LESSON PLAN IN ENGLISH

GRADE 7

February 11, 2020

I. OBJECTIVES
At the end of the lesson the student should be able to:
 Appreciate the value of sacrifice
 Identify the elements of the story
 Write a reaction paper about the story
 Relate the story to real – life situations

II. SUBJECT MATTER

Topic: The Sacrifice by Celso Carunungan
Reference:https://books.google.com.ph/books?id=32GivwaOPw0C&pg=PA161&lpg
=PA161&dq=the+sacrifice+by+celso+carunungan+pdf+free&source=bl&ots=A_Yxv
d-FN5&sig=ACfU3U0iwuvunD6cky-
80lmGRBFqy4bZ6A&hl=en&sa=X&ved=2ahUKEwiY266v6cHnAhUpw4sBHaygD
_0Q6AEwBHoECAoQAQ#v=onepage&q&f=false
Materials: Handouts, visual aids

III. PROCEDURES
A. Daily Routine
Prayer
Checking of Attendance
Presentation of the Performance Task
The students will present their assigned task that is related to the topic that
the class previously discussed “The Body’s First Line Of defense”

Unlocking of Difficulty
1. My carabao slept peacefully beside the chicken coop. A coop is a _______
a. a cage b. a box c. a fence
2. The sky had an eerie rosy glow. What is the meaning of the word eerie?
a. happy b. strange c. beautiful
3. The carabao pulled the plow in the devastated fields. Devastated mean?
a. constructed b. maintained c. destroyed
4. Father patted me on the shoulder and mussed my hair.
a. tossed b. forced c. messy
5. He thumped on the table with his fist. Thump mean?
a. strike with something heavy
b. push with force
c. open suddenly
Knowing the Author
Celso Carunungan
 He is an award-winning Filipino writer, novelist,
and scriptwriter in English and Filipino languages
 In 1959, he won the Best Story prize from
the Filipino Academy of Movie Arts and
Sciences (FAMAS) for writing the story
and screenplay for the Tagalog-language film Biyaya
ng Lupa ("Blessings of the Land")
 Among his works are Like a Big Brave Man, a novel
published in New York in 1960 then in Manila in 1963;
Return to Gomora and Other Stories (1963); Panorama
of World Literature for Filipinos: Fourth Year
(1966); Satanas sa Lupa (1971), a Tagalog novel; and
To Die a Thousand Deaths: A Novel on the Life and
Times of Lorenzo Ruiz.
 He was a production consultant for the 1982
American movie The Year of Living Dangerously.

B. MOTIVATION /ELICITATION

The class will have an activity called the sinking boat. The teacher will let the
students imagine that they are on a sinking boat and the lifeboat will carry three
less person than in a group. Three person must surrender his or her life and each of
them must make a compelling case why they should be the one who left behind.
They cannot suggest someone else should die; they can only make a case for
themselves. They need to convince the other people on why they should be the
person who doesn’t step into the lifeboat. After each person has presented his or
her case, the students will vote for the person with the most compelling case for
who should be left behind.
Motive Questions
1. What emotions did you deal with when giving your argument?
2. How did you decide as an individual who should die so the others would live?
3. Was it an easy decision?

C. PRESENTATION/DISCUSSION OF THE LESSON

 The teacher will ask the students about what they think when they hear the
title of the selection: The Sacrifice
 The teacher will briefly discuss the elements of the story
The Elements of the Story
 CHARACTERS – the characters are the individuals that the story is about.
  SETTING – the setting is the location of the action.
 PLOT – describes the events and their significance as the story unfold.
There are five different parts to the plot: exposition, rising action, climax,
falling action and resolution.
 Exposition – this is the beginning of the story, where characters and
setting are established. The conflict and the main problem is
introduced as well.
 Rising action – occurs when a series of events build up to the
conflict.
 Climax – the main point of the plot, there is a turning point of the
story. This is meant to be the highest interest and emotion, leaving
the reader wondering what is going to happen next.
 Falling action – or the winding up of the story, occurs when events
and complications begin to resolve
 Resolution – it is the end of the story which may occur with either
a happy or tragic ending.
 The teacher will allow the students to read the selection silently. As they read
they will answer the guide questions.
1. Who are the main characters in the story?
2. What is the problem that the characters facing?
3. How will you describe Crispin and his father?
4. What is the importance of your family to you?
5. Did you ever sacrifice something for your family?
6. If you are Crispin will you do the same thing?
 After reading the selection, the teacher and the students will answer the guide
questions and will identify the elements of the story through the graphic
organizer
The teacher will ask the students the following questions
 What did you learn from our discussion?
 What is something you have given up or sacrificed in your life? Why? Was it
hard to give up?
 What would you be willing to sacrifice for someone else? For whom would you
make that sacrifice?

IV. APPLICATION
The students are divided into four groups for the following presentations:

Group 1 and 2: Choose one important scene in the story and act it out in short drama
presentation.
Group 3 and 4: Draw a comic strip that shows the important events that happened in the
story.
V. VALUING/GENERALIZATION
The teacher will let the students pick a strip of paper and will answer the questions written
on it.

This part reminds me of....

I felt like...(character) when I....
If that happened to me I would....
The story reminds me of...(another text) because....
I can relate to...(part of text) because one time....
Something similar happened to me when....

VI. ASSIGNMENT
Write a reaction paper about the story “The Sacrifice ”