School: Davao Winchester Colleges, Inc.
Grade Level: 7
Student-Teacher: Khevin M. Latayada Learning Area: English
Teaching Date & November 12, 2025 & 10:00 AM-10:45 Quarter: 2nd
Time: AM
The learners demonstrate their multiliteracies and communicative
competence in evaluating Philippine literature (prose) for clarity of
Content Standards
meaning, purpose, and target audience as a foundation for publishing
original literary texts that reflect local and national identity.
The learners analyze the style, form, and features of Philippine prose
(short story and novel); evaluate prose for clarity of meaning, purpose,
Performance Standards 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.
Analyze literary texts as expressions of individual or communal values
Learning Competencies
within: 1) structural context (EN7LIT-II-1).
I. OBJECTIVES
At the end of the lesson, the students will be able to:
1) identify the six elements of a short story;
2) match the six short story elements with their correct definitions;
and
3) share the importance of knowing the six elements of a short
story through oral explanation.
II. SUBJECT MATTER
Topic: Elements of a Short Story
References: Conversations 7- Unit 2 - Philippine Prose Imitation, Emergence, and
Post-War Periods, pp. 100-102
Materials: Instructional Materials: Cartolina, Markers, Adhesive Tapes, Pictures
Values Integration Critical Thinking, Creativity, Collaboration, Respect, and Numeracy
III. Procedure Students’
Teacher’s Activities
Activities
A. Preliminary Activities
“Okay, before we start, may I call on our class (The class
president to lead us in prayer?” president leads the
prayer…)
Most gracious Heavenly Father, thank you for
this wonderful day. Thank you for giving us Most gracious
supportive parents and people who are always Heavenly Father,
there to support our daily needs. Lord, as we thank you for this
start this class, please guide us in everything we wonderful day.
a. Prayer do. Amen. Thank you for
giving us supportive
parents and people
who are always
there to support our
daily needs. Lord,
as we start this
class, please guide
us in everything we
do. Amen.
“Good morning, class!” Good morning, Sir
Khevin!
b. Greetings Good morning,
classmates!
We’re good today!
“Okay, class! Before you take your seats, please (The students
pick up the pieces of paper and arrange your follow their
chairs properly.” teacher’s
c. Classroom command.)
Management “Please be reminded of our classroom rules:
● RESPECT
● PARTICIPATE”
“Is it clear?” Yes, Sir!
“Do we have absentees today?” Yes, sir!
d. Checking of
Attendance “Secretary, kindly list down the names of those Yes, Sir!
absentees today. Thank you.”
e. Submission of “Do we have an assignment?” Yes, Sir!
Assignment
“Okay, pass your assignments in front. In, (Students submit
10…9…8…7…6…5…4…3…2…1!” their assignments.)
f. Review of the Past “Before we continue with our next lesson, what We discussed the
Lesson was our topic yesterday?” Emergence Period,
sir.
“Okay, when did the Emergence Period start It started between
again?” 1935 and 1945, sir.
Why is it called the Emergence Period? It is the period
during which the
National Literature
was being created
after American
colonization.
I’m very impressed; it seems that you really Yehey!
learned a lot from our topic.
g. Motivation “I want you to take a look at these pictures. What We see different
(5 minutes) are these?’ storybooks/short
(Show a picture of familiar short stories/story stories, sir.
books.
“What is your favorite short story to read when (Students tell their
you were still a child? favorite books and
“Why do you like it?” explain why it is
their favorite.)
“But what makes a short story beautiful or Yes, Sir!
exciting? To answer that question, let us play a
very quick game. Are you ready?”
I. It’s Searching Time!
● The class will be divided into 2 groups. (Students listen to
● Each group will be given the same word the teacher’s
search puzzle and will have 1 minute to instructions.)
find all the hidden words.
● The first group to find the most words will
have an advantage in the next activity.
(Students solve the
word search
puzzle.)
“What are the words that you have found?” Sir, we found:
1. Plot;
2. Setting;
3. Characters;
4. Point-of-View;
5. Conflict; and
6. Theme.
B. Developmental Activities
“In the previous activity, class, you have just Yehey!
1. Activity discovered the six (6) elements of a short story.
(10 minutes) This time, you’ll discover how these elements
work together to create a good story. This activity
is called:”
I. READ OR ACT?
● The teacher will give the same two (Students stay with
groups the same short story. their groups.)
● One group will present a Role Play, while
the other will perform a Reader’s
Theater of the short story.
● The group that won the earlier word (The winning group
search race will choose whether to picks between Role
perform a role play or a Reader’s Play and Readers’
Theater. Theater.)
“Please be guided by the given criteria.”
“Now that you have already chosen how to
(Students start
perform the story, I will give you 4 minutes to
practicing.)
practice simultaneously, and 2 ½ minutes for
each group to perform.”
“Times up, it’s time to present your performance (Each group will
in front of the class. Let’s start with group 1, and perform.)
group 2 will be up next.”
“Very good, you all did so well. Let’s give (Students do the
everyone an UWU Clap!” UWU Clap.)
2. Analysis The teacher will ask the following questions to The students will
(5 minutes) individual students based on the activity: answer the
teacher’s questions.
1. What events happen first, next, and 1. Sir, Cassandra
last in the short story? (Plot) helps her mother at
● How important is it for a story to the market. She
have a clear beginning, middle, finds Mr. Sumi-og’s
and end? wallet. She was
tempted to keep the
money. But she
returns the wallet,
so Mr. Sumi-og
thanks her, and she
feels happy.
(Answers may vary.)
2. Sir, it happened
2. Where and when does the short story at the Tibal-ug
happen (Setting)? public market
● Why do you think the place and th during the day.
is important to a short story? (Answers may vary.
3. Sir, the main
3. Who is/are the main person(s) persons involved
involved in the short story? are Cassandra and
(Characters) Mr. Sumi-og.
● Why do you think characters are (Answers may vary.)
important to a short story?
4. Sir, the narrator
4. Who is telling the story? (Point Of is the one who is
View) telling the story.
○ Is it in the 1st Person (I) POV? It uses the 3rd
○ Is it in the 2nd Person (You) person pronouns he
POV? and she, in telling
○ Is it in the 3rd Person (He/She/It) the story.
(Answers may vary.)
POV?
4. The problem, sir,
5. What problem/issue does the main is that when
character face? (Conflict) Cassandra found
○ Is it character versus self? the wallet, she was
○ Is it character versus character? double-thinking
○ Is it character versus nature? whether she was
○ Is it character versus society? going to return or
○ Why do you think every story has keep the wallet.
a conflict? (Answers may vary.)
5. Sir, the message
6. What is the central message/moral of of the story is to
the short story? always be honest in
● Why is it important to be honest? everything that we
● As a student, how can you show do.
honesty in real life? (Answers may vary.)
“Amazing! You got it all right. Give yourselves an (Students do the
UWU Clap.” UWU Clap.)
“Now, here’s a little secret: without you knowing, “Really, sir?”
you have just given me the elements of the short
story you have read.”
“Yes, class. Before I explain why, let us first do
3. Abstraction this activity.”
(10 minutes) I. Match and Learn!
Directions: Using the guide questions as clues,
the teacher will select students to match each
element of a short story to its corresponding
definition.
● A selected student will spin the Problem
Wheel to pick a trivia question from Math,
Science, History, or Filipino. If the trivia is
answered correctly, they may choose to
respond or pass. If incorrect, they must
match one element to its definition.
“Are you ready?”
“ Yes, sir!”
(Students match
the elements to
their definitions.)
“Okay, let us check if your answers are correct.”
The teacher will ask reflective questions and will “Yehey”
select a student to answer each question. Possible Answers:
1. When you answered questions 1 and 2 1. I think when we
earlier, which element do you think you answered questions
identified? Why? 1 & 2, we identified
the plot and setting,
sir.
(Answers may vary.)
2. When you answered questions 3 and 4 2. I think when we
earlier, which element do you think you answered questions
identified? Why? 3 & 4, we identified
the plot and setting,
sir.
(Answers may vary.)
3. When you answered questions 5 and 6 3. I think when we
earlier, which element do you think you answered questions
identified? Why? 5 & 6, we identified
the plot and setting,
sir.
(Answers may vary.)
4. Why do you think it is important for you, 4. Sir, it’s important
as a student, to learn the elements of a to learn the
short story? elements of a short
story so I can
understand and
enjoy stories better.
(Answers may vary.)
5. How can you use your knowledge of the 5. I can use my
elements of the story in real life? knowledge of story
elements in real life
to tell stories clearly
and understand
people’s
experiences more
deeply.
(Answers may vary.)
“Well done, class. You did a good job answering (Students do the
my questions. Give yourselves an UWU Clap!” UWU Clap.)
For your activity, go to your respective group and (Students will go to
4. Application listen to my instructions first. their respective
(5 minutes) groups and listen to
Directions: The same 2 two groups will be the instructions.)
tasked to create a graphic organizer visualizing
the elements of the story: THE LOST WALLET.
“Please be guided by our scoring rubrics.”
“I will give you 5 minutes to create it and 2 and ½ (Students will start
minutes each to present their outputs in front. working with their
Example: group)
(Answers may vary.)
“Time’s up! Present your work in front of the (Each group will
class.” present their
works.)
“Well done, class. You all did a great job!
IV. Assessment
Directions: Identify which element of a short story is shown in each item. Write whether the
statement refers to: Plot, Setting, Character, Point of View, Conflict, or Theme.
__________1. Tipaklong
__________2. Forest during summer.
__________3. Maria is worried about whether she can survive in the province.
__________4. The narrator knows what the characters are feeling and uses third-person pronouns.
__________5. Honesty is the best policy.
__________6. The story follows the linear structure: exposition, rising action, climax, falling action,
and resolution.
__________7. City
__________8. Respect your parents.
__________9. Cassandra
__________10. The narrator uses the 1st Person pronouns: I and We.
ANSWER KEY:
1. Character 6. Plot
2. Setting 7. Setting
3. Conflict 8. Theme
4. Point of View 9. Character
5. Theme 10. Point of View
V. Assignment
I. Ready, Research, Analyze!
Directions: Students will be tasked to research and read any short story of their choice. On a whole
sheet of paper, they will identify the six elements of a short story through a graphic organizer. The
next day, the students will be tasked to present their work to the class. Their performance will be
evaluated using the following rubrics:
Prepared by:
___________________
KHEVIN M. LATAYADA
Student-Teacher
Checked by:
___________________
EDU B. SUMI-OG, LPT.
Cooperating Teacher