School: Grade Level: 7

Teacher: Learning Area: English

Teaching Dates and Time: Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Curriculum Content, Standards and Lesson Competencies

A. Content Standards The learners demonstrate their multiliteracies and communicative competence in evaluating Philippine literature (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 Standards: The learners analyze the style, form, and features of Philippine prose (short story and novel); evaluate prose for clarity 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 Competencies

Competencies/Objectives Analyze a literary text as an expression of individual or communal values within biographical and historical contexts.

Learning Objectives
a. define the biographical and historical approaches to reading a literary text.
b. note and discuss historical and biographical data about a given topic, person, author, or experience.
c. relate the author’s history and biography with the literary elements (i.e., setting, characters, and POV) of his/ her text.
D. Content Scent of Apples by Bienvenido N. Santos
Historical-biographical context in reading
E. Integration Filipino consciousness and identity

II. Learning Resources

F. Learning Resources
● Briscoe, L. A. (2000). Bienvenido N. Santos. In B. H. Gelfant and L. Graver (Eds.), The Columbia companion to the twentieth-century
American short story (pp. 501-504). Columbia University Press, New York.
● Gioia, D., & Gwynn, R. S. (2000). Longman anthology of short fiction: Stories and authors in context (Compact edition). Longman.

● Isaac, A. P. (2015). Footnote to Memory: Introduction to the 2015 edition. In B. N. Santos, Scent of Apples: A collection of stories (pp.
xv- xxxi). University of Washington Press.
III. Teaching and Learning Procedure
A. Activating Prior Review of the previous Unlock and Explore! Ask students to share their Review the key points Review key points from
Knowledge lessons on conflict and favorite lines or quotes from from previous lessons previous lessons.
point of view. Flash jumbled words the story. Discuss the about the author and the
related to the topic. Ask significance of these lines story.
students to form the and their connection to the
correct words and provide characters and themes. Remind students of the
Present pictures of definitions or examples. historical-biographical
people leaving their approach to analyzing
homes. Ask students literature.
questions about their
personal experiences
with leaving home.

B. Establishing Lesson Ask students about their Introduce Bienvenido N. Introduce the concept of Introduce the focus of Introduce the goal of
Purpose knowledge of Filipino Santos and his short story historical-biographical today's lesson: exploring today's lesson: to
experiences abroad. Scent of Apples. Explain analysis. Explain how the the connections between synthesize learning and
the connection between author's life and historical the author's life and the reflect on the process.
Discuss the possibility of the author's life and the context can influence a story.
authors reflecting on story's themes. story.
their life experiences in Explain the importance of
their works. considering personal
experiences in
understanding literature.
C. Developing and Observe and Discuss! Read and Annotate Read and Digest Talk and Decide! Learners’ Takeaways
Deepening Understanding Distribute the biography of Have students reread the Guide students in
Show the video or article Bienvenido N. Santos. story and identify their Distribute question cards completing the table,
about Filipino Encourage them to favorite passages. to each group. summarizing their
immigrants. Have highlight key points and Encourage students to understanding using
students complete the make notes. perform dramatic Facilitate discussions, Learn, Discover, and
worksheet and discuss monologues or interpretive guiding students to refer Explore worksheet.
their answers. Have students accomplish readings. to their worksheets for
the worksheet Note and evidence. Encourage Reflection on Learning
Think, Pair, and Summarize. Write Down and Describe students to share their Have students answer the
Engage! Guide students in insights and perspectives. Think and Reflect
Guide students in Synthesize and identifying the setting, worksheet. Call on
 answering questions Socialize characters, and point of students to share their
using the idea organizer. Divide the class into eight view. Facilitate discussions thoughts with the class.
Have students discuss groups. Assign each to clarify any questions.
their answers with a group a topic from the
partner. summarized biographical Discuss historical-
details. Facilitate group biographical approach in
presentations and reading a short story.
encourage class
participation.

D. Making Generalization Observe and Discuss! Lead a discussion on the Have students describe the Lead a class discussion to Summarize the key
relationship between the relationship between the summarize the key insights from the learners'
Show the video or article author's life and the story's elements and the findings from the small takeaways and reflections.
about Filipino story's themes. author's life and historical group discussions. Have students connect
immigrants. Have context. their understanding to the
students complete the Encourage students to Encourage students to broader concept of
worksheet and discuss make connections and make generalizations historical-biographical
their answers. draw conclusions. about the relationship analysis.
between the author's life
Think, Pair, and and the story.
Engage!
Guide students in
answering questions
using the idea organizer.
Have students discuss
their answers with a
partner.

VI. Evaluating Learning: Formative Assessment and Teacher’s Reflection

E. Evaluating Learning Have students complete . The generalization will The generalization will Administer the 20-item
a short reflection or quiz serve as an evaluation. serve as an evaluation. multiple-choice test,
to assess their narrative sequencing
understanding. activity, and writing prompt.

F. Teacher’s Remarks
 G. Reflection

Prepared by: Noted:

LEVI-JANROSE L. LLAPITAN-RONCAL
Subject Teacher