LESSON EXEMPLAR

Grade 10 – English

Quarter: Third
Theme: Reconciling With Nature
Sub-Theme: Being One With Nature

Content Performance Standard:

Standard:
The learner demonstrates The learner skilfully delivers a speech for a
understanding of how world literature and other special occasion through utilizing
text types serve as sources of wisdom in expressing effective verbal and non-verbal
and resolving conflicts among individuals, groups strategies and ICT resources.
and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches
for occasion, pronouns and structures of
modification.

I. LEARNING COMPETENCY
 EN10LT-IIIi-20: Evaluate literature as a source of wisdom in expressing and
resolving conflicts between individuals or groups and nature
 EN10OL-IIIa-3.8: Use the correct stage stance and behavior when giving a
roast and a toast and when paying tribute to someone in a eulogy

Objectives:
1. Note down important details from the literary piece
2. Justify the ending of the story
3. Write a short tribute message
4. Deliver a short tribute message
5. Show appreciation to other people by delivering a short tribute message

II. LEARNING CONTENT

Lesson: “The Last Leaf” by O. Henry
Materials:
 Copies of the Literary Text
 Manila Paper and Marker
 References:
1. K to 12 Curriculum Guide (May, 2016) p. 226 - 228
2. Learner’s Material pp. 377 - 380

III. LEARNING TASKS

 Introduction
Faith is the art of holding on to things your reason has once accepted in spite of
your changing moods. ~C.S. Lewis
http://www.whatchristianswanttoknow.com/21-amazing-faith-sayings/

 Preliminary Activity
TASK 1. ASK A FRIEND
What are the things that you cannot do by yourself? Enumerate them in the
first column. Then, find a partner and ask him to complete the second column by
giving you some advice. When done, read the advice and write your realizations in the
third column.

I cannot… You should… I realized that…

Activity:

TASK 2. READING

Read the story “The Last Leaf” by O. Henry. Take down notes while reading the
story such as characters, events, unfamiliar words and striking lines from the story.
 Analysis:

TASK 3. DIFFERENT TASKS FOR DIFFERENT GROUPS

The class will be divided into five groups. Each group will be assigned with an
individual task.

Group 1. The Presenters

Describe each character based on how they were presented in the story. Use
the graphic organizer below. Pictures of each character may be provided.

Character Physical Description Positive Traits Negative Trait

SUE

JOHNSY

MR. BEHRMAN

Group 2: The Inspectors

Compare and Contrast the characters in the story. What do the three characters
have in common? Use the Venn Diagram below to show your answers.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
Group 3: The Seekers

Look for at least ten words used in the selection. Define each using a
dictionary and provide other information. Use the format provided below. Present
your work in class.

PART OF
WORD EXPANDED DEFINITION SENTENCE
SPEECH
Noun A leaf is an organ of a Amy used the large leaf
vascular plant and is the she got at the
principal lateral backyard to adorn her
appendage of the stem. project.

LEAF
IMAGE OF LEAF from:
https://www.google.com.ph/search?q=leaf&biw=1366&bih=599&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjz_vbe44fPAhWIOJQ
KHQFPCaIQ_AUIBigB#tbm=isch&q=leaf+clip+art+black+and+white&imgrc=wxAJvUMWBN-MZM%3

Group 4: The Line Pickers

Find at least five lines that strike you the most. You may use the leaf below to
present your answer. Explain each in class.

Group 5: The Arrangers

Using the ladder organizer, give at least five most significant events in the story in
chronological order.

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
 Abstraction:
In your own words, write a 3-5 sentence summary of the story. Be sure to include
the important points of the story. Be guided by the questions below.
1. What is the condition of the main characters at the beginning of the story? How
does the weather condition affect Johnsy?
2. How does Johnsy relate herself to the leaves??
3. What important role does Mr. Behrman play in the lives of the two artists?
4. How does Mr. Behrman help Johnsy?
5. What do you think is the ending of the story?

Application:

Answer the following questions.

1. Who are the characters in the story?
2. What admirable trait does each character possess?
3. Where and when did the story happen?
4. What is the significance of the setting to the story? to the characters?
5. What is Johnsy’s illness?
6. What could be the probable cause of Johnsy’s illness?
7. What do you think made Johnsy consider that her possible death would be
simultaneous with the last leaf to fall?
8. What helps Johnsy recover from her illness?
9. How does Mr. Behrman emphasize the connection of Johnsy’s faith to be
healed with the vine’s ability to hold the leaf (based on Johnsy’s POV)?
10.Why was it entitled “The Last Leaf”?

 Final Task: A Salute to a Hero

You have learned that Mr. Berhman died in the end. Based on Sue’s
statement, Mr. Berhman painted the last leaf on the wall that rekindled Johnsy’s
hope. For this “heroic deed”, write a tribute message for him in the space below.

https://s-media-cache-ak0.pinimg.com/564x/b1/b9/c8/b1b9c8697065bccbcf206858f448b2b8.jpg

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.
  Assessment:
Share the messages in class. An instrumental music (preferably piano) may be
played while doing the activity. The following rubrics may be used to assess their
works.

WRITING A TRIBUTE MESSAGE RUBRICS

Outstanding Very good Satisfactory Unsatisfactory SCORE

Demonstrates Demonstrates a Demonstrates Shows no
Understands excellent good some understanding of
the contents
understanding of understanding of understanding of the memorial’s
or
message the memorial’s the memorial’s the memorial’s contents or
contents or contents or contents or message
message message message
Identifies Thoughtfully Identifies some Identifies few Does not identify
positive identifies important positive positive features any important
features of a important positive features for each positive features
memorial features for each criterion
criterion
Suggests insightful Suggests relevant Suggests a few Does not suggest
Points out and relevant improvements to any relevant
improvements to
areas for
improvements to the memorials for the memorials improvements to
improvement
the memorials for all three criteria the memorial
all three criteria

https://tc2.ca/uploads/PDFs/Pivotal%20Voices/WWI%20Memorial%20Lesson%201.pdf

We are an emerging division where excellence is a habit and allegiance for quality is a pledge.