Lesson Plan in English 7

By: BABY LYN A. LUMABAS

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of literary and texts and various reading
styles; ways of determining word meaning
B. Performance Standard
The learner transfers learning by comprehending texts using appropriate reading style;
participating in conversations using appropriate context-dependent expressions
C. Learning Competencies/Objectives
a. WC2d: Compose an anecdote based on a significant personal
experience.
b. RC1b: Use information presented in a reading selection to infer,
to evaluate, and to express critical ideas.
II. Content: There’s A Teenager in the House (by Kerima Polotan-Tuvera)
III. Learning Resources
A. Teacher’s Guide Page 5, Q2
B. Learner’s Material Pages
C. Other Learning Resources: downloaded
IV. Procedures
A. Motivation
(Teacher narrates a sample anecdote in class to draw close to the
learners what an anecdote is before even lecturing about it)

“I checked on my plants in my garden this morning. I was so happy to

see the blooming flowers of May caught up in June. A light early wind was
also blowing and played with my hair. I plucked a rose and tucked it into
my hair band and started enjoying the weather. A little later, I felt
something moving in my hair and I scratched it. I felt some ants under my
finger. Unfortunately, I had not noticed that the big rose had almost a dozen
red ants on it. These bugs seemed to like my hair, but soon I was itching
and twitching. I hurriedly ran into the house to the sink and washed my
hair. I decided that next time I’d stop to smell the flowers, I’ll make sure to
check the flowers of any insect before putting it on my hair.”
Have you ever faced a situation like this or have you ever been in
trouble?
Recall one and get ready to share it to class after some minutes.

B. Establishment of Purpose
What we have just shared are examples of anecdotes. That is what
we are going to learn today.
(Teacher presents the objectives)
C. Presenting Examples/Instances of the Lesson
Group task # 1: This time, let’s hear your own stories. But first, I
want you to come up with five groups. With your small groups, take
turns sharing an experience you had which you think, after going over
it, is actually so hilarious/funny, dramatic, epic, or eccentric but has left
you a simple yet significant lesson.
Then, choose the 2 best experiences and share it to class.
Do the sharing with your groupmates for 5 minutes. After that, we
shall have the class sharing.

D. Discussing New Concepts and Practicing New Skills #1

What is an anecdote? What are its characteristics?
Describe its kind as a story.

E. Discussing New Concepts and Practicing New Skills #2

What are the elements in a story?

F. Developing Mastery
With your group, write down one of the 2 anecdotes you have chosen
previously by element following the graphic organizer that will be given to
you.
First, write your first draft on paper. Be sure to include the elements
of a story (character, setting, dialogue, and the parts of a plot)
Finalize writing it on a Manila paper ready for class sharing.
Do it in 20 minutes.

G. Application
Group task #3: This time, use the details in your graphic
organizers to write one complete anecdote. Write it on Manila
Paper.
H. Generalizations/Abstractions
Describe your own group-constructed stories as anecdotes

Rubrics: CONTENT- 5 PTS.

LOGICAL PRESENTATION OF IDEAS- 5 PTS
UNITY AND COHERENCE- 5 PTS
MECHANICS- 5 PTS
 _______

20 PTS

V. Remarks

PREPARED BY:

BABY LYN A. LUMABAS

OBSERVED BY:

MELINDA C. GANNABAN CAROL A. CALLAPAG

Master Teacher II Master Teacher I

GLENDA PIRA JOSE RAFAEL GUIYAB

English Facilitator English Facilitator

Noted:

_____________________ RONNIE F. TEJANO

Process Observer EPS-English
 Scars come to us in many different ways. I have one on my left pointer finger. I got it
while competing with my brother. We wanted to see who could chop up an orange the
fastest with a knife. While cutting my orange, I lost track of how close my finger was to
the oncoming blade. I hit the center of the orange and embedded the blade of the knife
into my knuckle. Once the bleeding stopped, I realized that I needed to clean up the
mess I'd made. It was then that I realized: my brother had never started chopping his
orange. --TLF

If you are writing a personal, creative, reflective essay or “hybrid” expository, you will need
to include anecdotes, or short recounts about people or about yourself-as-main-character.

 A personal anecdote should be relatable, dramatic and colourful, consisting of sharp

and accurate descriptions, possibly humorous, and often showing raw emotions. It
must relate to the prompt or to the theme of your discussion.
 A real-life story or anecdotal evidence draws upon people’s every-day (ordinary)
and/or extraordinary experiences; it may draw upon articles or short stories you have
read. It must be meaningful.
 You must capture as accurately as possible the protagonist’s (person-as-main-
character’s) views, values, attitudes, responses, dilemmas and reactions.
 What are they thinking and feeling?
 Think about the descriptions you use to reflect their state of mind; be as fresh and
original as possible. If possible use some figurative devices – metaphor, similes,
personification.)
 An anecdote or recount comes to life if it captures people’s uniqueness, differences
and/or idiosyncrasies. Even ordinary, common incidents or events will not be just
another cliché if you use interesting and precise descriptions.
 There’s A Teenager in the House (by Kerima Polotan-Tuvera)

There’s a teenager in my house. Until a few years ago, he was my

son. But when he turned thirteen, he also became this tall stranger with
new pimples around his nose and an insolence in his manners.

For nearly two years now, there’s been an undeclared war between
him and me. He wins the skirmishes but he loses the battles. He may get
his way every now and then, but he knows that I make the big decisions. I
am always tempted to punish him, and I am sure that he has thought of
fighting back. We are suddenly to each other two people we don’t like very
much. He has ideas that shock me and I have standards that appall him.

Once or twice, we manage to rediscover each other. After a heated

argument over why he should roll up his bedding and pick up his soiled
clothes and study his lessons, this teenager and I look into each other’s
eyes. I search for the baby I woke up for each dawn for, thirteen years ago.
I do not know what he looks for in my face but he finds it there because he
smiles. The anger vanishes between us although the issue is not solved.
Strewn on the floor each morning will be his bedding. Close by, like the
molting of a snake, are the algebra lessons undone, the comic books well
thumbed, the messy bathroom, the weeping younger sister, and the
unwatered lawn…

When I surprise him in his room, I find him staring at the ceiling
daydreaming. I am reality, I am the enemy, with my many do’s and don’ts.
Sometimes, I feel he and I will never reach each other again. Surely, he
may not understand me till he’s a father himself and stands where I do
now.

He says he will never marry, which is typically thirteenish. He says

when he grows up he will get a good job. Then he will buy a fast car, and
take all the pretty girls riding. He goes to school which is not a rich man’s
son’s school, and not a poor man’s either. He was doing better last year at
his studies, passing by the skin of his teeth. I am not too sure he will pass
this year, not even if he has two sets of teeth.

He barely opens his textbooks. He reads adventures, detective

stories, aviation magazines – but he reads, thank God! He can sit for hours
before the idiot box, the TV, mesmerized by even the most stupid
programs. He needs a new pair of shoes and school pants badly, but he
wants me to buy him a set of drums (only P300). He will master them, he
says. To convince me, he goes about with a pair of sticks tapping out some
crazy rhythm on tabletops and windowsills and sometimes, even on the
head of a younger brother.

He wants, like all his friends in school, a car and a pair of funny-
looking Spanish boots. He will not get either but I am trying to save for a
small microscope he saw at Alemar’s.

He does not lie very well. I sent him once on an errand and he was
gone three hours. When he returned, he told me that the man I wanted
wasn’t there and that he waited, etc. Ten minutes later, he was telling me
the truth. He had gone joy riding with a classmate, a boy of 15, who,
obviously with his parents’ help, had gotten a license and drove a car of his
own.

I went to his school and sought out this license-owning, car driving
15-year old. I found him nice and respectful. But since I will not hand over
to this friend and to anyone else the responsibility for my son’s safety, I
asked him to stop taking my boy along with him on these rides.

I do not know if it will happen again. He brings home too many

envious stories of too many cars on their high school campus. He wants
what all his friends want – Noise, Speed,

Last week, on the eve of an induction party, I kept him home. He had
me believed it was a simple Boy Scout Investiture ceremony and perhaps
Coke and cookies later. It turned out to be something more elaborate. They
had to have sponsors and he had picked his out. She was much older, a
sophisticate from a nearby college. She smoked and drank, and she
expected him to call for her at home and take her back. I was quite sure
liquor would be sneaked in. If his fifteen-year old friends could get licenses,
bringing in a flask was no problem.

It was also his bad luck that the day before the party he handed me a
report card with four failing grades. I said simply, stay home. I felt guilty
about making him miss the fun, but he was over his hump quicker than
expected. At 730 pm, when the party was beginning somewhere in Pasong
Tamo, he had a bottle of Coke in one hand, and was horsing around with
his brothers and sisters. At home.

Next year, I will send him to a school in the South. I want to take him
away from the city, away from souped-up cars and 15-year old drivers and
college girls who smoke and drink at 17. I saw Silliman last summer and
was impressed. He would board at a place where he must get his own food
and put his room in order.

I am not always right about him, but I am right about the things I want
for him. I want him to have all the virtues that seem to be going out of
fashion – honesty, a respect for the law, compassion, and a curious
intelligence. Mine is certainly not a modern attitude because I refuse to be
his pal. I am his parent and I will not retreat from that responsibility. I will
not give up my parenthood with all its difficulties and loneliness (and its
bills) to become my son’s pal. I will not encourage him to think along with
his generation that life is one joyride. I allow him his Beatle cut and his
passion for Presley. He must allow my passion for his good future.