7

Quarter
Quarter 11
Quarter 2
Lesson Exemplar Lesson

for English 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 7
Quarter 2: Lesson 1 (Week 1)
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

Writers: Mary Grace S. Fabi, ME

Validators: Nimfa Dimaculangan, PhD., Christiandon Aviado, LPT. Ph. D.

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 literary texts as expressions of individual or communal values within a structural context.
and 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 & 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 Prior Day 1

Knowledge 1. Short Review
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
https://www.youtube.com/shorts/9WfloWQecRg the activity purposive. The
https://www.youtube.com/watch?v=id5jfuZZrkk teacher may also use other
https://www.youtube.com/watch?v=ke2JSR8OhAk relevant video clips. Additional
https://www.youtube.com/shorts/htEs3lwOa8s quotes/lines may also be
added. This activity should
After watching the videos, the teacher asks the following questions to the allow students to express
students: themselves. Hence, the teacher
should welcome possible varied
● What did you feel while and after watching the videos? responses from the students
● What can you say about feeling happy? What good does it do to and be able to process them
someone? Is feeling happy restricted to a specific age, gender, or race? effectively. The teacher may
Why do you say so? also ask the students to
● Do you then believe in the following lines? Why or why not? provide the difference between
joy and 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

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

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 drawn
4. condemn 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. savor
f. an emotion, feeling, or attitude) likely to spread to and affect others
The teacher may give the
7.anemic
g. the arrangement of the incidents or actions in a story reading assignment to the class
8. plot to be set for the next session.
h. a public official appointed to decide cases in a court of law
9. judge i. taste (good food or drink) and enjoy it completely
10. contagious j. to say in a strong and definite way that someone or something is bad
or wrong

k. not strong, forceful, or impressive weak

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

Instructions: With your pair, share your thoughts on the following questions:
1. Why do you think is the story 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 he/she should make the
to be read by each group aloud. Each student must pay attention for them to instructions clear to the
be at the same page with their groupmates/classmates. students. This activity will
After reading the story, the students will be asked by the teacher to answer provide an avenue for the class
the comprehension questions through The Road Map worksheet. to process the answers to the
Comprehension questions
After answering the comprehension questions individually, the teacher may together. The teacher may raise
prepare a short game “Revealing The Mystery Box: Game Ka Na Ba?” The additional questions for further
teacher flashes boxes on the screen with assigned questions from Take the clarifications that will lead to
Road Map worksheet together with the corresponding points. Whoever gets the students’ better and deeper
correct answer first will get the credit points. understanding of the text read.

2. Worked Example

Write and Post! After having the students' post

Instructions: After reading the text, write down the line/s from the story that their strips of papers, allow
speak/s to your heart most or the scene of the story that you like most. Then, them to read the posted lines of
post them on the Class Jam-Board or blackboard that the teacher prepare their classmates. You may also
let the students choose a pair
to share those lines with.
Let’s hear from you! The teacher should allow the
students to express
themselves. The teacher may

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 Instructions: Answer the following questions and engage in a short dialogue give follow-up questions like,
with a small group. ‘What can you say about the
author’s style in writing the
What elements of a short story did the
What did you like most from the story? story? How did you empathize
author consider or use? Was the author
What can you say about the characters successful in giving the intended with the characters? How did
in the story? message of the story? Why or why not? the 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:
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.istockphoto.com%2Fse%2Fvekt
or%2Flittle-boy-waving-hand-gm493903446-
77162177&psig=AOvVaw2COR0DNUxKkPJ3vu6AGUGJ&ust=1698558416884000&source=imag
es&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJic3b6FmIIDFQAAAAAdAAAAABAb

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.vectorstock.com%2Froyalty- The teacher may have

free-vector%2Fphilippine-girl-smiling-on-white-vector-
5938347&psig=AOvVaw2COR0DNUxKkPJ3vu6AGUGJ&ust=1698558416884000&source=images additional sources to be able to
&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJic3b6FmIIDFQAAAAAdAAAAABAn provide rich details on the
literary elements of a short
After the interactive discussions, the teacher asks the students to answer the story:
Short story Checklist. The checklist contains simple statements on some of character/characterization,
the literary elements of a short story. Then, the class zeroes in on the plot, conflict, point of view, and
significance of each part that makes short stories. narrative techniques. As the
students fully grasp the major
Points for Discussion tools for short story writing, the
● Short story falls under the first general category of literature – fiction. teacher should be able to
● Short stories are characterized by a limited number of characters, a discuss that being able to
restricted setting, and a narrow range of action. Hence, it can be read in a identify these literary elements
single sitting. 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
additional questions to reveal
3. Lesson Activity students’ understanding of the
As the students fully grasp the characteristics and qualifications of a short text, including critical thinking
story, they are now prepared to accomplish the next activity through the questions that elicit their
corresponding worksheet, exploring further how the literary elements are higher-level reasoning as they
implemented in the short story and how these reveal the intended message relate them to real-life context.
of the text. The teacher may also ask the
students to pair up to engage in
Build-It-Up! meaningful discussions.
Instructions: Please see the worksheet task Build-It-Up. Based on your Nevertheless, if s/he feels that
understanding of the text through the literary elements, fill in the bricks the instructional time is
with the needed information to build up the house. insufficient for the class to
perform all the learning tasks,
s/he may let the students work
SUB-TOPIC 2 (Day 3): on the Worksheet activities at
home as assignments.
1. Explicitation
The number of groups may
The teacher facilitates the picture-cued retelling of the story. vary depending on the class
size. The teacher may also add
Picture Weave 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 alternative activity in which
in the story with your groupmates. Each member should actively engage in the students will be asked to
spontaneous re-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.

The teacher may write

students’ responses on the
Pictures taken from: board. Students may mention
outlining the sequence of
https://img.freepik.com/free-vector/big-mansion_1308-
42002.jpg?w=900&t=st=1698615665~exp=1698616265~hmac=ad186a2f2a70bf707f6db56ac802987a
events or plot structure so that
775505dbd4e3e8409f97cb9d66f5bb49 they can use the appropriate
https://img.freepik.com/free-vector/realistic-wooden-brown-judge-gavel_88138- photo as they tell the story.
139.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=sph Then, the teacher drives the
https://img.freepik.com/free-vector/cottage-with-little-garden_1308- students back to the definition
35882.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais
https://img.freepik.com/free-photo/euro-coins-table_144627- of short stories and highlights
41151.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais the importance of Plot
https://miro.medium.com/v2/resize:fit:1400/1*Aut7MVHYMNqJivnrEu2D9w.jpeg structure as one of the literary
https://img.freepik.com/free-vector/color-flat-illustration-big-happy-family-with-dog-yard_1284- elements of a short story.
9815.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais
https://img.freepik.com/free-photo/close-up-delicious-chicken-meal_23- After accomplishing the
2150741803.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais
worksheet, the teacher further
processes the answers. The
2. Worked Example
teacher may present the linear
After the activity, the teacher asks the following questions:
plot and introduce Freytag’s
• How did you make use of the pictures to retell the story? Pyramid, emphasizing the
• Which part of the story did you introduce the characters? inciting incident or the
• How important is the sequence of events in narrating the story and being complication part of the plot,
able to relay the intended message of the writer? which follows directly after the
exposition; it is where the
major 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.

Word Hunt! The teacher then processes

The teacher distributes the worksheets or may flash the puzzle on the TV students’ responses and leads
screen. He/she presents the definitions of each part of the plot and asks the discussion to
the students to loop or write down the correct part of the plot (Please see Character/Characterization as
corresponding worksheet). essential elements of the short
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
Note to the Teacher: The
Goes to Court by filling out the worksheet provided. teacher elaborates the
students’ responses to the
Understanding Character/Characterization questions given 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 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. The teacher may use an
They help bring out the best in the main characters or the additional character analysis
protagonist. chart or diagram. Through the
given activities, the students
- Stock or stereotype character must now have a clear
Flat characters may either be stock or stereotype characters. understanding of these literary
elements and how they are
• The teacher may give additional inputs on the different types of characters. essential in coming up with a
Then, the teacher proceeds to ask the following questions: 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:

• Characterization is the process by which the writer reveals the personality of The teacher may use other
a character graphic organizers. The teacher
• Types of Characterization: may also ask students views
about the characters and
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 transpire in the story to reveal
stating 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, motivations, elements interplay in coming
actions, and interactions with others. up with a unified whole of the
• STEAL Analyzing the characters’ Speech, Thoughts, Effect on others toward text.
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?

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?
What does the character do? How does the character
Actions behave?
What does the character look like? How does the character
Looks 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

Learning Identification
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 on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

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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