English Grade 7 Lesson Plan 2 [Consolidation]

English Grade 7 Lesson Plan 2
Identifying Key Ideas in a Narrative

Key Idea
Identifying Key Ideas in a Narrative (Short Story)
Most Essential Learning Competencies
The learner will:

• Use appropriate reading strategies to meet one’s purpose (e.g., scanning, skimming, close reading,
etc.) EN7RC-IV-b-10
• Cite evidence to support a general statement (EN7RC-IV-g-10.4)
• React to what is asserted or expressed in a text (EN7RC-IIIe-2.1.7)
• Discover literature as a tool to assert one’s unique identity and to better understand other people
EN7LT-III-b-5
Component 1: Short Review
Time: 7 minutes
▪ Teacher asks students questions to activate prior knowledge. Teacher elicits answers from
students orally before giving class 3 minutes to write their answers on the worksheet. Suggested
answers are provided below.
In our last lesson we read a story about a hare and a tortoise. It was a kind of story called a
fable.
Q1.What is the purpose of a fable?
Q2.What kind of text type is a fable?
Q3.a) How do narratives usually start?
b) What happens in the middle part of the narrative?
c) How do narratives usually end?
▪ Students record their answers and match the narrative stages with their functions on the
Student Worksheet.
▪ Teacher checks the answers by involving the students.
Suggested answers:
Q1.A fable is a short story intended to teach a lesson.
Q2.A fable is a type of narrative.
Q3.a) At the start of a narrative, D. the characters are introduced, and E. the setting tells us
where and when the story takes place.
a. b) In the middle part of the narrative, A. a sequence of events leads to a problem or
crisis. b. c) Narratives usually end with a C. Resolution, where the problem or crisis is
resolved. B. Sometimes there is a moral to the story as well.
Component 2 Lesson Purpose
Time: 3 minutes
▪ Teacher briefly states the purpose/focus of the lesson and makes explicit the learning goal
for students.
▪ In this lesson, we are going to read another narrative text with a lesson to be learned. The
story is based on a traditional folk tale from the Philippines. A folk tale is an old story that
gets passed on from generation to generation. Something awful happens to one of the
characters … let us find out! You are going to learn some strategies help you to find out what
happened and why it happened by reading the story very closely.
Component 3 Lesson Language Practice

Time: 10 minutes
▪ Teacher provides explicit instruction on the words and phrases that are important for students
to recognize and understand in the lesson.
▪ Teacher displays the list of words on the board and reads each word aloud.
Here are some words and phrases from the story we are going to read. Let us
read them together.
• Itneg (“the people of the mountains” from Arbra in Northern Luzon. Also known as the
Tinguian during the Spanish period.) [Show location on map Appendix 2].
• blanket (a cloth cover used to keep warm)
• design (a pattern used to decorate something)
• stripes (a pattern formed from lines of different color)
• spirit (ghost or soul of a dead person)
• companion (person you spend a lot of time with often because you are friends or because
you are travelling together)
• simile (a phrase that uses comparison to describe, e.g., as white as snow, I slept like a
log) • folk tale (a legend or myth; usually belonging to a particular cultural group, and
having a moral or meaning or an explanation of the creation of the world, animals or
natural phenomena. A story that parents have passed on to their children through speech
over many years.)
▪ Teacher elicits and scaffolds student talk about what each word means before moving onto the
next word. What do these words mean?
▪ Teacher instructs students to practice reading words with a partner and to complete the
worksheet. Now it is your turn. Take turns to read the words out loud with a partner and match
the words with the meanings on the worksheet.
▪ In pairs, students read aloud to each other; then match the words with their meanings.
Component 4: Lesson Activity
Time: 25 minutes
Component 4A Reading the Text
▪ Teacher reads text aloud to the class. Students listen and follow along and highlight or underline
any words they do not know.
▪ Students then take turns to read the text to each other and highlight/underline any words they do
not know.
The Striped Blanket

Three Itneg men once went to the mountains to hunt deer. They took their blankets with
them, for they expected to be gone several days, and the nights in the mountains are
cold. Two of the blankets had blue-and-white designs, like those commonly worn by the
Itneg. The third blanket was covered with red and yellow stripes like the back of a little
wild pig.
At night the men rolled up in their blankets and lay down under a tree to sleep. But while
the one in the striped blanket was still awake, two spirits came near and saw him. “Oh,”
he heard one spirit say to the other, “here we have something to eat, for here is a little
wild pig.” Then the man quickly took the blanket off one of his sleeping companions and
put his own in its place. Very soon the spirits came and ate the man under the striped
blanket.
Since that time the Itneg never sleep under that kind of a blanket if they are where the
spirits can get them.
[Cole, M. C. (1916/2008). The Striped Blanket. Philippine Folk Tales. A.C. McClurg & Co.]
Component 4B Questions
▪ Display questions on board. Teacher models how to identify key words in the questions.
Here are some questions about the story. Read each question carefully.
What information do we need to find to answer the question?
▪ Teacher underlines key words on board. Students locate and underline relevant information in each
question on worksheet.
▪ Teacher models the process of locating and highlighting relevant information for answering the first
question. Can you find the answers in the text?
▪ Students locate and underline relevant information in text then answer each question on the
worksheet.
[Questions may be answered orally for lower-level students.]
Questions:
Q1.Who are the main characters in the story?
Q2.Where did the story take place?
Q3.Why did the men take their blankets?
▪ Teacher checks the answers by involving the students.

Suggested answers:
Q1.The main characters in the story are the three Itneg men.
Q2.The story take place in the mountains in Northern Luzon (Arbra).
Q3.They took their blankets because they were going for several days and the nights in
the mountains are cold.
Component 4C Questions
▪ Display questions on board. Teacher models how to identify key words in the questions.
Let us look at each question carefully. What information do we need to answer the question?
Where can we find the answer? Is it here in the words? Is it hidden in the text? Is it in your
head?
Questions:
Q4.What happened to the man under the striped blanket and why? Find words from the text
to support your answer.
Q5.How do you think the person with the striped blanket felt? Why do you think he
felt that way?
Q6.What would you do if you were the person with the striped blanket? Give reasons for
your answer. (Write your answer in a full sentence on the Worksheet.)
▪ Teacher checks the answers to the questions by involving the students.
Suggested answers:
Q4. The spirits ate him because he looked like a little wild pig: His blanket was “covered with red
and yellow stripes like the back of a little wild pig”. “He heard one spirit say to the other,
“here we have something to eat, for here is a little wild pig.”
Q5. Possible student responses: e.g. He felt scared/frightened/terrified/worried/guilty…
because the spirits thought he was a pig and might eat him. (Reasons may also vary
depending on the emotion identified.)
Q6. (A range of student responses is possible. The reason/s given by the students are important
and could be used for further class discussion.)
Component 5: Lesson Conclusion
Time: 5 minutes
▪ Teacher displays the questions:
Q1. What did you learn from this story?
Q2. Which questions were hardest? Can you rank them in order of difficulty? (1 for easiest 10 for
hardest)
Q3. How were they different from the easier questions?
[Teacher Notes: It would be worthwhile to do this by getting students to write on the Worksheet, so
you have some feedback on the effectiveness of the lesson and how they feel about their learning
experience.
However, if pressed for time, you may want to do this section as a class discussion].
Segue to the next lesson: In the next lesson we will look at another narrative to give you more
practice with reading and interpreting them.
REMINDER: Collect student worksheets to review and analyze students’ learning; focus on answers
to Question 6 for quality and clarity of writing and understanding of the content.

English Grade 7 Lesson Plan 2 [Consolidation]

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English Grade 7 Lesson Plan 2

Identifying Key Ideas in a Narrative

Most Essential Learning Competencies

The learner will:

Component 3 Lesson Language Practice

The Striped Blanket

▪ Teacher checks the answers by involving the students.

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