MATATAG School: Grade Level: 7

K to 10 Curriculum Teacher: Learning Area: ENGLISH

Weekly Lesson Log Teaching Dates and Time: Quarter: 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature
Standards (prose) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that
reflect local and national identity.

B. Performance The learners analyze the style, form, and features of Philippine prose (short story and novel); evaluate prose for clarity
Standards of meaning, purpose, and target audience; and compose and publish an original multimodal literary text (short story)
that represents their meaning, purpose, and target audience and reflects their local and national identity.

C. Learning Learning Competency

Competencies Analyze a literary text as an expression of individual or communal values within a structural context.
and Objectives a. define the literary elements of conflict and point of view (POV);
b. determine the different types of conflict in the assigned text for reading;
c. illustrate the different types of conflict provided in the assigned text for reading;
d. distinguish the different POVs of narration;
e. use different POVs in (re)writing a text; and
f. demonstrate factual and inferential understanding of the contents and sequence of events in the assigned reading text.
C. Content How My Brother Leon Brought Home a Wife by Manuel E. Arguilla
Types of Conflict
Point of View in Narration (Story)

D. Integration Philippine lowland tradition and family custom of courtship/marriage

II. LEARNING RESOURCES

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● Abrams, M. H., & Harpham, G. G. (2012). A glossary of literary terms (10th edition). Wadsworth, Cengage Learning.
● Croghan, R. V. (2000). The development of Philippine literature in English (Since 1900). Alemar-Phoenix Publishing House, Inc.
● Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises. USA: W. W. Norton & Company, Inc., and Peoples
Education.
● Piañar, R. (2020). Pan De Miya: Collection of microstories. USJR.

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 It is important to review them to

Knowledge establish a connection with the
Short Review other elements that will be
The teacher may do a review of the previous lessons on the elements of a short discussed in the subsequent
story, namely: a) character and characterization and b) elements of the plot. sessions. The teacher explains
the lesson purpose to the
students so that they will realize
that the elements are not
isolated forms in studying the
structure and in reading a short
story, visualize the flow of the
Connect and Narrate! discussion, and appreciate all
As a form of review, the class can do this short activity called Connect and Narrate! the learning activities.
This activity requires the participation of all the students. The teacher tells the
students that the class will create a short story in which everyone is a storyteller. The teacher has to consider the
The teacher begins the scene, and the student in front follows, then the next cognitive levels of the students
students, until the last student at the back. The goal is to create a cohesive story, as they create an on-the-spot
keeping the former scenes in mind. The students then apply their knowledge of story. The teacher has to be
characterization and plot elements. open and accommodating in
dealing with the individual
Scene 1: There is a man who lives in a barrio together with his dog named Potpot. contribution of the students
Scene 2: Student 1 and be supportive of their
Scene 3: Student 2 creativity.
Scene nth: until the last student at the back.

After this activity, the teacher gives feedback to the activity, emphasizing on the
application of the elements: a) character and characterization and b) elements of
the plot.
B. Establishing 1. Lesson Purpose
Lesson Purpose
Look and Describe!
The teacher shows the class two pictures on the screen or board. Picture A shows
an image of an urban place (city). Picture B shows an image of the rural area

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(barrio). Then, the students answer the worksheet Look and Describe! In this
worksheet, the students, based on their personal and vicarious experiences, jot
down the differences between the two places in terms of living and culture. They
also summarize their answers by responding to a query on where they wish to live.

Picture A Picture B

Picture A source: <a href="https://www.freepik.com/free-photo/beautiful- The teacher should call

modern-city-with-skyscrapers-pink-clouds- sky_11206527.htm#query=manila students to share their answers
%20city&position=8&from_view=search&track= ais">Image by wirestock</a> on to the questions. The teacher
Freepik may also employ small group
discussions (SGDs) in which the
Picture B source: <a href="https://www.freepik.com/free-photo/beautiful- students could talk about their
modern-city-with-skyscrapers-pink-clouds- sky_11206527.htm#query=manila experiences, especially about
%20city&position=8&from_view=search&track= ais">Image by wirestock</a> on the differences in traditions or
Freepik customs between the two
places. This time, the teacher
The teacher asks the following questions to the students as they observe the may already connect the
pictures. answers to the lesson and why
a. What can you see in Picture A? in Picture B? it is important to be studied.
b. How does it feel like to live in the barrio? in the city?
c. Is there a difference in living and culture between the two places? Give The class may do this activity in
specific examples. the form of a game.
d. Between the two, where do you wish to live? Why?
e. What would be the reaction of a person coming from a city who visits a
barrio and so with someone from a barrio who visits a city? You may cite
your personal or vicarious experiences.

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2. Unlocking Content Area Vocabulary

Unravel the Word! Answers:

The teacher flashes this table on the screen or board. The students will have to 1. conflict
recognize the words by supplying the missing letters while being guided by the 2. point of view
definitions as clues. The teacher may relate the concepts, such as conflict and point 3. fragrant
of view, to the previous elements discussed in Week 1. 4. hitch
5. cricket
1. _ o _ f _ i _ _ t In a short story, the characters encounter 6. ogre
struggles between or among opposing forces,
which are resolved in the end. How is it called?

2. _ _ i n _ _f _ i e _ This pertains to the perspective from which the

story is narrated to the readers. This answers the
question: Who is narrating the story? What is it?

3. _ r _ g _ _ n _ This word is used to describe an object that has a

pleasant or sweet smell. What is it?

4. h _ t _ h This verb means to tie an animal using a rope to

a post or cart.

5. c _ _ c _ e t Related to the family of grasshoppers, this

jumping insect makes a chirping sound, usually
in males, especially at night. What is it?

6. _ g r _ This word describes a person who is cruel or

frightening. In fairytales, it refers to a monster or
giant who eats humans. What is it?

After this activity, the teacher may present a short biography of Manuel E.
Arguellia before reading the short story. This may also be given as a reading
assignment before this session.

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C. Developing and SUB-TOPIC 1
Deepening 1. Explicitation
Understanding
Read to Discover!
The students read the short story, How My Brother Leon Brought Home a Wife, by
Manuel E. Arguilla. The story may be read during the class period or could be
given as a reading assignment.

After reading the story, the students answer the worksheet Read to Discover! This
worksheet helps them recognize the story’s plot events to prepare them for the
analysis of conflict later on.

Once the students are done, the teacher checks and processes the answers of the The teacher may add more
students. The teacher proceeds by asking the following questions, which will questions based on the answers
introduce the concept of conflict and its types. of the students in the
a. Where did the story happen? worksheet.
b. Who were the main characters in the story? Characterize them.
c. Could you describe the relationship of Leon and Baldo? Leon and Maria?
d. What problems did the main characters, Leon and Maria, encounter on
their way home to meet Leon’s family?
e. What tests were given to Maria?
f. Why did they follow the Waig road instead of the Camino Real?
g. Why was Maria afraid of Leon’s father?
h. Do you think Maria was accepted by Leon’s family? Why?
Day 2
2. Worked Example

After processing the questions, the teacher leads the discussion by connecting the The points for discussion may
students’ answers about the problems encountered by the main characters in How be used by the teacher as a
My Brother Leon Brought Home a Wife to the concept of conflict in fiction. guide in teaching conflict as a
Points for Discussion (Teacher’s Guide) literary concept. The
● In a short story, conflict refers to problems or struggles that are encountered classifications and types of
by the characters and are usually resolved in the end. conflict have to be discussed
with examples.
● Conflict is an important element in the plot. Without it, the story becomes
plotless.

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 ● Conflict begins at the complication stage, also called the inciting incident. A
complication is any single incident that gives birth to a conflict.
● To understand the development of conflict, one has to look at the problems
encountered by the protagonist/s on their journey in the story against the
antagonist/s (a person, social norm, technology, nature, animals, etc.)
● Two classifications of conflict
o Internal conflict
● Character vs. himself/herself/themselves
o External conflict
● Character vs. Character
● Character vs. Society
● Character vs. Nature
● Character vs. Supernatural
● Character vs. Technology
Ready, Set, Recall!
As a form of an enabling exercise, the students answer the worksheet Ready, Set,
Recall! This activity is a simple recall of the classifications and types of conflict
based on the pictorial scenes provided. The teacher facilitates the processing of
students’ answers afterward.

Answers:
Item Classification Type Opposing
Forces

1 External Character vs. Character

2 Internal Character vs.

Himself/Herself/Themselves
Answers are
3 External Character vs. Nature dependent on
the type of
4 External Character vs. Technology
conflict.
5 External Character vs.
Society/Character

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3. Lesson Activity

Draw the Conflict! The teacher should tell the

In this activity, the teacher divides the class into six groups. Each group creates a students to bring art materials
4-tile comic that shows one conflict in the story, How My Brother Leon Brought (e.g., illustration board, coloring
Home a Wife. The students must be able to identify the classification and types of materials, etc.) for the activity a
conflict as they present their work. Below is an example of a 4-tile comic day before the performance task
template. is done.

Sample Scenes:
Scene 1: Leon asked Baldo: “Who told you to drive through the fields at night?”
Scene 2: The three of them pass through the bumpy road of Waig that evening.
Scene 3: Leon asked Baldo again: Why do you follow the Waig instead of the Camino
Real?”
Scene 4: Baldo answered Leon: “Father, he told me to follow the Waig tonight, Manong.”

Sample Scenes:
Scene 1: The three of them pass through the Camino Real.
Scene 2: Leon said: “We drove through the fields because—but I’ll be asking father as
soon as we get home.”
Scene 3: Maria expressed to Leon: “I am afraid. He (father) may not like me.”
Scene 4: Leon comforted Maria, after asking: “Does that worry you still, Maria?”

During the processing and feedback of outputs, the teacher may ask essential
questions that relate to the integrated theme: Philippine lowland tradition and
family custom of courtship/marriage. The following are sample guide questions:
a. What Filipino tradition of courtship/marriage is shown in the story?
b. If you were Maria, would you survive the tests of Leon’s father?
c. Why did the father test Maria?
d. How does the current tradition or custom of courtship/marriage differ
from the past?
e. In the contemporary time, would you still introduce the person you love to
your parents? Explain.

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The teacher may assess the group outputs (comics) using the rubric below.
5 3-4 1-2

Understanding The students The students The students

of the concept portray the portray the scenes portray the scene
of conflict scenes as with adequate to far from the
narrated in little narration.
the story. understanding of
the narration.

Creativity The drawing is The drawing The drawing is

effective and is satisfactory, not effective and
convincing as represented convincing
through the use by appropriate because only a
of appropriate symbols. limited number of
symbols. symbols are used.

Participation All group Two group Three members in

members actively members do not the group do not
participate and actively actively
engage in the participate and participate and
activity. engage in the engage in the
activity. activity.

SUB-TOPIC 2 (Day 3)
1. Explicitation:

Act it out!
In this activity, the teacher selects some students to do a dramatic reading of an
excerpt from the short story. Please refer to the excerpted lines in the worksheet.

After the activity, the teacher asks the following questions as they lead the
discussion to the subtopic point of view.

Questions to activate students’ prior knowledge about POV

a. In narrating a story, is it possible for you to tell your own experiences?

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 b. Could you tell or narrate the life story of others, e.g., your mother, best
friend, etc.?

Questions to link the story with the concept of POV

c. How many characters are talking in the excerpt?
d. In the excerpt taken from How My Brother Leon Brought Home, who is
narrating the story?
e. How did you know that the story is being told by Baldo, the brother of Leon?
f. What type of point of view was used by the author in the story?
g. Why do you think Manuel E. Arguilla told the story through the point of
view of a boy?

Points for Discussion (Teacher’s Guide) The points for discussion may
● Point of view or POV refers to the perspective from which a story is told or be used by the teacher as a
narrated (Hamilton, 2007; Abrams & Harpham, 2012). This can be identified guide in teaching POV as a
by the pronoun that the narrator uses to recount events. literary concept. Moreover, the
● There are four types of POV (Hamilton, 2007; Abrams & Harpham, 2012): teacher should provide more
1. First-person: This type of POV shows what the first-person narrator sample texts or at least excerpts
“knows, experiences, infers, or finds out by talking to other that illustrate various types of
characters.” The first-person narrator is merely an observer of what POV. The teacher should also
the other characters feel, experience, or know. The narrator or emphasize the differences
storyteller is a character in the story who uses the pronoun “I” or between the types of POV in
“we.” narrating events and the impact
they create.
2. Second-person: This type of POV occurs rarely in narration. It uses
the second-person pronoun “you.” The second person may be a
specific fictional character, the reader of the story, or the narrator
himself or herself.
3. Third-person limited: The narrator describes only events from the
perspective and understanding of one, or sometimes, a select few
characters. They do not see everything; hence, they only tell what
the character sees, thinks, and feels.
4. Third-person omniscient (all-knowing POV): The narrator knows the
motive, feelings, and background of any or more than one character.
The narrator is free to narrate the thoughts, feelings, and actions as

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 they shift from one character to another.

2. Worked Example

Point the POV!

The students perform the worksheet, Point the POV! In this activity, the students
identify the perspectives from which the story is narrated by noting the number of
narrated character’s thoughts and feelings in each passage.

Answers to the activity:

1. First-person POV Possible explanation: The use of the pronoun I

2. Third-person omniscient Possible explanation: The narrator reveals the

internal thoughts and feelings of two characters
—Ivan and Nadia.

3. Third-person limited Possible explanation: The narrator only reveals

one character’s internal thoughts and feelings—
Jeremiah.

3. Lesson Activity
Rewrite the POV!
The worksheet Rewrite the POV! may be given as a reinforcement to students’
knowledge of POV. The students rewrite the given passage in third-person limited
and third-person omniscient points of view. The students could accomplish the task
individually or in groups (dyadic, triad, or small group).

Thereafter, the teacher calls some students to share their answers with the class.
The students must be able to point out how the narratives differ when they are
told from various points of view.

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 D. Making 1. Learners’ Takeaways (Day 4) The teacher may require the
Generalizations students to digitize or draw their
Grab a Graph! infographics on a piece of paper.
For this part, the students create personalized infographics to summarize their The teacher may provide
knowledge/learning on the classifications and types of conflict, and the types of

point of view. Afterward, the teacher may do a gallery walk of infographics inside contextualized guidelines for
the classroom as the students discuss their works. this activity.

2. Reflection on Learning: If instructional time permits, the

teacher may add similar
Think and Reflect! activities in case the students do
As a metacognition activity, the students complete the worksheet Think and not perform very satisfactorily in
Reflect! The teacher should provide the students with enough time to finish the the learning tasks. They may
activity. Then, they may call some students to share their answers with the class. design one or two challenging
activities when the students
manifest a thorough
understanding of the lessons or
easier ones when the students
perform poorly in the tasks.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning
Writing in Action! The teacher may require the
In this activity, each student composes a 100-150-word narrative that reflects one students to encode or
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type of conflict, and the character/s or narrator/s’3-4 thoughts, feelings,2-1
and actions handwrite their outputs. In case
are narrated from one point of view. The students have the freedom to choose their it is encoded, the teacher
Understanding
own theme. The conflict is The conflict is The conflict decides on the specifications
of the literary clearly shown and clearly shown but is absent in (i.e., font style, font size,
device:
The teacher may useeffectively
the rubric below in not fullythe
scoring developed. the narrative.
students’ outputs. Feedback spacing, number of pages, etc.)
Conflict
may be given after.

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 of the encoded output.

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 developed in the
narrative.

Application of The POV is clearly The POV is clearly POV does not
POV shown and shown but not fully seem to
effectively developed in the complement the
developed in the passage. other elements in
passage. the passage.

Language use The language The language used The writer needs
used is creative is creative but to improve the
and helps reveal makes it difficult for language as it
the conflict and the reader to seems to affect
POV. establish the the reader’s
conflict or POV. general
understanding of
the narrative.

B. Teacher’s Note observations on

Remarks Effective Practices Problems Encountered
any of the following
areas:

strategies explored

materials used

learner engagement/
interaction

Others

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C. Teacher’s Reflection guide or prompt can be on:
Reflection ○• principles behind
the
teaching
What principles and beliefs informed my lesson?

Why did I teach the lesson the way I did?

•○ students
What roles did my students play in my lesson?

What did my students learn? How did they learn?

•○ ways forward
What could I have done differently?

What can I explore in the next lesson?

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