Lesson for for English subject Six Notable Elements of Philippine Prose (Literature: Footnote to Youth by Jose Garcia Villa)

Sample

1. LEARNING SUBJECT: MAPEH
I. Curriculum Content, Standards, and Lesson Competencies
A. Content Standards The learners demonstrate understanding of the contemporary and emerging popular Music and
Arts of the Philippines and selected Southeast Asian countries, and their cultural influences,
including the subjects, themes, concepts, mediums, processes, techniques, and/or practices.
B. Performance Standards The learners create works based on relevant concepts, processes, techniques, and/or practices
used in selected representative contemporary and emerging works of the Philippines and selected
Southeast Asian countries in the production of their creative works.
C.1 Learning Competencies Discuss how representative contemporary and emerging performing and visual arts of the
Philippines and selected Southeast Asian countries influence their cultural identity and diversity.
C.2 Learning Targets The learners can ….
a)Identify key contemporary and emerging artists, musicians, and genres from the
Philippines and selected Southeast Asian countries.
b)Examine the cultural influences that shape contemporary and emerging performing and
visual arts in the Philippines and the Southeast Asia.
c)Recognize the significance of cross-cultural exchanges and collaborations in the
development of Southeast Asian performing and visual arts.
D. Topic Six Notable Elements of Philippine Prose (Literature: Footnote to Youth by Jose Garcia Villa)
E. Integration Self-awareness on the realities of youth and consequences of early marriage
II. Learning Resources English 7 Textbook, MATATAG Module
III. Teaching and Learning
Procedure
Teacher’s Notes
A. Activating Prior
Knowledge
Mystery Box: Demystifying the 4 Features of Philippine Prose
1.Students will be asked to choose one from the four mystery boxes flashed
on the screen.
2.Upon choosing, a specific characteristic about one of the four features of
Philippine Prose will be flashed and the students will guess the correct
feature being described.
3.Afterwards, the teacher will ask for additional input from the students
about the previous lesson: 4 notable features of Philippine Prose

2. B. Establishing Lesson
Purpose
Motivation: Gallery Walk
1.Series of pictures will be flashed in the screen (The pictures will focus on the
six notable elements of Philippine Prose).
2.The students will, then, be tasked to describe the given pictures. The
teacher may elicit as many responses as he/she could.
Reason for Learning the New Lesson:
-Describe and analyze six notable elements of Philippine Prose
-Inculcate the themes of making youthful decisions and its
consequences
Unlocking Difficulties:
1.Copious - abundant in supply or quantity.
2.Chide - to scold or rebuke.
3.Insouciance - casual lack of concern; indifference.
4.Prolixity - the use of too many words to express an idea; long-windedness.
5.Impetuosity - acting or done quickly and without thought or care;
impulsiveness.
C. Developing and
Deepening Understanding
Pre-activity Discussion:
1.Pre-reading activity (Footnote to Youth by Jose Garcia Villa)
2.Answering process questions/comprehension questions
3.Discussion of Six Elements of Philippine Prose based on the given text
Activity Proper:
1.Think-Pair-Share
Post – Activity Discussion:
1.Story Mapping
D. Making GeneralizationsThe six notable elements of Philippine Prose are the following:
Conflict is a struggle between opposing forces that is central to the plot
of a story. It drives the narrative forward and can be either external or
internal.
Setting is the time and place in which a story takes place. It includes the
physical location, historical period, time of day, weather, and social
conditions.
Character refers to any person, animal, or figure represented in a story.
Plot is the sequence of events that make up a story.
Point of View is the perspective from which the story is told. It

3. determines what the reader knows about the events and characters.
Theme is the underlying message or central idea of a story. It reflects
the author's purpose and insights into life, society, or human nature.
IV. Evaluating Learning,
Formative Assessment and
Teacher’s Reflection
A. Evaluating Learning a.Reflective Essay: Answer the question
What is the importance of understanding the impact of life choices to the realities of youth,
marriage, and the consequences of early decisions?
b.Skit (Write, Camera, Action): Portraying the Themes of the Story
B. Learner’s Reflection on the
Topic
Guide Questions:
1. Which part of the topic you find:
a. easy to understand?
b. difficult to understand?
2. What did you feel while the lesson on the topic was ongoing?
3. Where do you think you can apply the lesson in your day-to-day life?
4.Based on your plan in applying the lesson to your day-to-day life,
a.what benefit does it give to you?
b.what contribution does it give to your family? our place? our country? Our ASEAN neighbors?