Negros College, INC.

Tampocon
II, Ayungon, Negros Oriental
Subject: English
Date/Time: March 16, 2025 – 6:30-7:30
Year level: 2
Week: 1-5
Quarter: 2
Content Standard: Demonstrates understanding of text elements to see the relationship between known
and new information to facilitate comprehension.

Performance Standard: Correctly presents text elements through simple organizers to make inferences,
predictions and conclusions.
Competency: Identify and discuss the elements of a story (theme, setting, character, and events) (EN2LC-IIf-g-
2.2)

I. OBJECTIVES
Knowledge: Define the key elements of a story (theme, setting, character, and events).
Skills: Identify the theme, setting, character, and events in a given story.
Attitude: Acknowledge the importance of story elements in understanding literature.
II. CONTENT
Elements of a story
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages: BEAM ENG1 Module 8 – Noting Details. 2009.
2. Learner’s Material Pages: BEAM ENG2 Module 6B – Using -ing Form of the Verb. 2009
3. Additional Materials: Powerpoint presentation, Television, Books, Laptops, Papers,
Chart paper, colored markers, example story (e.g., "The Three Little Pigs")
4. Learning resources Portal: K to 12 Basic education curriculum
IV. PROCEDURE TEACHER’S ACTIVITY
A. Reviewing the 1. Daily Routine
Previous Lesson
a. Prayer
Presenting the
New Lesson
 b. Energizer
c. Checking of Attendance
d. Presenting classroom rules

2. Review
Quick Recall Activity
Guide Questions:
1. Have you ever read a story book before?
2. Do you remember who are the characters of the story?
3. Or where the story happened?
B. Establishing the THE LOST KITTEN
Purpose of the
Instructions: listen carefully as the teachers read the short story
Lesson/Motivatio
n

One sunny morning, Mia and Tom were playing in the park when they heard a
soft "meow." They looked around and found a small, fluffy kitten hiding behind
a bush. The kitten looked scared and hungry.

“Oh no! This kitten must be lost,” Mia said.

“We should help find its owner,” Tom added.

They carried the kitten gently and walked around the village, asking people if
they had lost a kitten. They stopped by Mrs. Patel’s shop.

“Oh dear! That looks like little Whiskers!” Mrs. Patel said. “Mrs. Brown has
been looking for her lost kitten all morning!”

Mia and Tom quickly took Whiskers to Mrs. Brown’s house. When she saw the
kitten, she smiled brightly.

“Thank you, children! I was so worried,” Mrs. Brown said as she hugged
Whiskers.
 Mia and Tom felt happy knowing they had helped someone in need. That day,
they learned that small acts of kindness could make a big difference.

Question:
1. What lesson did Mia and Tom learn from helping Whiskers?
2. What did Mia and Tom do when they found the lost kitten?
3. Where did Mia and Tom find Whiskers, and where did they take him?
4. Who helped Mia and Tom find Whiskers owner?
Answer key:
1. Kindness and Helping Others
2. They looked for the kitten’s owner
3. They found Whiskers in the park behind the bush
4. Mrs. Patel
C. Presenting READING TIME!
Examples or
Instances of the Instruction: Teacher will read a book, and students will identify what is the
new Lesson theme of the story, who are the characters, where is the setting or where the
story happened and what are the events in the story.

Material: books, example story (e.g., "The Three Little Pigs")

D. Discussing New Discussion

Concepts and
Practice Skills # 1 Elements of the story:
 Theme – is the central or main idea of the story. It could be the moral
lesson of the story.
 Setting – is the place and time where and when the story happens.
 Characters – are the people or animals involved in the story.
 Events – are the series or sequence of events.

E. Developing RANGE OVER!

Mastery
Activity 1: Story Element Map
Teaching Strategy: Project-Based Learning
Significance: This activity allows students to visually represent their
understanding of story elements and fosters collaboration.
Instructions:
 1. In groups, students will read the assigned story.
2. Each group will create a Story Element Map on chart paper, highlighting the
theme, setting, characters, and events.
3. Groups will present their maps to the class.

INTEGRATION ACROSS
English 2
Engage in a variety of ways to share information (e,g. role playing, reporting,
summarizing, retelling and show and tell). (EN2SS-IIa-e-1.2)

F. Finding Practical LET EM COOK!

Applications of
Instruction: Students will divide into 2 groups creating their own short stories
Concepts and
Skills in Daily at least 5 sentences, incorporating all four story elements. Students will
Living illustrate one scene from their story, clearly depicting the setting and characters.

G. Making Questions:
Generalization 1. What are the four key elements of a story?
and Abstraction 2. Why do you think it's important to understand these elements?
3. Can you give an example of a story and identify its elements?
For Higher Order Thinking Skills:
Questions:
1. How does the setting of a story influence the characters' actions?
2. In what ways can a theme change based on the character's perspective?
3. Why might different readers interpret the same story differently?

Answers:
1. The setting can create challenges or opportunities for characters, influencing
their decisions and development.
2. A theme can be perceived differently depending on the reader's background
and experiences, leading to varied interpretations.
3. Individual experiences and beliefs shape how readers connect with and
interpret story elements, leading to diverse understandings.

H. Evaluating Instruction: choose the correct letter!

Learning A. Setting B. Theme
C. Characters D. Events
 1. Browny, Blacky and Whitey
2. Jungle or Forest
3. Gretel and Hansel
4. Friends and Family
5. The wolf took a single blow on the pig’s house and its blew!

I. Additional Activities STORY TIME

for Application and 1. Write a short story at home that includes all the key elements (theme, setting,
Remediation
character, and events) and illustrate it. Share your story with a family member
and discuss the story elements together.

INTEGRATION ACROSS
English 7
 Talk about one’s activities/responsibilities at home and in school and community.
(EN2OL-IIa-b-1.3.3)

J. Reflection
K. Remarks
Prepared by: JOHN SAY MOUR SEIT