SEMI-DETAILED LESSON PLAN IN ENGLISH 7

School : SOCORRO NATIONAL HIGH SCHOOL

Teacher : RILYN L. CANTA
Grade Level : GRADE 7
Teaching Time and Date : JULY 25, 2018, 10:55-11:55
Learning Area : ENGLISH
Quarter : FIRST

I. OBJECTIVES

During the learning engagement, students are expected to:

1. identify the elements of a short story;
2. make a story map out from the story “The Wedding Dance” by
Amador T. Daguio;
3. appreciate the text by expressing their views/ ideas on the questions given and through
doing collaboratively with the group the differentiated tasks assigned.

A. CONTENT STANDARDS

The learner demonstrates understanding of: pre-colonial Philippine literature as a means of

connecting to the past; various reading styles; ways of determining word meaning; the sounds of
English and the prosodic features of speech; and correct subject-verb agreement.

B. PERFORMANCE STANDARDS

The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
appropriate context-dependent expressions; producing English sounds correctly and using
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.

C. LEARNING COMPETENCIES

The learners determine words or expressions in a selection that are opposite or similar (EN7VD1a);
Discover the conflicts presented in literary selections and the need to resolve those conflicts in
non-violent ways (EN7LT-I-h-1); Explain how the elements specific to a genre contribute to the
theme of a particular literary selection.(ENG7LT-I-d-2.2)

II. CONTENT

Subject Matter The Wedding Dance by Amador T. Daguio

Values Integration Loving is giving, Loving is sacrificing, Loving is letting go

III. LEARNING RESOURCES

References: English 7 Learning Material, pages 31-37

www.google.com, www.slideshare.com, www.storyboardthat.com
IV. PROCEDURE

Teacher’s Activity
ACTIVITY

 Prayer

 Checking of Attendance

PRE-READING
 Word of the Day
 APPRECIATE

 Motivation
The teacher will play the song, “I Don’t Want You to Go” and let the students listen to it.
The learners will be asked:
- What is the message of the persona in the song?

 Establishing a purpose of the lesson

The teacher will present the objectives of the lesson:

1. identify the elements of a short story;
2. make a story map out from the story “The Wedding Dance” by
Amador T. Daguio;
3. appreciate the text by expressing their views/ ideas on the questions given and
through doing collaboratively the differentiated tasks assigned.

 Vocabulary: Word Charge Activity

Interpreting unfamiliar words

Say: “We will expand your vocabulary by finding out the meaning of
unfamiliar words.”

Write O in the space if the pair of words are opposite in meaning, S if it is

similar in meaning.

1. O appease provoke
2. S ember Ash
3. S muffle Mute
4. O snugly uncomfortably
5. O mock genuine
6. S sullen cheerless

DURING READING
 The author of the story who is Amador T. Daguio will be introduced by the teacher
to the students.

 The students are given copy of the story to be read. The teacher at the same time
will introduce the story through the power point presentation using the LCD
Projector.

 Interactive Discussion about the story is to be done.

 The teacher will let the students identify the elements of the story, “The Wedding
Dance” by Amador T. Daguio.
ANALYSIS

POST READING

 The students will be asked with the following questions for the comprehension
check:

1. What was the cause of separation of Awiyao and Lumnay?

2. Is Awiyao really in love with Lumnay? Support your answer.
3. What is the tribe’s practice regarding raising a family?

 The students are grouped into 4 and are provided with the blank story map/
graphic organizer and have them complete it by filling its parts.

 After given enough time to brainstorm the answers for the questions, each group will
choose a presenter to share their answers.

ABSTRACTION
 The following questions will be asked by the teacher to the students:

1. Should you fight for the one you love or should you let go and take all of the hurt
for the other’s sake?
2. Is it alright for a man to separate and leave his wife just because she cannot give
him a child? Yes or No? Why?
3. What is your reaction toward Awiyao’s marriage to Madulimay? Explain.
4. If you were Lumnay, would you attend the wedding dance of Awiyao and
Madulimay? Why or why not?

 The students will give their generalization on the story.

APPLICATION

 Differentiated Activities
The class will be divided into four (4) groups. Each group will do the instructions and
the presentation of outputs will follow.

Group 1: The Story Tellers- The group will arrange the pictures given to them and
make a story board about “The Wedding Dance” following the correct
sequence of the plot diagram.

Group 2: The Actors. The students will choose a scene from the story that attracts
them most and act it out.

Group 3: The Singers. Think of a song that would suit to the theme of the story “The
Wedding Dance”. Then, perform it in the class.

Group 4: The Visual Artists. The students will draw the emotions they can get from
the story.

Criteria:
Communicative Competence- 30%
Collaboration-30%
Correctness of content- 40%
EVALUATION
 The teacher will distribute the worksheet for the students individually.

Instructions: locate information in the selection to determine whether each statement is

true (T) or false (F). Write your answers on the blanks provided.
_____________1. The story says aloud that a man who loves unconditionally should give up his or
her happiness for the beloved.
_____________ 2. The title speaks of the dance that happened in the wedding of Awiyao and
Madulimay.
_____________ 3.Awiyao and Lumnay still confessed their love for each other in the midst of their
separation.
_____________ 4. The presence of darkness in the story symbolizes the sadness in their hearts in
contrast to the ember in the fire logs that represents their strong and deep love
for each other.
_____________ 5. The beads given to Lumnay by Awiyao will be given to Madulimay in the
wedding.
_____________ 6. Awiyao is more courageous than Lumnay to surrender his love and take all the
hurt that goes with it.
_____________ 7. The tribe’s convention and practice on raising a family bore much burden to
Awiyao and Lumnay.
_____________ 8. The gangsas represent the tribe’s rule and power.
_____________ 9. Lumnay is triumphant in the end of the story.
_____________ 10. The story speaks of sacrifice and love.

V. ASSIGNMENT

In a 1 whole sheet of paper, write your own ending of the story The Wedding Dance. This will
be submitted next meeting.

Prepared by: Reviewed and Observed by:

RILYN L. CANTA DANTE S. DACERA

Teacher III Principal I