task individually or in groups
(dyadic, triad, or small group).

Thereafter, the teacher calls some students to share their answers with the class. The students
must be able to point out how the narratives differ when they are told from various points of
view.
D. Making 1. Learners’ Takeaways (Day 4) The teacher may require the
Generalizations students to digitize or draw their
Grab a Graph! infographics on a piece of paper. The
For this part, the students create personalized infographics to summarize their teacher may provide
knowledge/learning on the classifications and types of conflict, and the types of

point of view. Afterward, the teacher may do a gallery walk of infographics inside the classroom contextualized guidelines for this
as the students discuss their works. activity.

2. Reflection on Learning: If instructional time permits, the

teacher may add similar activities in
Think and Reflect! case the students do not perform
As a metacognition activity, the students complete the worksheet Think and Reflect! The very satisfactorily in the learning
teacher should provide the students with enough time to finish the activity. Then, they may call tasks. They may design one or two
some students to share their answers with the class. challenging activities when the
students manifest a thorough
understanding of the lessons or
easier ones when the students
perform poorly in the tasks.
 5 3-4 2-1

Understanding The conflict is clearly The conflict is clearly The conflict is

of the literary shown and shown but not fully absent in the
device: Conflict effectively developed. narrative.

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

A. Evaluating 1. Formative Assessment

Learning
Writing in Action! The teacher may require the
In this activity, each student composes a 100-150-word narrative that reflects one type of conflict, students to encode or handwrite
and the character/s or narrator/s’ thoughts, feelings, and actions are narrated from one point of their outputs. In case it is encoded,
view. The students have the freedom to choose their own theme. the teacher decides on the
specifications (i.e., font style, font
The teacher may use the rubric below in scoring the students’ outputs. Feedback size, spacing, number of pages, etc.)
may be given after. of the encoded output.
 developed in the
narrative.

Application of The POV is clearly The POV is clearly POV does not seem
POV shown and shown but not fully to complement the
effectively developed in the other elements in
developed in the passage. the passage.
passage.

Language use The language used is The language used is The writer needs to
creative and helps creative but makes it improve the
reveal the conflict difficult for the reader language as it seems
and POV. to establish the to affect the reader’s
conflict or POV. general
understanding of the
narrative.

B. Teacher’s
Remarks
Note observations on any of the following
areas:

strategies explored
Effective Practices
Problems Encountered
 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?