7

Quarter 1
Lesson Exemplar Week

for English 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for English Grade 7
Quarter 1: Lesson 1 (for Week 1)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer/s:
• Mary Grace S. Fabi (Leyte Normal University)
Validator/s:
• Nimfa Dimaculangan, Ph.D. (Laguna State Polytechnic University)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMMER National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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ENGLISH/ GRADE 7/ QUARTER 2 (LESSON 1 – for Week 1)

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 literary texts as expressions of individual or communal values within a structural context.
and Objectives

C. Content My Father Goes to Court by Carlos S. Bulosan

Structural context in reading
Plot
Character and Characterization

D. Integration Filipino Family values

Source/Pursuit of happiness

II. LEARNING RESOURCES

● 5 Important Elements of a Short Story. (2004, March 22). Retrieved from https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
● Defining Characterization. (2004). ReadWriteThink. Retrieved from
https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson800/Characterization.pdf
● Hamilton, S. (2007). Essential literary terms: A brief Norton guide with exercises. W. W. Norton & Company, Inc., and Peoples
Education, USA.
● Sebastian, E., et al. (2016). An easy journey to literature. Mindshapers Co., INC.

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 ● Shaffer, C. (2000). The principles of literature: A guide for readers and writers. Barron’s Educational Series, Inc.
● Teaching Characterization With Short Stories. (2023). Chomping at the Lit. Retrieved from
https://www.chompingatthelit.com/teaching-characterization-short-stories/
● Glatch, S. (2023, July 9). What is the plot of a story? Retrieved from https://writers.com/what-is-the-plot-of-a-story

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior 1. Short Review

Knowledge The teacher reviews students’ knowledge of literature through the Literature Semantic Web Activity. The teacher
asks the students to go to the board, one at a time, and write any word or phrase they think is related to the word
literature. After this, the teacher asks the students to define literature based on the words/phrases associated.
The teacher then leads the review to the literature division: fictive and non-fictive/prose and poetry. The teacher
tells the class that for this quarter, the lessons focus on prose, particularly short stories.

2. Feedback (Optional)

The teacher should encourage the students to share/express ideas and process their responses. This review
activity allows the students to rekindle their appreciation for literature and its different types and develop ideas as
to why it is necessary to study literature.

B. Establishing 1. Lesson Purpose

Lesson Purpose The teacher asks the students to watch the video clips with the links below:

https://www.youtube.com/shorts/9WfloWQecRg
https://www.youtube.com/watch?v=id5jfuZZrkk
https://www.youtube.com/watch?v=ke2JSR8OhAk
https://www.youtube.com/shorts/htEs3lwOa8s

After watching the videos, the teacher asks the following questions to the students:

● What did you feel while and after watching the videos?

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 ● What can you say about feeling happy? What good does it do to someone? Is feeling happy restricted to a
specific age, gender, or race? Why do you say so?
● Do you then believe in the following lines? Why or why not?

Images taken from:

https://pbs.twimg.com/media/B0jatwUIUAEdI-S.png
https://i.pinimg.com/originals/6a/8a/65/6a8a655d3e7264a5dd9a3e6e44951f51.jpg
https://img.picturequotes.com/1/24/life-is-better-when-youre-laughing-quote-3.jpg

Note to the teacher: The teacher may use other relevant video clips. Additional quotes/lines may also be added.
This activity should allow students to express themselves. Hence, the teacher should welcome possible varied
responses from the students and be able to process them effectively. The teacher may also ask the students to
differentiate between joy and happiness. S/he also explains the lesson’s purpose to the students so they can
sense the flow of the discussion and appreciate all the learning activities.

2. Unlocking Content Area Vocabulary

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 Let’s match!
Instructions: Match the words in column A with their corresponding meanings in column B. Draw a line to connect
each pair.

A B

1. gavel 1. a distinctive, pervasive, and usually pleasant smell

2. character 2. a small mallet with which an auctioneer, a judge, or the chair of a

meeting hits a surface to call for attention or order
3. aroma
3. the final part of a narrative in which the strands of the plot are drawn
4. condemn together and matters are explained or resolved

4. a person, or sometimes an animal, takes part in the action of a short

5. denouement
story or other literary work
6. savor
5. an emotion, feeling, or attitude) likely to spread to and affect others
7.anemic 6. the arrangement of the incidents or actions in a story
8. plot 7. a public official appointed to decide cases in a court of law
9. judge 8. taste (good food or drink) and enjoy it completely

10. contagious 9. to say in a strong and definite way that someone or something is bad
or wrong

10. not strong, forceful, or impressive weak

Note to the teacher: After unlocking difficulties, the teacher introduces the short story, My Father Goes to Court, by
Carlos S. Bulosan. A brief background of the author may also be presented.

Think-Pair-Share Activity: Speak up your mind!

Instructions: With your pair, share your thoughts on the following questions:
1. Why do you think the story is titled ‘My Father Goes to Court?
2. What could be the relevance of those videos and quotes presented in the previous activity?
Note to the teacher: The teacher may give the reading assignment to the class to be set for the next session.

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C. Developing and SUB-TOPIC 1: (Day 2 within 55 minutes)
Deepening 1. Explicitation
Understanding
First Reading of the Text: The Active Reader in Me!
In this activity, the students read the short story My Father Goes to Court by Carlos S. Bulosan individually and
silently. To save time, this should be given as a reading assignment.

Second Reading of the Text: Popcorn Reading

Instructions: The teacher divides the class into three groups, which may be named Luzon, Visayas, and
Mindanao. The teacher assigns parts of the story to be read by each group aloud. Each student must pay
attention for them to be on the same page with their groupmates/classmates.

After reading the story, the teacher asks students to answer the comprehension questions through the Take the
Road Map worksheet.

After answering the comprehension questions individually, the teacher may prepare a short game “Revealing The
Mystery Box: Game Ka Na Ba?” The teacher flashes boxes on the screen with assigned questions from the Take
the Road Map worksheet together with the corresponding points. Whoever gets the correct answer first will get
the credit points.

Note to the teacher: The teacher may use different mechanics of the game, but he/she should make the
instructions clear to the students. This activity will provide an avenue for the class to process the answers to the
Comprehension questions together. The teacher may raise additional questions for further clarification that will
lead to students’ better and deeper understanding of the text read.

2.Worked Example

Write and Post

Instructions: After reading the text, write down the line/s from the story that speak/s to your heart most or the
scene of the story that you like most. Then, post them on the Class Jam board that the teacher may prepare.

Note to the teacher: After posting the students' strips of paper, allow them to read the posted lines of their
classmates. The teacher may also let the students choose a pair to share those lines with.

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 Let’s hear from you!
Instructions: Answer the following questions and briefly dialogue with a small group.

What literary qualifications of a short story

What did you like most from the story?
did the author consider? Was the author
What can you say about the characters successful in conveying the intended
in the story? message of the story? Why or why not?

_________________________________________________________________________________________
Photos taken from:
https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.istockphoto.com%2Fse%2Fvektor%2Flittle-boy-waving-hand-gm493903446-
77162177&psig=AOvVaw2COR0DNUxKkPJ3vu6AGUGJ&ust=1698558416884000&source=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJic3b6FmIIDFQAAAAAdAAAAABAb

https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.vectorstock.com%2Froyalty-free-vector%2Fphilippine-girl-smiling-on-white-vector-
5938347&psig=AOvVaw2COR0DNUxKkPJ3vu6AGUGJ&ust=1698558416884000&source=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJic3b6FmIIDFQAAAAAdAAAAABAn

Note to the teacher: The teacher should allow the students to express themselves. The teacher may give follow-up
questions like ‘What can you say of the author’s style in writing the story? How did you empathize with the
characters? How did the events reveal the theme of the story?” and then eventually lead the discussion towards
the importance of the structure of a short story. This would be an offshoot towards reading and [re]evaluating
texts in a structural context. Emphasize how a short story is different from other types of fiction.

After the interactive discussions, the teacher asks the students to answer the Short story Checklist. The
checklist contains simple statements on some of the literary elements of a short story. Then, the class zeroes in on
the significance of each part that makes short stories.

Points for Discussion

● Short story falls under the first general category of literature – fiction.
● Short stories are characterized by a limited number of characters, a restricted setting, and a narrow range of
action. Hence, it can be read in a single sitting.
● Short stories share common elements as works of fiction: Plot, Setting, Character, Characterization, Conflict,
Point of View (POV), and other narrative techniques.
● To analyze a literary text in structural contexts, one looks into the elements found in the text itself.

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 ● To analyze a story, the structuralist focuses on literary elements that make up a short story rather than the
facts about the author’s life or the historical milieu in which it was written.
Note to the teacher: The teacher may have additional sources to provide rich details on the literary elements of a short
story: character/characterization, plot, conflict, point of view, and narrative techniques. As the students fully grasp
the major tools for short story writing, the teacher should be able to discuss that understanding these literary
elements will help the readers understand the underlying intention of the author and connect to life itself. It must
also be pointed out that though each part may be identified individually, these literary elements are joined together to
unify the writing and to produce a blend that is unique to that short story or any literary piece (Shaffer, C. 2000).

Lesson Activity

As the students fully grasp the characteristics and qualifications of a short story, they are now prepared to
accomplish the next activity through the following worksheet, exploring further how the literary elements are
implemented in the short story and how these reveal the intended message of the text.

Build-It-Up!
Instructions: Please see the worksheet task Build-It-Up. Based on your understanding of the text through the
literary elements, fill in the bricks with the needed information to build up the house.

Note to the teacher: The teacher may provide additional questions to reveal students’ understanding of the text,
including critical thinking questions that elicit their higher-level reasoning as they relate them to real-life
context. The teacher may also ask the students to pair up to engage in meaningful discussions. Nevertheless,
if s/he feels that the instructional time is insufficient for the class to perform all the learning tasks, s/he may
let the students work on the Worksheet activities at home as assignments.

SUB-TOPIC 2 (Day 3 within 55 minutes)

1. Explicitation:

The teacher facilitates the picture-cued retelling of the story.

Picture Weave
Instructions: The class will be divided into 6 groups. Review the series of events in the story with your groupmates.
Each member should actively engage in the spontaneous re-telling of the story. Each group is given 3 minutes to
share.
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 Pictures taken from:
https://img.freepik.com/free-vector/big-mansion_1308-42002.jpg?w=900&t=st=1698615665~exp=1698616265~hmac=ad186a2f2a70bf707f6db56ac802987a775505dbd4e3e8409f97cb9d66f5bb49
https://img.freepik.com/free-vector/realistic-wooden-brown-judge-gavel_88138-139.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=sph
https://img.freepik.com/free-vector/cottage-with-little-garden_1308-35882.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais
https://img.freepik.com/free-photo/euro-coins-table_144627-41151.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais
https://miro.medium.com/v2/resize:fit:1400/1*Aut7MVHYMNqJivnrEu2D9w.jpeg
https://img.freepik.com/free-vector/color-flat-illustration-big-happy-family-with-dog-yard_1284-9815.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais
https://img.freepik.com/free-photo/close-up-delicious-chicken-meal_23-2150741803.jpg?size=626&ext=jpg&ga=GA1.1.1503617566.1698568820&semt=ais

Note to the teacher: The number of groups may vary depending on the class size. The teacher may also add
more relevant photos and processing questions. The teacher may also do “Paint-Me-A-Picture” Game as an
alternative activity in which students will be asked to collaborate with their groupmates to portray particular
scenes of the story asked by the teacher who serves as the host. The “Paint-Me-A-Picture Game mechanics may
be adapted by the teacher.

2. Worked Example

After the activity, the teacher asks the following questions:

● How did you make use of the pictures to retell the story?
● Which part of the story did you introduce the characters?
● How important is the sequence of events in narrating the story and being able to relay the intended
message of the writer?
Note to the teacher: The teacher may write students’ responses on the board. Students may mention outlining
the sequence of events or plot structure so that they can use the appropriate photo as they tell the story. Then, the
teacher drives the students back to the definition of short stories and highlights the importance of Plot structure as
one of the literary elements of a short story.

Points for Discussion

● The plot is the arrangement or structure of the events or actions in a story.
● The plot shows every detail that the characters in the story experience.

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 ● It is said to be the skeleton of the story.

Word Hunt!

The teacher distributes the worksheets or may flash the puzzle on the TV screen. He/she presents the
definitions of each part of the plot and asks the students to loop or write down the correct part of the plot.
(Please see the worksheet attached.)
Note to the teacher: After accomplishing the worksheet, the teacher further processes the answers. The teacher
may present the linear plot and introduce Freytag’s Pyramid, emphasizing the inciting incident or the
complication part of the plot, which follows directly after the exposition; it is where the major conflict is revealed.
Points for Discussion:
● Plot Structure

Graphics taken from:

https://i.pinimg.com/originals/83/42/27/8342270705d0e6ce4441738ddcf2c0e3.jpg
https://writers.com/wp-content/uploads/2021/12/Freytags-Pyramid-1024x506.png

Note to the teacher: After the discussions on the story’s plot structure, the teacher must emphasize how these literary
elements are arranged and work together for unity to achieve a unified story and finally bring out the theme.

Let’s Map the Story

The students complete the worksheet activity.
They will explore further the literary elements of the plot used in the text My Father Goes to Court by filling
out the worksheet provided.

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3. Lesson Activity

Note to the Teacher: Before proceeding to this lesson activity, the teacher has to ensure that the students have
established a clear understanding of each part of the plot structure and how each is important in building a story.
Also, the teacher must be able to introduce to the class what a storyboard is, how to create a storyboard, and
provide example/s to the class. The teacher may present the following storyboard samples and provide more
examples.

Photos taken from:

https://sbt.blob.core.windows.net/storyboards/cvella99565/creative-short-story-example-9th-grade.png
https://sbt.blob.core.windows.net/storyboards/ccbdcf8d/creative-writing-short-story-board.png

Storyboarding!

Instructions: The class will be divided into six groups. With your team, review the plot of the story. Then,
brainstorm on how you would go about creating your storyboard. The scenes should show the events in the plot
structure of the story. When all groups are done, you will display your outputs for the class to witness. Each
group will be assigned to peer-evaluate a group’s output based on the rubric given.

The teacher may design a rubric for Storyboard evaluation, may adopt an existing one from a good source, or
may invite an expert/a fellow teacher to do the evaluation.

Note to the Teacher: The teacher should ask the class to bring the necessary materials for the storyboard
production, such as ½ cardboards, constructions or bond papers, crayons, pens, markers, rulers, and other
needed materials before this session. The teacher also emphasizes that this collaborative task entails active
participation from everyone, and each group must then tap their group members’ expertise in drawing, script
writing, etc. The teacher should also remind the class to balance their creativity and content. For the peer
evaluation, the teacher should provide scoresheets where the groups would indicate their agreed scores for the
storyboard, including comments that they may have. The teacher must be able to give clear instructions for the
students to be guided.

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SUB-TOPIC 3 (Day 4 within 55 minutes)
1. Explicitation

Understanding Character/Characterization
After the students’ Storyboard exhibit, the teacher asks the following questions:

● Which part of the plot introduces the setting, characters, and other basics that are to be known by the
readers?
● Who are the people in the story?
● How do dialogue (what he or she says) and action (what he or she does) reveal a character’s personality traits?
● How do the events of the story reveal the traits of the characters?

Note to the teacher: The teacher then processes students’ responses and leads the discussion to
Character/Characterization as essential elements of the short story.

Points for Discussion:

● A character is a person, or sometimes even an animal, who takes part in the action of a short story or other
literary work.
● The character/s is/are introduced in the exposition part of the plot.
● The series of events or the plot of the story shows every detail that the characters experience, which reveals
the character’s traits and development.
● Although the character is the product of the writer’s imagination, the character represents a real person.
● Types of Characters:
- Dynamic/Round Character
They are the characters in the story who change, accept changes, act, and view the changes as part of
their role as human beings. They are often known as the hero/heroine. Since they undergo changes,
they possess dynamic traits, and the changes they face depend on the situation.
- Flat/Static Characters

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 They are the characters that do not change. They remain static or stagnant throughout the story. As
the story begins, the flat characters are static and stay as they are until the end of the story. They
help bring out the best in the main characters or the protagonist.

- Stock or stereotype characters

Flat characters may either be stock or stereotype characters.

Note to the teacher: The teacher may give additional inputs on the different types of characters, such as the
protagonist and the antagonist. Then, the teacher proceeds to ask the following questions:

Who among the characters in the story did you empathize most? Explain your answer.
Would you agree that we all have characters we love and hate? How does the writer evoke
certain feelings of love and/or hate to the characters of a story? How is it possible?

Note to Teacher: The teacher elaborates on the students’ responses to the questions and leads the
discussion to characterization.
More Points for Discussion:
● Characterization is the process by which the writer reveals the personality of a character
● Types of Characterization:
- Direct characterization: The author explicitly tells the readers what they want us to know about
the character by clearly stating details about him/her.
- Indirect characterization: the author shows who the character is through their speech,
thoughts, motivations, actions, and interactions with others.

● STEAL Analyzing the characters’ Speech, Thoughts, Effect on others toward the character, Actions, and
Look as a method in Indirect characterization

Speech What does the character say? How does the character speak?

Thoughts What is revealed through the character’s private thoughts and

feelings?

Effect on What is revealed through the character’s effect on other people?

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 others toward How do other characters feel or behave in reaction to the
the character character?
What does the character do? How does the character behave?
Actions

What does the character look like? How does the character dress?
Looks

2. Worked Example
Character Exploration
A. Character Diagram
Instructions: Perform your worksheet's Character Diagram and Character Traits Analysis tasks.

Note to the teacher: The teacher may use an additional character analysis chart or diagram. Through the given
activities, the students must now have a clear understanding of these literary elements and how they are essential in
coming up with a unified whole of the text.

3. Lesson Activity
Note to the teacher: The teacher gives this activity as an assignment and instructs the students to be ready
for oral presentations of their Family Tree outputs in small groups. The teacher may also let the students
bring photos of their family members or show photos from their phones during their sharing/presentations.

This activity would enable the learners to connect with the integrated theme of the lesson: family values and the
pursuit of happiness. Hence, the teacher must provide opportunities to apply their learning in real life.

A. My Family Tree
Instructions: This time, you are to create your Family Tree diagram. Indicate the names of your family members
and their character traits. (Please see the worksheet attached.) Then, in a short paragraph, write down how you
would describe your family. What makes your family happy? Do you consider them one of your sources of
happiness?

The teacher may employ the following holistic rubric:

Rubric: Score:

Content (Relevance to the writing topic given) 40

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 Introspective Value/Reflexivity 20

Organization of thoughts 20

Mechanics and grammar 20

Total Points: 100

D. Making
Generalizations (Day 5 within 55 minutes)

Bringing You, My Family!

This activity is an oral presentation of the students’ homework: My Family Tree.

Note to the Teacher: The teacher divides the class into groups to share their outputs. He/she also reminds the
students of their roles as speakers and listeners. After the oral presentations, the teacher processes the activity and
wraps up the lesson.

This time, the learners are ready to share their takeaways and reflect on their learning through the following
Metacognition Activity.

1. Learners’ Takeaways
If you were invited to a TedTalk to speak to Filipino families, what takeaways from the story read would you share
with your audience? What call of action would you challenge them to do?
_______________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

2. Reflection on Learning
Metacognition Activity:
Answer the following questions succinctly.
1. List significant things you learned from the lessons and activities you have engaged in.
_______________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

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 2. How would these learnings contribute towards you becoming a better version of yourself: as a daughter/son, as
a friend, as a student, as an individual, and as a human being?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

3. Are there concepts that you need to unlearn? Explain your answer.
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

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

A. Evaluating 1. Formative Assessment

Learning
Identification
Instructions: Identify what is referred to by the following statements. Write your answers in the space
provided.

_________1.This literary element refers to the arrangement of the events or actions in the story
_________2.It is the where and the when of the story.
_________3.The main idea of a story.
_________4.This part of the story introduces the setting, characters, and other basics that are to be known
by the readers.
__________5. It refers to the story's ending where the loose ends are tied up.
__________6. This part of the story is sometimes called the inciting incident, which begins the major conflict.
__________7. This is the greatest tension or the turning point of the story.
__________8. A type of characterization in which the author shows who the character is through their speech,
thoughts, motivations, actions, and interactions with others.
__________9. A type of character that develops and changes during the events in the story.
__________10. This type of character is referred to as one who conflicts with the main character.

True or False
Instructions: Read the following statements from the text. Write T if the statement is True and F if otherwise.
_________1. The story begins in the small town of Luzon.
_________2. The rich family usually stood by the poor man’s house to smell the delicious food.

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 _________3. The farmer’s/poor man’s family paid the judge for them to win the case.
_________4. The rich man condemned the poor man’s family for stealing the ‘spirit’ of their wealth.
_________5. The judge favored the accusation of the rich man.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

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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