Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF AURORA
ELISEO C. RONQUILLO SR. MEMORIAL NATIONAL HIGH SCHOOLHIGH SCHOOL
___________________________________________________________________________

Literature and My Father Goes to Court: Understanding Literature, Prose, Poetry, and Story
Lesson Title
Comprehension

Learning Area ENGLISH 7

Name of Teacher THELMA V. NOVILLOS

Grade Level and Section GRADE 7 (Loyalty, Unity, Resilient, Brave, Humility)

No. of Sessions 4 Sessions (Week 1)

References • Lesson Exemplar

(books, websites, toolkits, etc.) • My Father Goes to Court by Carlos S. Bulosan

Declaration of AI use AI was used to organize and align the uploaded lesson content into the prescribed DLP format based
Cite how AI was used in the formulation on the uploaded lesson presentation and template. The lesson content, activities, guide questions,
of the lesson plan.
See DO 3 s.2026 Annex A.
vocabulary work, discussions, and assessments were based on the uploaded lesson file.

Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the
lesson – keep it clear and simple.
Intentions. Remember: Understanding your learners’ evolving context and designing around it ensure that your lessons connect with and are relevant to
them.
Learning Competency and Analyze literary texts as expressions of individual or communal values within a structural context.
Curriculum Standards:
Write the competency/ies from the
curriculum that we are targeting, and the
content or performance standards
applicable to the sessions.
Learning Objectives: Session 1 Session 2 Session 3 Session 4
Write the smaller knowledge, skills, or tasks
Cognitive: define Cognitive: identify Cognitive: answer Cognitive: explain the
from the competency that the learners will literature and important details from comprehension court conflict in the
work on and be able to show by the end of
the sessions. distinguish prose from the beginning and questions about the story and evaluate the
poetry using the ideas middle parts of My setting, families, judgment made in
presented in the Father Goes to Court. neighbors, and events in the case.
lesson. Affective: demonstrate the story. Affective: value
Affective: show attentiveness and Affective: recognize the fairness, simplicity,
interest in literature as respect while listening value of happiness, and the idea that
a way of expressing to group reading or laughter, and family happiness cannot be
ideas, emotions, and viewing of the story. relationships shown by measured only by
cultural narratives. Psychomotor: read the poor family. money.
Psychomotor: assigned parts aloud Psychomotor: complete Psychomotor:
complete a literature with the group and the Road Map activity by respond to Yes or No
semantic web and answer comprehension writing or sharing statements and
participate in the questions using the answers to the briefly explain
vocabulary matching Road Map worksheet. comprehension answers based on the
activity. questions. story.
Learner Context: • Learners are • Learners can follow a • Learners are able to • Learners can express
Write your observations of your learners, and
how they have been performing or
beginning to connect story when it is read answer simple recall opinions orally but
responding to learning experiences recently. familiar words with the aloud or viewed with questions but may need may need sentence
Include strengths, interests, and possible
barriers to learning. concept of literature. guide questions. prompting to support starters for written
• They respond well to • They enjoy group answers with details. explanations.
visual organizers and reading, but some may • They can relate to • They are interested
simple prompts but still need reminders to family experiences and in questions about
may need guidance in listen actively while may easily understand fairness, money, and
forming complete others are reading. the contrast between happiness.
definitions. • Learners may need rich and poor families. • Learners may need
• Some learners may help locating specific • Some learners may guidance in making
need vocabulary details from the text. require peer support in judgments based on
support because terms completing the Road story events rather
such as prose, poetry, Map worksheet. than personal guesses
and literature are still only.
new.
 Learning Experience. A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful
understanding and growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding in a
purposeful way.

Session 1 Session 2 Session 3 Session 4

Pre-Lesson: • Prayer • Prayer • Prayer • Prayer

Describe how you will help the learners get
ready for the lesson.
• Greetings • Greetings • Greetings • Greetings
• Classroom • Checking of attendance • Classroom • Checking of
management • Review of literature, management attendance
• Checking of prose, and poetry. • Brief review of the story • Review of the main
attendance • Teacher asks: What reading. events of My Father
• Short Review: type of literature uses • Teacher asks learners Goes to Court.
Teacher asks learners sentences and to recall the first five • Teacher asks: Why
to think of any word or paragraphs? What type comprehension did the rich man
phrase related to the uses verse, rhythm, and questions from the Road bring the poor family
word literature. rhyme? Map worksheet. to court?
• Directions: Write • Teacher reminds the • Learners prepare their • Learners prepare for
related words around class of the assignment notebook or worksheet the Yes or No
the word literature to to read My Father Goes for discussion. response activity.
complete the to Court silently.
Literature Semantic
Web. Afterward,
define literature
based on the words or
phrases associated
with it.

Flow: Lesson Purpose Popcorn Discussion of Discussion of

Describe the activities that you can
implement in 1 or more sessions to meet the
Teacher introduces Reading/Watching Comprehension Comprehension
learning objectives. that Term 1 is about Instructions: The teacher Questions 1-5 Questions 6-10
Apply the Learning Design Principles by prose and poetry and divides the class into Teacher processes the Teacher continues the
thinking about how to: that the lesson will three groups which may first set of questions and discussion of the story
● make the objectives clear for the learners
● guide learners before letting them try the begin with be named Luzon, Visayas, allows learners to check conflict and guides
task on their own
● check the state of the learners’ well-being, understanding and Mindanao. The and improve their learners in explaining
understanding, and mastery over the
lesson literature. teacher assigns parts of answers. the court case.
connect today's new concepts to past
●
competencies
Literature Semantic the story to be read aloud Expected Answers Expected Answers
● encourage collaboration among learners Web by each group. 1. It happened in the 6. The rich man
● invite learners to reflect on why this
matters to them Directions: Think of Reading Reminder Philippines, in a town wanted to stop the
● ensure inclusion for learners’ varied any word or phrase Each student must pay during the early 1900s. 2. poor family from
abilities, learning styles, and contexts
related to literature. attention so that One family was poor but smelling their food. 7.
Write the words everyone stays on the happy and full of They went to court
around the center same page with the laughter. The other was because the rich man
word literature, then groupmates and rich but quiet and sickly. accused the poor
use the answers to classmates. 3. They moved to the family of stealing the
form a class definition. Comprehension Road town from the smell of their food. 8.
Discussion: Map countryside. 4. A rich Possible answer: No
Literature After reading the story, man’s family became one can own a smell,
Literature comes from the students answer the their neighbors. 5. The so the poor family did
the Latin word littera comprehension rich man’s servants nothing wrong. 9. The
meaning letter. It is questions through the cooked delicious food farmer shook coins in
any collection of Road Map worksheet. that smelled very good. a can, saying the
written work. It may Guide Questions Road Map Activity sound of money was
be written or oral 1. Where and when did Directions: Help the payment for the smell
works created by the story happen? 2. How family reach their home of food. 10. No,
individuals or groups would you describe the by answering the because happiness
sharing the same two families in the story? comprehension comes from love,
language, expressing 3. Where did the farmer’s questions on the Road laughter, and family,
ideas, emotions, and family move after the Map. Write clear not just money.
cultural narratives. flood? 4. Who became answers and be ready to Yes or No Activity
Discussion: Types of their neighbors? 5. What share with the class. Directions: Read the
Literature did the rich man’s Processing statements carefully.
Prose is writing which servants always do? Teacher asks learners Tick the box of your
uses sentences and how the two families are corresponding
paragraphs to express different and what these answer. Briefly explain
ideas, feelings, and differences reveal about your Yes or No answer
actions. Poetry refers their values. based on the text.
to writings in verse, Values Connection
with rhythm and Teacher invites
rhyme and learners to reflect on
characterized by the question: Can
melodious tone. money buy
Guide Questions happiness? Why or
Teacher asks: What why not?
did you feel while and
after watching the
videos? 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?
Unlocking Content
Vocabulary
Directions: Read the
vocabulary words
from the lesson.
Match the words in
Column A with their
corresponding
meanings in Column
B by drawing a line to
connect each pair.
Assignment
Direction: Read the
short story My Father
Goes to Court by
 Carlos S. Bulosan
individually and
silently.

Learning Resources: • ENG7 Term 1 Week 1- • Copy of My Father Goes • Road Map worksheet • Yes or No activity
List down the learning resources that will help
you reach your objectives. Ensure that they
2 lesson presentation to Court • Comprehension sheet
are available and inclusive. • Board and marker • Road Map worksheet question slides • Comprehension
Include options and alternatives in case of • Literature semantic • Board and marker • Copy of My Father Goes question slides
emergencies. web worksheet • Group labels: Luzon, to Court • Copy of My Father
• Vocabulary Visayas, and Mindanao • Notebook and writing Goes to Court
matching worksheet • Printed copy of the story materials • Board and marker
• Video clips or as alternative if
teacher-provided projection is unavailable
prompts about
happiness

Opportunities for integration: • Values Education - • Values Education - • Values Education - • Values Education -
Write down any possibilities to meaningfully
another learning area, special topic, or
Learners discuss Learners practice respect Learners reflect on Learners discuss
technology. Write N/A if none. happiness, respect, and cooperation during simplicity, laughter, and fairness, honesty, and
and the value of group reading. contentment. justice in the court
family as shown in the • Araling Panlipunan - • English scene.
story. Learners observe how Communication Arts - • Araling Panlipunan
• Araling Panlipunan - community life and social Learners strengthen oral - Learners relate the
Learners connect the differences appear in the and written responses to idea of court
story to family life, story. comprehension judgment to rules and
community values, • T.L.E/I.C.T. - Learners questions. justice in society.
and differences in may watch or listen to a • T.L.E/I.C.T. - Learners • T.L.E/I.C.T. - Learners
social status. digital presentation of may use slides or a may answer the Yes
• T.L.E/I.C.T. - Learners the story if available. digital worksheet for the or No activity using a
may use projected Road Map activity. digital form or
slides or digital video projected prompts.
prompts to support
the semantic web and
 discussion.

Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide
Assessment. your future instruction throughout the entire session.

Formative Assessment: Learners complete Learners answer the first Learners complete the Learners respond to
Create a task, activity or questions to
evaluate learning and provide feedback every
the Literature set of Road Map Road Map answers for the Yes or No
now and then. Include ways for learners to Semantic Web and comprehension questions 1-5 and statements and briefly
ask for guidance or support throughout each
session. vocabulary matching questions after group explain one answer explain their answers.
activity. Teacher reading. Teacher orally. Teacher checks Teacher checks
Remember to provide appropriate
accommodations so all learners can checks if learners can provides prompts for accuracy and gives whether explanations
demonstrate their understanding (e.g., varied define literature and learners who need help immediate feedback on are based on the story.
response formats, small group options, visual
or auditory supports) distinguish prose from locating details in the details about setting, Learners may give oral
poetry. Learners may text. Pair sharing may be characters, and events. responses, written
answer orally, by used for learners who responses, or partner-
writing words, or by need confidence before supported answers.
drawing connections answering in class.
in the semantic web.

Ways Forward. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher.
Pause and reflect on what happened today.

Extended learning opportunities: Learners may add five Learners may reread Learners may answer Learners may ask a
Suggest other learning experiences outside
the classroom/class hours that learners may
more words to their My Father Goes to one Road Map question family member: Can
want to access to reinforce what they have literature semantic web Court and underline again using a complete money buy happiness?
learned, to spark their curiosities further, or
that may provide them support in their areas at home and write one lines that show the sentence and evidence They will write one
of difficulty. sentence explaining difference between from the story. short answer and
each word. the poor family and connect it to the story.
the rich family.

Reflections: Learners showed Learners participated Learners were able to Learners shared
Think about what you need to change for the
interest in sharing words in group reading, answer recall questions, meaningful opinions
next session based on what happened today. related to literature. For though some may but some needed help about fairness and
Is there something the learners are interested
in exploring? the next session, teacher need reminders to writing complete happiness. Teacher
Are there some things you would like to share
may provide more listen while other sentences. Teacher may may give more time
with your co-teachers, parents, or school examples to help groups read. Teacher provide sentence for learners who need
leaders about your classroom experience?
What would you like your instructional coach learners distinguish may assign clearer starters in the next support in explaining
to help you with? prose from poetry. reading roles next activity. Yes or No answers.
time.

Prepared by:

THELMA V. NOVILOS
Subject Teacher

Checked by:

RAYMOND A. NAZARENO
School Principal