BUKIDNON STATE UNIVERSITY

Malaybalay City, Bukidnon 8700

Tel (088) 813-5661 to 5663; TeleFax (088) 813-2717, www.buksu.edu.ph

Teacher Asha Kate T. Rojo Subject English

Grade & Section Grade 7- Humility Date April 11, 2023
Topic Essential Reading Assignment: The New Yorker in Tondo

OBJECTIVE
Content Standard The learner demonstrates understanding of: South and
West Asian literature as an expression of philosophical
and religious beliefs; information flow in various text
types; reality, fantasy, and opinion in listening and
viewing materials; word decoding strategies; and use of
information sources, active/passive constructions,
direct/reported speech, perfect tenses and logical
connectors in journalistic writing.
Performance The learners transfer learning by composing a variety of
Standard journalistic texts, the contests of which mat be used in
composing and delivering a memorized oral speech
featuring use of properly acknowledged information
sources, grammatical signals for opinion-making,
persuasion, and emphasis and appropriate prosodic
features, stance and behavior.
Learning Discover the conflicts presented in the literary
Competency selections and the need to resolve those conflicts in non-
violent ways.

CONTENT
Topic Essential Reading Assignment: The New Yorker in
Tondo
Integration/Skill Exploring Borderless World
Strategies Interactive Class Discussion, Quiz Bowl, Group Activity,
Point System Activities
Materials PowerPoint Presentation, Whiteboard/Blackboard,
Cardboard, Chalk

LEARNING RESOURCES
References Voyagers pgs 233- 254; Supplementary Learning
Materials – Resolving Conflicts in 4 Steps by First Tee

PROCEDURE
Preliminary Prayer
Activities - The teacher will call somebody from the class to lead
the prayer
 Checking of Attendance
- The teacher will ask the beadle the list of students who
are absent.
Review : Quiz Bowl
1. The class will be grouped into five (5)
2. Each group is entitled to one (1) group leader and will
be given one illustration board and a chalk
3. There will be 5 questions and each question is worth 5
points. The questions will cover the lessons-
Formulating Questions and Reporting an Interview
4. The teacher will read the question twice and students
are given 10 seconds to write their answer.
5. After the 10-second timer each group must raise the
illustration boards up.
6. The group with the correct answer will automatically be
given 5 points while 2 points for those who got it wrong.

Questions are as follows:

1. What are the two kinds of questions?
Answer: Simple and Thought-Provoking Questions
2. It is the art of exchanging messages between two or
more people. What is this?
Answer: Communication
3. True or False. Open-ended questions will not make
your interview successful.
Answer: False
4. By definition it is a purposeful exchange of ideas, it
involves communication between two or more persons.
Answer: Interview
5. What structure do we follow when formulating
questions?
Answer: QWASM

Time allotment: 10 minutes

Activity/Strategy Activity: Where’s my pair?

1. With the same group, students will have to match the

strips of paper that will be given to them by their
teacher.
2. The strips of paper is consist of different situations
where they will have to find the continuation/
conclusion of it on the other set of papers- the activity
is like a Matching Type in an examination.
3. They will paste the matched strips of paper in a ¼ size
cartolina which will be provided by the teacher.
4. The cartolina will then be posted on the blackboard.
 Process Questions:
1. How do you find the activity?
2. What can you say about the ones written in the paper
strips?
3. What do you think is the activity’s relevance to our topic
for today?

Time allotment: 5 minutes

Analysis Right before introducing the lesson of the day to the class, the
teacher will remind the students of the house rules:
- Keep your phones inside your bag during class
discussion unless told to use for an activity
- No talking when somebody is talking
- Only your English book, notebook and ballper/pencil
must be seen on your table
- Take down notes while the lecture is going on, teacher
will countersign on your discussion notes at the end of
the class.
- Actively participate in all the activities

Then will proceed to the presentation of the goals for learning

and the lesson for the day:

- Objective: Discover the conflicts presented in literary

selections and the need to resolve those conflicts in
non-violent ways.

- Lesson for the Day: The New Yorker in Tondo

The teacher will ask the students to open their books on page
233 as this will be the lesson’s reference, for the students to
be guided along the way.

After which, the teacher will start the discussion and will give
strips of Point Ticket to students who will participate during the
lecture; where 1 point ticket is equivalent to 5 points to be
recorded for their class participation.

The class discussion will go this way:

The teacher will ask the students if they have read the
story/play “The New Yorker in Tondo” already. Then, she will
ask the students about what they’ve understood from the
reading.

For starters, the teacher will ask these questions to the class:
1. What is the story all about?
2. Who are the characters in the story?
3. How did the story/play started?
 4. What is the difference between the New Yorker and the
Tondo Girl?
5. What lesson can we get from the story?

Thereafter, the teacher will proceed into the detailed

discussion of the story/play:

First, the Characters- the teacher will ask the class about the
Character Traits of each:

a. Kikay/ Francesca
b. Aling Atang/ Mrs. Mendoza
c. Tony
d. Totoy
e. Nena

Characters can either be static or dynamic. While the former

remains the same throughout the narrative, the latter
undergoes changes as the result of the experiences.

Who among the characters in the story is dynamic? And who

is static? Why do you say so?

Second, the setting, it happened at the Parlor of the Mendoza

House in Tondo.

The teacher will ask the students about the details of the
setting as written in the book.

Third, the plot which includes the conflicts and how they were
resolved.

- The story started with Tony arriving at the House of the

Mendozas, he came all the way from Bulacan to visit
Kikay who just came home from New York. He was
welcomed by Kikay’s Mom- Mrs. Mendoza, known to
them as Aling Atang. Then followed by the arrival of
Toto and Nena, they are Kikay’s childhood friends
hence it looked like a reunion of the Tondo Kids.
- However, when Kikay woke up and entertained them
she appeared a stranger to them. She was no longer
the playmate they used to know. A lot has changed, to
the extent that it was in a way exaggerated by Kikay.
She fantasized so much about New York and forgot
that Tondo was home. Tony, Totoy and Nena were
puzzled as they listened to Kikay and saw how she
compose herself now.
- While Kikay was storytelling about the beloved tree in
New York, Nena- as planned with Tony, found a way
of escape to give Tony and Kikay some time alone in
 order for them to talk about their secret engagement
which took place before Kikay flew to America.
- Now that Tony got the chance to open the topic, Kikay
trash the topic out and told Tony to forget about it. As
soon as Nena and Totoy went back, Tony announced
that he is one month engaged to Nena however Kikay
flared up upon knowing this and there trouble
happened. Conflict between Nena and Kikay and
conflict between Kikay and Tony—which included
Totoy as well.
- The story ended by having the conflict resolved; Kikay
is no longer her New York self, she is back to how she
was before.

What are the conflict/s in the story?

How did they come up with a resolution of the conflict/trouble?
How did they deal with the situation?

Focusing on conflict resolution, the teacher will ask the

students about their opinion on ways to resolve conflicts in a
non-violent manner.

Conflicts in the story:

1. Conflict between Nena and Kikay
2. Conflict between Kikay and Tony

4 Ways to resolve conflicts: CARE

1. Communicate- open communication is the key in a
dispute. Expressing how you feel about the situation
and sticking to the facts will let the other person know
you’re genuine in your actions. Focusing on the
problem at hand and not what the other person did will
avoid unnecessary conflict.
2. Actively Listen- listen to what the other person has to
say, without interrupting. Try to be objective. Then, ask
open-ended questions to make sure each side
understands what the other person thinks and how
he/she feels.
3. Review Options- talk over the options, looking for
solutions that benefit everyone. Do not feel pressured
to come up with one answer immediately. Bring in
objective third party for ideas, if necessary.
4. End with a Win-Win Solution- this is the ultimate goal-
to agree on an option that benefits both sides to some
extent. When one party wins by aggressive behavior
or one party simply gives in, someone is losing. And
that means you get outcomes that do not resolve the
underlying causes of the conflict.
 The teacher will further discuss on how the conflicts in the
story were resolve. Together with the students, they will try to
differentiate how these conflicts come to an end and were
resolved.

By the end of the discussion the teacher will go over some

unfamiliar words that were used in the reading and will define
them together in class. The teacher will also give examples by
using them in simple sentences.

Time allotment: 35 minutes

Abstraction Generalizations:
- To wrap up the discussion the teacher will ask the
following questions to the class:
1. What are the difference between the two trees
described in the play?
2. What are the two conflicts in the play? How was
each conflict resolved?
3. Do you know of someone who has changed after
being in a foreign country for a period of time? What
are these changes?

- The teacher will also review the students on the

characters, setting and moral of the play/story.
Application Role Play
1. Using the same group, pick one scenario from the story
where there is conflict and come up with your own way
of solving the conflict.
2. Present this in class through a role play on April 13,
2023- Thursday. Time allotment for every group is 3-5
minutes only.
3. Be creative in your presentation.
4. A Rubric will be posted in the google classroom.

Time allotment: 30 minutes

REFLECTION
A. No. of learners achieve 80%
B. No. of learners who require additional activities for remediation
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson
E. No. of learners who continue to require remediation
F. Which of my teaching strategies worked well? Why?
G. What difficulties did I encounter? Why? How did I overcome it?
H. What innovations did I use/discover that I wish t share with other teachers?