Department of Education

Region III
Division of Pampanga
Santa Rita College
San Jose Sta. Rita Pampanga

“A Detailed Lesson Plan in English 10”

Class: Grade 10- St. Mark Time: 10:20 am – 12:00 pm

Date: April 18, 2022, Monday Venue: Santa Rita College

I. Objectives:
At the end of the lesson, the students are expected to:
A. recall the elements of a story;
B. identify the elements of the literary piece discussed;
C. recognize the role and value of a woman; and
D. perform actively on the activities prepared by the teacher

II. Subject Matter:

Topic: Elements of a Story: “The House on the Mango Street” (an excerpt from a
novella by Sandra Cisneros)
Reference: Echoes the Series World Literature pp. 370-372
Materials: Laptop, Power point presentation, Book, Projector, Cut Outs

III. Procedure:
Teacher’s Activity Student’s Activity
I. Preparation

1. Prayer
Before we start, please stand for our All students will stand for the prayer:
opening prayer. Can you lead the prayer?

2. Greetings All students will greet and say:

Good morning, class! You may be seated. “Good morning, Ma’am!”

3. Checking of attendance All students will answer:

Is everybody present today? “Yes, Ma’am.”

Okay that’s great!

II. Reminders or Rules

Class, pick up all the pieces of dirt that
you see and arrange your chair properly.
Listen carefully to our lesson because we
will have our activity after the discussion.

And if you want to answer and share

something related to the lesson, raise
your hand. All students will answer:
“Yes, Ma’am.”
Is that clear, class?

III. Motivation
Now, before we start our interesting
lesson for today, let us have our opening activity
to boost your mind and to have an idea of the
lesson we will discuss today. I have here the
word… can you read the word please? All students will read the word:
“Woman, Ma’am.”

Ok, good!

Students will express their ideas:

Now class, can you please write a word or your
perception when you heard the word “woman”?
Student 1 will answer:
Who can go to the board and give his/her first “Independent”
idea?

Thank you!
Nice idea! Student 2 will answer:
“Hardworking”
Another answer, class?

Student 3 will answer:

Very good! “Talented”
Another answer, class?

Perfect!
Class, you can also write some words that Student 4 will answer:
best describe your mother or your sisters. “Caring and responsible”

Impressive!
Next… Student 5 will answer:
Any volunteer? “Competent”

You can also describe your teacher as a

woman. Student 6 will answer:
“Professional”
Okay, very good.
Another answer?

How about your crush or favorite artist class,

how do you describe her as a woman? Student 7 will answer:
“Beautiful and classy”

That’s good!
One more word, class about your impression
when you heard the word “woman”. Student 8 will answer:
“Brave”

Perfect!

Thank you everyone for participating in our

opening activity. Now, what did you notice
based on your given answers on the board?
 Student 9 will answer:
“Ma’am, they are words about good
characteristics/personalities of a woman.”
Precisely!

Later, we will find out if these

characteristics/personalities of a woman you
mentioned a while ago can be found or can
be encountered in the story.
All students will answer:
Is that clear, class? “Yes, Ma’am.”

Before we proceed in reading the story, let us

have first our learning objectives. Student 10 will answer:
“I can recall the elements of a story.”
Can you please read our first learning
objective?

Thank you. Student 11 will answer:

“I can identify the elements of the literary
Can you please read our second learning piece given.”
objective?

Can you please read our second learning

objective? Student 12 will answer:
“I can recognize the role and value of a
woman.”
Thank you.

Can you please read our last learning

objective? Student 13 will answer:
“I can perform actively on the activities
prepared by the teacher.”

Thank you, class.

Vocabulary Enrichment
Let us have first the word on the board that
we will encounter in our lesson.

Listen to the instruction class.

Match the meaning of each word in column

A with its meaning in column B. Write the
letter of your answer on the blank.

Is that clear, class?

Ok, let us start now.

All students will answer:

Column A “Yes, Ma’am.”
___1. Chandelier
___2. Trudge
___3. Threshold
___4. Inherit
___5. Dime Answers:
1. C
2. B
 3. D
4. E
5. A

Column B
a. a US or Canadian coin that is worth 10 cents.
b. the place or point of entering or beginning.
c. a branched often ornate lighting fixture
suspended from a ceiling.
d. to walk much steadily or laboriously
e. to receive (money, property, and others) from
someone when the person dies.

Who can read and answer our first word on the

board?
Student 13 will read and answer on the
board:
1. Chandelier – a branched often ornate
Very good! lighting fixture suspended from a ceiling.
Any volunteer on our next word?

Brilliant! Student 14 will read and answer:

Raise your hand class, who wants to try to 2. Trudge – the place or point of entering
answer our next word? or beginning.

Student 15 will read and answer:

Very good! 3. Threshold- to walk much steadily or
Next, who wants to answer? laboriously.

Student 16 will read and answer:

Awesome! 4. Inherit – to receive (money, property,
For our last word, please answer on the board. and others) from someone when the person
dies.

Student 17 will read and answer:

Nice! 5. Dime – a US or Canadian coin that is
Thank you ,class for your participation. worth 10 cents.

IV. Presentation or Discussion

Let us go now on our story “The House on

Mango Street by Sandra Cisneros.

Open your English book on page 370.

Class, are you familiar with the story “The (Answers may vary.)
House on Mango Street”?

Ok class, let us find out what the story is all

about.

Are you ready, class? All students will answer:

“Yes, Ma’am.”

Class, I will first introduce the author of the

story.
(The teacher will present a short biography of the
author on power point presentation).
Did you know class that this work is narrated by
a twelve-year-old Chicana girl named Esperanza
Cordero in a period of one year of her life in
Chicago? And she is the main character or the
protagonist in our story. Actually class, this is a
novel.

We can easily relate to the story of this novel

because we all battle with what it means to grow
up and find our own identity. It will make us
appreciate the importance of our family, culture,
and community in shaping us.

Each chapter of the novel is a vignette telling a

poetic story about Esperanza’s youth life on
Mango Street.

Did you know class what vignette means?

Any idea? All students will answer:
“A short story, Ma’am.”
A vignette is a brief tale, well-written sketch, or
detailed scene that is frequently written in poetic
language. It lacks a plot making it a short story,
but it does reveal information about the elements
in it. It can reveal a person's personality, mood,
or tone. It may have its own theme or idea that it
wishes to convey.

Did you understand, class? All students will answer:

Ok, let us continue. “Yes, Ma’am.”

The story is told in the form of vignettes, or

glimpses inside Esperanza's thoughts and
feelings. The vignettes depict communal
behavior trends and the contrast between power
and weakness, as well as women’s independence
and freedom.

Did you get it class? All students will answer:

 “Yes, Ma’am.”

First, let me give you a brief introduction about

the novel before we move to the selected
excerpts written in your book.

This is the story of Esperanza, a Mexican

American (Chicana), who was born and who
grew up in the Hispanic quarter of Chicago. Her
family moved to a city in the US, at Mango
Street. They lived all in a small house and shared
one bathroom and one bedroom (for her father,
mother, Carlos, Kiki and Nene).

Can you still follow class? All students will answer:

Ok, let us continue. “Yes, Ma’am.”

Esperanza is dissatisfied with their residence on

Mango Street at the start of the novel due to the
overcrowded environment.
Her observations begin with herself and her
family, with a sense of uneasiness, and then go to
Nenny, her younger sister, who, in her desire to
grow up, encounters hard realities.
She saw other women and the roles they play,
and she saw hints from other women that
Esperanza should stay strong and be more
willing to get out and give back.
Esperanza's vision and independence indicate a
way out of poverty in the city. As she observes
her Mango Street neighborhood, she decides that
she will not become the women she knows and
observes who are imprisoned and powerless in a
man's world. Despite her setbacks, Esperanza
enjoys life and describes the environment of her
neighborhood on Mango Street.
This novel seeks to break the cycle of defeats
that women have suffered as a result of social
and religious stereotypes by relating Esperanza's
cultural identity to the lives of others.

Did you understand, class? All students will answer:

“Yes, Ma’am.”

Class, after you listened on the brief introduction

we had, any idea about: “What life would be like (Students’ answers may vary.)
to Esperanza on the Mango Street?”

Why Esperanza is more willing to get out on

Mango Street? And what characteristics or
personality Esperanza have, to fight and break
the cycle of neighborhood women?

In order for us to find out more about

Esperanza’s journey and experiences in her life
on Mango Street, let us discuss the selected
excerpt or the four vignettes from the novel “The
House on Mango Street”.

Class, I want to share with you that in this novel,

there were many characters mentioned, and
stories come together to tell one complete story.
But for now, we will focus on what is written in
your book.

Is that clear, class? All students will answer:

“Yes, Ma’am.”
Now turn your book to page 370.
All students will answer:
Ok. Listen carefully and make sure you stay “Yes, Ma’am.”
guided in our lesson.

Let’s start class.

Can you please read the first story in your book?

First story: (excerpt)

“My Name”
Student 18 will read the first story:
“ My Name”
In English my name means Hope. In
Spanish it means too many letters. It
means sadness, it means waiting. It is like
the number nine. A muddy color. It is the
Mexican records my father plays on
Sunday morning when he is shaving, songs
like sobbing. It was my great-
grandmother’s name and now it is mine.
She was a horse woman too, born like me
in the Chinese, like the Mexicans, don’t
like their women strong.
My great grandmother. I would’ve liked
to have known her, a wild horse of a
woman, so wild she wouldn’t marry. Until
my great grandfather threw a sack over her
head and carried her off. Just like that, as if
she were a fancy chandelier. That’s the
way he did it.
And the story goes she never forgave him.
She looked at the window her whole life,
the way so many women sit their sadness
on an elbow. I wonder if she did the best
with what she got or was she sorry because
she couldn’t be all the things she wanted to
be. Esperanza. I have inherited her name,
but I don’t want to inherit her place by the
window. At school they say my name
funny as if the syllables were made of tin
and hurt the roof of your mouth. But in
Spanish is made of a softer something, like
silver, not quite as thick as sister’s name
Magdalena-which is uglier than mine.
Magdalena who at least-can come home
and become Nenny. But I am always
Esperanza. I would like to baptize myself
under a new name, a name more like the
Thank you. real me, the one nobody sees. Esperanza as
(Self-Definition) Lisandra or Maritza or Zeze the X. Yes.
Esperanza, being a newcomer in town in her Something like Zeze the X will do.
adolescence stage, experienced self- crisis like
she wants to change her Spanish name that she
inherited from her great grandmother. She
imagines a unique name and identity for herself.
Her choice, Zeze the X, shows that comic books
and movies played a major role in shaping her
imagination. It shows that she still lives in the
imaginary world of childhood.

Did you understand the story, class?

All students will answer:
(Self-belongingness) “Yes, Ma’am.”
This also shows her feeling of being out of place
in her new neighborhood and having more self-
consciousness. I already read the book in other
sources, and it describes the first years of
Esperanza’s life wherein she met a few friends
namely Sally, Lucy, Cathy, Alicia and many
more wherein each of them has her own sad life
story. Esperanza still struggles to find her place
in the neighborhood and in the world.

How about you, class?

Have you also experienced the same thing during (Students’ answers may vary.)
your first years in high school?
Did you ask your parents about the meaning of
your name?

Class, you have to listen carefully to every story,

so that you can answer correctly on the activity
later on.

Let us go now on to the second story. All students will answer:

Can you please read the second story? “Yes, Ma’am.”

Second story: (excerpt)

“Rafaela Who Drinks Coconut and papaya Student 18 will read the second story:
Juice on Tuesdays” “Rafaela Who Drinks Coconut and
papaya Juice on Tuesdays”
On Tuesdays, Rafaela’s husband comes
home late because that’s the night he plays
dominoes. And then Rafaela, who is still
young but getting old from leaning out the
window so much, gets locked indoors
because her husband is afraid Rafaela will
run away since she is too beautiful to look
at.
Rafaela leans out the window and leans on
her elbow and dreams her hair is
Rapunzel’s. On the corner, there is music
from the bar, and Rafaela wishes she could
go there and dance before she gets old.
A long time passes, and we forget she is
up there watching until she says: “Kids, if
I give you a dollar will you go to the store
and buy me something? She throws a
crumpled dollar down and always asks for
coconut or sometimes papaya juice, and
we send it up to her in a paper shopping
bag she lets down on a clothesline.
Rafaela who drinks and drinks coconut
 and papaya juice on Tuesdays wishes there
were sweeter drinks, not bitter lie an
empty room, but sweet, sweet like the
island, like the dance hall down the street
where women much older than her throw
green eyes easily like dice and open homes
with keys. And always there is someone
offering drinks, someone promising to
Thank you. keep them on a silver string.

Did you understand our second story? All students will answer:
“Yes, Ma’am.”
Esperanza started to write secretly—her
observation on the neighborhood and poems
which she only shares with older women she
trusts.
Her observation: Rafaela is unhappy with her
situation, wishes for a way to get her freedom
back.

Can you follow, class? All students will answer:

“Yes, Ma’am.”
Class, what do you think is the meaning of the
quote, “And always there is someone offering
drinks, someone promising to keep them on a
silver string”?

Any ideas, class? (Students’ answers may vary.)

This means that Rafaela wants to escape from

her husband. The juice which she drinks every
Tuesday, proves her eagerness to escape. It is
obvious that coconut and papaya juice are
already sweet drinks, but the quote mentions that
she wants “sweeter ones.” This means that she
wants to move out and live in a comfortable and
free environment where someone will truly love
her and will take care of her.

Can you follow our story class? All students will answer:
“Yes, Ma’am.”

Class, do you think the story of Rafaela still All students will answer:
happens nowadays in real life? “Yes, Ma’am.”
(The teacher will ask the students for some
examples for further discussion)
Students will share some examples.

Any questions class on the second story?

All students will answer:
“None, Ma’am.”

Ok class, let us move now on to our next story.

Can you please read the third story?
Third story: (excerpt)

“Beautiful and Cruel” Student 19 will read the third story:

“Beautiful and Cruel”
I am an ugly daughter. I am the one
nobody comes for. Nenny says she won’t
wait her whole life for a husband to come
and get her, that Minerva’s sister left her
mother’s house by having a baby, but she
doesn’t want to go that way either. She
wants things all her own, to pick and
choose. Nenny has pretty eyes and it is
easy to talk that way if you are pretty. My
mother says when I get older my dusty
hair will settle and my blouse will learn to
stay clean, but I have decided not to grow
up tame like the others who lay their necks
on the threshold n waiting for the ball and
chain.
In the movie, there is always one with red
lips who is beautiful and cruel. She is the
one drives the men crazy and laughs them
all away. Her power is her own. She will
not give it away.
I have begun my own quiet war. Simple.
Sure. I am one who leaves the table like a
man, without putting back the chair or
picking up the plate.
Thank you.

Did you get our third story? All students will answer:
“Yes, Ma’am.”
Aside from the psychological and physical
changes, Esperanza becomes more sexually
aware. She started to have her special feelings
and feels attracted to Sire, her older boy
neighborhood. Esperanza started to observe other
sexually mature girls.
She imagines herself as one of the powerful
ladies on the movie that can manipulate boys,
and she realized that sexuality could give women
a power over boys.

Can you follow, class? All students will answer:

“Yes, Ma’am.”
Class, in your own, do you think sexuality can
gives woman a power over boys? Students will express their own ideas.
However, this imagination of Esperanza
suddenly changes when a group of boys at the
carnival, sexually assault her. It gives her and
leaves her with trauma. Then, she felt she was no
longer innocent and that was the start of her adult
life. Her relationship with Sally, whom she was
supposed to meet on the carnival trip, that gave
her a feeling of betrayal.
All students will answer:
Did you get the story class on what happened to “Yes, Ma’am.”
Esperanza?
Do you have questions about our third story? All students will answer:
“None, Ma’am.”

Ok, let us move now to the last story.

Can you read the last story?

Fourth story: (excerpt)

“Mango Says Goodbye Sometimes” Student 20 will read the last story:
“Mango Says Goodbye Sometimes”
I like to tell stories. I tell them inside my
head. I tell them after the mailman says,
“Here’s your mail. Here’s your mail,” he
said.
I make a story for my own life, for each
step my brown shoe takes. I say, “And so
she trudged up the wooden stairs, her sad
brown shoes taking her to the house she
never liked.”
I like to tell stories. I am going to tell you
a story about a girl who didn’t want to
belong. We didn’t always live on Mango
Street. Before that we lived in Loomis on
the third floor, and before that we lived on
Keeler. Before Keeler it was Paulina, but
what I remember most is Mango Street,
sad red house, the house I belong to but do
not belong to.
I put it down on paper and then the ghost
does not ache so much. I write it down and
Mango says goodbye sometimes. She does
not hold me with both arms. She sets me
free. One day I will pack my bags of books
and paper. One day I will say goodbye to
Mango. I am too strong for her to keep me
here forever. One day I will go away.
Friends and neighbors will say. What
happened to Esperanza? Where did she go
with all those books and papers? Why did
she march so far away? They will not
know I have gone away to come back. For
the ones I left behind. For the one who
cannot go out.
Thank you.
All students will answer:
Did you get our last story? “Yes, Ma’am.”

Because of Esperanza’s observation on the

women of Mango Street, and the traumatic
experienced she had, Esperanza decided and was
ready to leave the Mango Street. She believes
that her writing will help her to escape from that
past, but Esperanza’s realization changed her
mind, and returned to Mango Street to help the
women who suffered from violence. She decided
to fight for their freedom. Esperanza developed
moral responsibility to the women’s community
and has the courage to help friends. This time, it
is now clear to her the purpose of her life. She
also realized that all women on the Mango Street
are trying to escape and move out, but it is hard
for them to break the cycle. She became more
involved and detached from her neighborhood
and she knew that her writing skills will help
them to raise the voice and the power of women
on the Mango Street.

Did you understand our four stories, class? All students will answer:
“Yes, Ma’am.”
Comprehension Check:
Now class, after you listened to the interesting
story “The House on Mango Street”, let’s answer
the guide questions to assess your reading
comprehension skills.

Answer the following questions:

Who can read and answer the first question?
1. What is the narrator’s name? How did she get
her name? Student 21 will read and answer:
1. What is the narrator’s name? How did
Ok. Thank you, that’s great! she get her name?
Next question, please raise your hand. “Ma’am, the narrator’s name is Esperanza,
and she inherited the name from her great-
grandmother.

2. Describe her great-grandmother.

Student 22 will read and answer:
Very good! 2. Describe her great-grandmother.
Next question, “Ma’am, Esperanza’s great-grandmother is
a wild horse of a woman, meaning- a
strong woman but lived her whole life with
sadness.”
3. Why does Rafaela’s husband keep her locked
indoors? Student 23 will read and answer:
3. Why does Rafaela’s husband keep her
locked indoors?
Perfect! “Ma’am, Rafaela is too beautiful, and her
How about the next question? Any volunteer? husband is afraid of her running away
from him that is why she keep her locked
indoors.
4. What does Esperanza feel about herself?
What does she aspire to look like? Student 24 will read and answer:
4. What does Esperanza feel about herself?
Precisely! What does she aspire to look like?
Next question. “Ma’am, Esperanza felt ugly and she
taught nobody wants her. She wants to
5. What does the house symbolize? What does it become beautiful and cruel with red lips
say about the narrator? like girls on the movie.”

Student 25 will read and answer:

Brilliant! 5. What does the house symbolize? What
Next question does it say about the narrator?
“Ma’am, the house symbolizes pride,
6. Does Esperanza want a new name? Why? independence, and a stable life for
Esperanza’s family.”
What implications about her personality does
that particular action bring?
Student 27 will read and answer:
Does Esperanza want a new name? Why?
What implications for her personality does
that particular action bring?
 “Ma’am, Esperanza wants a new name
because her name in Spanish means
Very good! “despair”. She refused to accept that
Our second to the last question, who wants to meaning and gave another meaning—
answer? “Hope” in which she possesses a writer’s
gift for interpretation and storytelling.

7. Describe other women in the neighborhood

based on Esperanza’s view. What is their
significance in her views on women? Student 27 will read and answer:
7. Describe other women in the
neighborhood based on Esperanza’s view.
What is their significance in her views on
women?
“Ma’am, women in Mango Street were
also trapped with their personal problems
and they want to escape like Esperanza.
Their significance somehow became on
Nice answer! the the reasons or motivations of
For our last question, any volunteer? Esperanza to really fight for their
8. What is the theme of the novella? freedom.”

Very good! Student 28 will read and answer:

8. What is the theme of the novella?
Any additional answer? “Ma’am, the theme of the novella is “the
power of language.”

Student 29 will read and answer:

“Ma’am, Gender and Society.”
Perfect! (Answers may vary.)

Thank you, class.

Now, in understanding a story better, we have

elements that will guide us to make it more
comprehensive and clear. Let us recall the
elements of the story that you had learned in
your English subjects before.

Who can recall the elements of a story?

Student 30 will answer:

“Ma’am the elements of a story are:
1. Character
2. Setting
3. Plot
4. Conflict
5. Theme
Perfect!
Can you define what does “character” mean as Student 31 will answer:
one of the elements of the story? “Character” is the person or animal that
take action on the story.
Very good!
They are the who of the story.

Ok, class. Thank you!

Let us go now to the second element. Student 32 will answer:

Who can recall the meaning of the setting? “Setting” – is the time and place where the
story takes place.
Very good!
Setting is the where and when of the story.

Next element of a story… any volunteer? Student 37 will answer:

“Plot” is the series of events and
characters’ action that relate to the central
conflict.
It consists of the exposition, rising action,
climax, falling action and resolution and
denouement. This is what we call Freytag
Brilliant! Pyramid.
For the next elements of a story, who can answer
and give it?
Student 38 will answer:
“Conflict” – is a struggle between
Very good! opposing forces.
It consists of Man vs. Society, Man vs.
Nature, and Man vs. Man

Student 39 will answer:

“Theme” – is the main idea of the story.

Who can give the last element of a story? Any

volunteer?

Nice answer!

Thank you class, based on your given answers, it All students will answer:
is proven that you still remembered the elements
of a story. The title of the novel is “The House on the
Mango Street.”

V. Generalization/Application Vignettes means a short story, well written

Now class, let’s have a recap on what we have sketch or descriptive scene which does not
discussed. have plot, but it does reveal something
about the elements on it. It may reveal
Again, what is the title of the novel? character, mood, tone and theme or idea of
its own.
What does vignette means?

I learned that we need to develop more our

strength as a woman, in order to have our
freedom.

The moral of the story is to stand strong in

every struggle in life and make a voice for
What did you learn from the novel? others by helping them to know their self-
worth just like a woman’s worth in a
society.

What is the moral of the story?

VI. Valuing

And that woman’s voice should be heard and

recognize to create a world that is beautiful for
all.

Yes, men of quality respect women’s equality

and vice-versa, women of quality also respect
men’s equality. It’s really a matter of knowing
the power and importance of the word respect in
a society.

VII. Evaluation
Now class, for you to apply what you have
learned, let’s have an activity regarding the story
“The House on Mango Street”. To understand Answers:
the story better, we are going to identify its SETTING (time) - a period of one year.
elements. (place) - Chicago

Listen carefully to the instruction class. CHARACTERS- Esperanza and Family,

I have here the instructional materials that you Rafaela, Sire, Sally
will use as your guide in answering your group
activity. CONFLICT – Esperanza struggles to find
Arrange yourself into two groups. The leader her place/purpose in their neighborhood in
will assign an element to each member of the Mango Street and in the world.
group. One will be assigned to give the
characters, and others will be designated to give CLIMAX – Esperanza had a relationship
the setting, conflict, climax, resolution, and the with her friend, Sally who gives her
theme of the story “The House on Mango trauma (sexual assault). Also, she observed
Street.” other women (like Rafaela) which proved
that they (women) were trapped in a man’s
world.
Recall the important points in the excerpt given.
Tell how the elements in the story build its RESOLUTION- Esperanza’s love for
theme. Expound on how you came up with the Sally and other women on Mango Street
theme using the following elements. made her realized that she wants to return
 to help them to move out; she wants to
Setting Climax become the voice of the women in their
Characters Resolution society through the power of her writing.
Conflict Theme
THEME- Gender Equality, Love for
Once you are all done, each group will present Friends, and Neighbors.
their work in front of the class to see if they had
accomplished the activity. And the group which
will be able to answer and explain clearly will be
given a reward.

You have 15 mins to finish the activity.

Group 1, did you get the instruction? Group 1 will answer:

“Yes, Ma’am.”
Ok good.

How about group 2? Group 2 will answer:

“Yes, Ma’am.”

(After 15 minutes)
Groups 1 & 2 will present their answers in
Are you done? Present your answers now. front of the class.

VIII. Agreement

Homework:
Class, for your homework, make a literary
criticism of the story “The House on Mango
Street” using the Approaches of Literary
Criticism that we had discussed before to further
understand and see the meaningful beauty of this
story. Write it in a short bond paper and submit it
next meeting. All students will answer:
“None, Ma’am.”
Are there any questions class?
(The student called will lead the prayer.)

Let us stand and pray. Please lead the closing

prayer.
Goodbye, Ma’am and thank you!

Let us call it a day. Goodbye class!

Prepared by:

Sarah P. Medina
Student-Teacher