2. • COMPENTENCY: DepEd K to 12
BASIC EDUCATION CURRICULUM –
READING COMPREHENSION EN3RC-
Ic-e2.1 Describe literary elements of
texts including characters, setting, and
plot
• GRADE LEVEL: 3
Identifying Parts of a Story, Mia de Guzman
3. Objectives
At the end of the lesson the students will be able
to:
• recall the noted details on elements of literary
texts through the ‘You Don’t Sssssssay’ Snake
activity;
• sequence events in a given text with the help of
Events Waterfall;
• reflect on the importance of resourcefulness as
presented by the characters in the texts; and to
• demonstrate genre-based knowledge of the
characters, setting, and plot via ‘Do I Dare?’ cube.
Identifying Parts of a Story, Mia de Guzman
4. Subject Matter
TEXT/s:
• The Crow and the Pitcher
• Belling the Cat
REFERENCES
• K to 12 BASIC EDUCATION CURRICULUM
(2016). GRADE 3. Retrieved from
https://www.deped.gov.ph/wp-
content/uploads/2019/01/English-CG.pdf
on October 25, 2020
Identifying Parts of a Story, Mia de Guzman
Teacher’s Guide (NA). DepEd. Retrieved from
https://www.depednegor.net/uploads/8/3/5/
2/8352879/english_3_tg_quarter_1.pdf on
October 27, 2020
5. Subject Matter
STRATEGIES
• ‘You Don’t Sssssssay’ Snake, Events
Waterfall, Dare Cube, Back to the Future
Materials
• PPT slide presentation
• art materials
• Zoom
• Other online platforms for activities
Identifying Parts of a Story, Mia de Guzman
6. Teaching – Learning Sequence
• Before Reading
– Motivation
• ‘You Don’t Sssssssay’ Snake
• Motive Question
– Unlocking of Difficulties (Vocabulary)
• Reading
– Reading the text
• Question and Answer
Identifying Parts of a Story, Mia de Guzman
7. Teaching – Learning Sequence
• After Reading
• Dare Cube
• Evaluation
• Assignment
– FOLLOW UP
• Back to the Future
Identifying Parts of a Story, Mia de Guzman
23. Identifying Parts of a Story, Mia de Guzman
A what?!
Oh, hello!
A cat, Mr.
Mouse.
Oh, no!
I better
go.
Wait -
24. Looks like Mr. Mouse left
some things behind…
I wonder what they are...
Identifying Parts of a Story, Mia de Guzman
25. Identifying Parts of a Story, Mia de Guzman
It’s a book made of
stone which
contains the
following…
Letters
C, S, and P
C is for
Characters
S for SettingP is for…
haracters
etting
It is for plot.
lot
All of them are
what we call
ELEMENTS.
Elements of a Story
26. Identifying Parts of a Story, Mia de Guzman
The bell lead us to
this.
It’s one of Aesop’s
famous fables.
Why don’t we take
a look into it, and
get to learn more
about the story and
elements of the story
that we just learned
about…
28. Belling the Cat
A long time ago, there were three
mice that lived in a big house. They
had an enemy- Pat the Cat.
Now, Pat the Cat was a watchful
cat. She watched the house so closely
that the three mice could hardly go
out from their small hole. They could
not look for tasty food to eat.
Identifying Parts of a Story, Mia de Guzman
Question Time:
• Who was the enemy of the three mice?
• What kind of cat was Pat?
• Why was Pat the Cat their enemy?
• What was the mice’s problem?
• What do you think the three mice will do
to solve the problem?
So First Mouse called for a meeting to solve
the problem. “We need to fool Pat the Cat,” said
First Mouse.
“Yes, or we will be so hungry, we will die,”
agreed Second Mouse. “What should we do to
fool Pat?”
The mice were silent for a while, thinking.
Suddenly, Third Mouse shouted, “Oh, I know
how!”
“How?” asked First Mouse and Second
Mouse.
Belling the Cat
Question Time:
• Who called for a meeting?
• What did they agree to do?
• Who had a plan?
• Can you guess what his plan might be?
“We can put a bell on Pat‟s collar.
When Pat walks, the bell will ring.
We will know where she is,” answered
Third Mouse. “Then, we know when to
hide and when to go out.”
Question Time:
• What was the plan of Third Mouse?
• Do you think it is a good plan? Why or why
not?
• Who do you think would put the bell on
Pat’s collar?
“But who will bell the cat?” asked
Second Mouse.
“Not I!” said First Mouse.
“If not you, then who?” asked Third
Mouse, looking at Second Mouse.
“Uh-uh, not I!” said Second Mouse.
“If not you, then who?” asked Third
Mouse.
“You!” chorused First Mouse and
Second Mouse.
“Not I!” answered Third Mouse.
So the three mice had a brilliant idea to
solve the problem, but not one of them could
do it.
29. Now that we have read the story…
Can you try to tell me
what information from the
story best fits in each
box?
CHARACTER
Answers the
question WHO
Main
character’s
name
Supporting
characters’
name
SETTING
WHEN and
WHERE
place and time
PLOT
WHAT
The events
*In the
beginning,
Then,
Next,
In the end,
A LITERARY
TEXT (STORY)
Identifying Parts of a Story, Mia de Guzman
30. Identifying Parts of a Story, Mia de Guzman
CHARACTER
WHO
SETTING
WHEN and
WHERE
PLOT
WHAT
A LITERARY
TEXT (STORY)
31. Now, that we have given
ourselves more information
about what to expect to
find in a story,
Identifying Parts of a Story, Mia de Guzman
…how about we see how
well you’ll be able to find
them and some other
equally important aspects
of the Belling the Cat?
32. Dare Cube
Directions: The class will be divided into
four factions (groups): Abnegation, Amity,
Candor, and Erudite. Each group will need
to release their inner Dauntless to be able to
complete all the tasks and become
Champions. Teams will prepare and perform
the task assigned to them by the cube later
in class:
Identifying Parts of a Story, Mia de Guzman
Dare
Cube
34. Hi, I am…
Identify the characters in the
story, the three mice and
portray how they may look,
sound, or act like.
Identifying Parts of a Story, Mia de Guzman
Bonus points if you will be
able to include the Pat the
Cat, giving it its own looks,
sounds, and actions.
35. Imagination Bubble
Picture how the big house
looked like and where the
mice might’ve liked to stay. It
may be in the living room,
kitchen, attic, or even in
someone’s bedroom (yikes!).
Identifying Parts of a Story, Mia de Guzman
Bonus point if you’ll be
able to include where the
watchful Pat the Cat may
be waiting for the sneaky
mice.
36. Events Waterfall
This plot sequencing aid must
be used to recall the important
events in the story. The team will
shuffle the events shown in the
PPT/interactive presentation or
make their own using art
materials.
Identifying Parts of a Story, Mia de Guzman
Bonus point if you’ll be
able to tell us what Pat
the Cat must have been
doing while the three
mice were arguing.
37. What if
We?
Our mice friends clearly need
help with their problem. Do
your best to help them out by
coming up with solutions to the
cat situation. Three would be
great.
Identifying Parts of a Story, Mia de Guzman
Bonus point if you’ll be
able to include the
CLEVER CROW from our
precious story in how
you’ll be helping the three
mice.
38. Every group will have 10-15
minutes to prepare and a
maximum of 5 minutes each to
showcase finished outputs.
Identifying Parts of a Story, Mia de Guzman
40. Evaluation:
Time to show us
what you’ve got
Identifying Parts of a Story, Mia de Guzman
If it’s not your team’s
time to present, you’ll
be grading the other
teams based on the
rubric for each
different works.
42. Assignment
CHARACTER
Who were in the
story?
SETTING
When and where did
the story happen?
PLOT
What are the
events in the
story?
MY
FRIEND’S/FAMILY’S
STORY
______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
___________________________________________
Identifying Parts of a Story, Mia de Guzman
Back to the Future
Try your hand telling us a funny or
unforgettable story someone has
shared with you, maybe from a friend,
classmate, or family. Write 3-5
sentences that’ll retell your story using
the table below, which will be shared
next meeting.
45. Friend vs. Friend
Friend
• a person who you know well and
who you like a lot, but who is
usually not
a member of your family
Foe
• a person who hates or opposes a
nother person and tries to harm t
hem or stop them from doing
something
Identifying Parts of a Story, Mia de Guzman
46. Aesop
Aesop (c. 620 – 564 BCE) was
a Greek fabulist and
storyteller credited with a
number of fables now
collectively known
as Aesop's Fables.
Notable works: Number of
fables
Died: 564 BCE (aged c.
56); Delphi, Greece
Born: c. 620 BCE
Genre: Fable
Identifying Parts of a Story, Mia de Guzman
47. ELEMENTS OF A STORY
Identifying Parts of a Story, Mia de Guzman
CHARACTER
Answers the
question WHO
Main
character’s
name
Supporting
characters;
name
SETTING
WHEN and
WHERE
place and time
PLOT
WHAT
The events
*In the
beginning,
Then,
Next,
In the end,
A LITERARY
TEXT (STORY)
48. Characters (Example)
1. The Crow and the Pitcher – Crow
2. Spongebob Squarepants – Spongebob
Squarepants
3. Frozen – Elsa, Anna
Identifying Parts of a Story, Mia de Guzman
49. Setting (Example)
1. The Crow and the Pitcher – on a hot summer
day
2. Spongebob Squarepants – Bikini Bottom
3. Frozen – Arendelle
Identifying Parts of a Story, Mia de Guzman
50. Plot (Example)
The
Crow
and
the
Pitcher
1. A thirsty crow looked for water to drink
2. He finally found a pitcher near a well. But there was only
little water in the pitcher.
3. He tried to drink from the pitcher but no matter how much
he tried, he could not reach the water.
4. Then an idea came to the crow. He picked up some small
stones. He dropped them into the pitcher one by one.
5. The crow was able to drink the cool water.
Identifying Parts of a Story, Mia de Guzman
Editor's Notes
Before Reading
Motivation
‘You Don’t Sssssssay’ snake
The teacher presents a group of words and images to the class. S/he then emphasizes the words with missing letters will form the title of their first week reading material:
The _ row _ nd the Pi _ cher
These letters are then used by the teacher to hint what today’s reading material will be (Belling the Cat).
Motive Question
Upon unraveling the correct answer, s/he throws the question:
You Don’t Sssssssay snake: Great! That is the title of last week’s story. But can you tell me the character that wowed us with cleverness and resourcefulness? How about the time when the story happened? These details are very important.
We better learn how to identify them then, but first:
Unlocking of Difficulties (Vocabulary) A set of words (related terms) will be flashed to participants, thanks to the You Don’t Sssssssay snake. These words must be clustered within their corresponding heading.
Directions: Place the following terms inside their corresponding basket. They might be either related to CHARACTER, SETTING, or PLOT.
A LITERARY TEXT (STORY)
CHARACTER
Answers the question WHO
Main
Supporting
SETTING
WHEN and WHERE
place and time
PLOT
WHAT
The events
Reading
The teacher will introduce the new text for today. The students will be given 5-10 minutes to read, after the teacher models. Pauses will be made in order to retain attention and to be able to check what the students understand from the text.
*a copy will be provided as attachment
A LITERARY TEXT (STORY)
CHARACTER
Answers the question WHO
Main character’s name
Supporting character’s name
SETTING
WHEN and WHERE
place and time
PLOT
WHAT
The events
*In the beginning,
Then,
Next,
In the end,
Once done, the teacher will follow up the recall and comprehension questions with rounding up the details and importance of the elements of a story using week 1’s The Crow and the Pitcher.
After Reading
Now, that we have given ourselves more information about what to expect to find in a story, how about we see how well you’ll be able to find them and some other equally important aspects about Belling the Cat?
The teacher will present the activity:
Dare Cube
Directions: The class shall be divided into four factions namely Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to become the game’s Champions. The Dare Cube shall be rolled and whatever comes up, the teams will prepare and perform the activity later in class:
Hi, I am…
Identify the characters in the story, the three mice and portray how they may look, sound, or act like. Bonus points if you will be able to include the Pat the Cat, giving it its own looks, sounds, and actions.
Imagination Bubble
Picture how the big house looked like and where the mice might’ve liked to stay. It may be in the living room, kitchen, attic, or even in someone’s bedroom (yikes!). Bonus point if you’ll be able to include where the watchful Pat the Cat may be waiting for the sneaky mice.
Events Waterfall
This plot sequencing aid must be used to recall the important events in the story. The team will shuffle the events shown in the PPT/interactive presentation or make their own using art materials. Bonus point if you’ll be able to tell us what Pat the Cat must have been doing while the three mice were arguing.
What is We?
Our mice friends clearly need help with their problem. Do your best to help them out by coming up with solutions to the cat situation. Three would be great. Bonus point if you’ll be able to include the CLEVER CROW from our precious story in how you’ll be helping the three mice.
(two joker faces – roll the die again)
Before proceeding with the group work, the teacher will have to make sure to give the students tips and reminders about their respective tasks.
Evaluation
Every faction will be given 10-15 minutes to prepare and a chance for them to showcase their works for a maximum of 5 minutes each. The others will grade them based on the rubric found along with this plan. Their grade will be added and averaged along with the teacher’s own grading. Each visual output will be posted on the classroom bulletin or to be added to the students’ individual portfolios.
Assignment
Now, do you think you can easily tell stories to your family and friends complete with the elements of the story?
FOLLOW UP
Back to the Future
Try your hand telling us a funny or unforgettable story someone has shared with you, maybe from a friend, classmate, or family. Write 3-5 sentences that’ll retell your story using the table below, which will be shared next meeting.
MY FRIEND’S/FAMILY’S STORY
CHARACTER
Who were in the story?
SETTING
When and where did the story happen?
PLOT
What are the events in the story?
Before Reading
Motivation
You don’t Ssssssssay Snake (Ssssadie the Snake)
The teacher presents a group of words and images to the class. S/he then emphasizes the words with missing letters will form the title of their first week reading material:
The _ row _ nd the Pi _ cher
These letters are then used by the teacher to hint what today’s reading material will be (Belling the Cat).
Motive Question
Upon unraveling the correct answer, s/he throws the question:
Ssssadie the Snake: Great! That is the title of last week’s story. But can you tell me the character that wowed us with cleverness and resourcefulness? How about the time when the story happened? These details are very important.
We better learn how to identify them then, but first:
Unlocking of Difficulties (Vocabulary) A set of words (related terms) will be flashed to participants, thanks to the You Don’t Sssssssay snake. These words must be clustered within their corresponding heading.
Directions: Place the following terms inside their corresponding basket. They might be either related to CHARACTER, SETTING, or PLOT.
CHARACTER
Answers the question WHO
Main
Supporting
A LITERARY TEXT (STORY)
PLOT
WHAT
The events
SETTING
WHEN and WHERE
place and time
The Crow and the Pitcher
Adapted from Aesop
By Dinah C. Bonao
On a hot summer day, a thirsty crow looked for water to drink.
“It’s hot! I am thirsty!” said the crow. “I need to find water.”
(Have the pupils predict: What do you think will the crow do?)
The crow flew from one place to another looking for water to drink. He finally found a pitcher near a well. But there was only little water in the pitcher.
He tried to drink from the pitcher but no matter how much he tried, he could not reach the water.
“My beak is too big. The pitcher’s neck is very narrow. How will I get the water?” he thought.
Then an idea came to the crow. He picked up some small stones. He dropped them into the pitcher one by one.
“One, two, three…” Plop, plip, plop. Little by little, the water rose in the pitcher.
“Four, five, six…” Plop, plip, plop. The water rose some more. Soon the crow could reach the water.
“Now, I can drink!” said the crow. “Ah! It’s cold and good!”
REVISION
Unlocking of Difficulties (Vocabulary) A mouse appears, frantic and scared upon hearing the word cat. The mouse quickly goes away and leaves something behind, revealing today’s vocabulary set: characters, setting, and plot.
+++++++
…can you tell me the character that wowed us with cleverness and resourcefulness? How about the time when the story happened? These details are very important.
We better learn how to identify them then, but first:
Unlocking of Difficulties (Vocabulary) A set of words (related terms) will be flashed to participants, thanks to the You Don’t Sssssssay snake. These words must be clustered within their corresponding heading.
Directions: Place the following terms inside their corresponding basket. They might be either related to CHARACTER, SETTING, or PLOT.
Aesop’s – hyper link aesop
Reading
The teacher will introduce the new text for today. The students will be given 5-10 minutes to read, after the teacher models. Pauses will be made in order to retain attention and to be able to check what the students understand from the text.
*a copy will be provided as attachment
CHARACTER
Answers the question WHO
Main character’s name
Supporting character’s name
A LITERARY TEXT (STORY)
PLOT
WHAT
The events
*In the beginning,
Then,
Next,
In the end,
SETTING
WHEN and WHERE
place and time
Once done, the teacher will follow up the recall and comprehension questions with rounding up the details and importance of the elements of a story using week 1’s The Crow and the Pitcher.
After Reading
Now, that we have given ourselves more information about what to expect to find in a story, how about we see how well you’ll be able to find them and some other equally important aspects of the Belling the Cat?
The teacher will present the activity:
Revision:
Directions: The class will be divided into four factions (groups): Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to complete all the tasks and become Champions. Teams will prepare and perform the task assigned to them by the cube later in class:
The teacher will present the activity:
Dare Cube
Directions: The class shall be divided into four factions namely Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to become the game’s Champions. The Dare Cube shall be rolled and whatever comes up, the teams will prepare and perform the activity later in class:
Hi, I am…
Identify the characters in the story, the three mice and portray how they may look, sound, or act like. Bonus points if you will be able to include the Pat the Cat, giving it its own looks, sounds, and actions.
Imagination Bubble
Picture how the big house looked like and where the mice might’ve liked to stay. It may be in the living room, kitchen, attic, or even in someone’s bedroom (yikes!). Bonus point if you’ll be able to include where the watchful Pat the Cat may be waiting for the sneaky mice.
Events Waterfall
This plot sequencing aid must be used to recall the important events in the story. The team will shuffle the events shown in the PPT/interactive presentation or make their own using art materials. Bonus point if you’ll be able to tell us what Pat the Cat must have been doing while the three mice were arguing.
What if We?
Our mice friends clearly need help with their problem. Do your best to help them out by coming up with solutions to the cat situation. Three would be great. Bonus point if you’ll be able to include the CLEVER CROW from our precious story in how you’ll be helping the three mice.
(two joker faces – roll the die again)
Before proceeding with the group work, the teacher will have to make sure to give the students tips and reminders about their respective tasks.
Insert among us shhhhhhhh gif
Anyone not working is SUS
Emergency Meeting gif
Evaluation
Every faction will be given 10-15 minutes to prepare and a chance for them to showcase their works for a maximum of 5 minutes each. The others will grade them based on the rubric found along with this plan. Their grade will be added and averaged along with the teacher’s own grading. Each visual output will be posted on the classroom bulletin or to be added to the students’ individual portfolios.
FOLLOW UP
Back to the Future
Try your hand telling us a funny or unforgettable story someone has shared with you, maybe from a friend, classmate, or family. Write 3-5 sentences that’ll retell your story using the table below, which will be shared next meeting.
MY FRIEND’S/FAMILY’S STORY
CHARACTER
Who were in the story?
SETTING
When and where did the story happen?
PLOT
What are the events in the story?