lesson plan

1. CONCORDIA COLLEGE
Integrated Basic Education Department
S.Y. 2023-2024
Subject: English Teacher: Adelaide M. Refugio
Grade Level: Grade 7 Quarter: Fourth
Content Standard
The learner demonstrates understanding of contemporary Philippine literature as a means of responding to the
demands of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral
language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions.
Learning Competencies
• EN7LT-III-g-5 Discover literature as a tool to assert one’s unique identity and to better understand
other people.
• EN7LT-IV-a-6 Discover through Philippine literature the need to work cooperatively and
responsibly in today’s global village.
• EN7RC-IV-a-3.2 Classify text types (narrative, expository, explanation, recount, persuasive)
• EN6G-Ih-3.9 Compose clear and coherent sentences using appropriate grammatical structures: -
Subject-verb agreement
Performance Standard
The learner transfers learning by explaining the need to be cooperative and responsible in today’s global village;
using appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand
unfamiliar words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance
and behavior in various information-sharing formats.

2. Specific Learning Outcome Explore Firm-up / Deepen Transfer
Topic:
My Brother’s Peculiar Chicken
Day 1: Literary Appreciation Skills:
The Short story
At the end of the lesson, the students
will be able to:
1. Recalling the unfamiliar
words.
2. Discussion about the
overview of literary
appreciation skills: The
short story.
3. Checking the
understanding about the
literary appreciation skills:
the short story.
Reference:
Lapid, M. G., & Serrano, J. B. (2023).
English Communication Arts and Skills
through Philippine Literature (10th ed., p.
166). Phoenix Publishing House, Inc.
A. PRELIMINARY ROUTINES
(5 mins.)
• Opening Prayer
• Greetings
• Presentation of the
Objectives
B. MOTIVATION: (Spelling)
1. Fiction
2. Intensified
3. Plot
4. Overtones
5. Imagination
A. DISCUSSION
The teacher will discuss the overview
of the Literary Appreciation Skills: The
short story.
B. COMPREHENSION
ACTIVITY (10 mins.)
The teacher will ask the students to
answer the following questions and the
student will get a sheet of paper.
1. What are the four general
sources of material for writers
of fiction, and how do they
contribute to the substance of
literature?
2. Why is it important to consider
the opening lines, emotional
words, and concluding
sentences when analyzing a
short story?
3. How do these elements
contribute to understanding the
author's attitude and the story's
theme?

3. Day 2: The author background of
the story of My Brother’s Peculiar
Chicken
At the end of the lesson, the students
will be able to:
1. Recalling the
understanding of the
discussion
2. Discussion about the
author background of the
story of My Brother’s
Peculiar Chicken.
3. Checking Understanding
about the Background of
the Author
Reference: Lapid, M. G., & Serrano,
J. B. (2023). English Communication
Arts and Skills through Philippine
Literature (10th ed., p. 166). Phoenix
Publishing House, Inc.
A. PRELIMINARY
ROUTINES (5 mins.)
• Opening Prayer
• Greetings
• Presentation of the
Objectives
B. MOTIVATION: (Spelling)
1. Rooster
2. flapping
3. argument
4. stubborn
5.feathers
C. REVIEW
The teacher will ask the students to
recall
1. what we discussed yesterday
regarding literary appreciation skills:
the short story.
2. And what do you remember from
our discussion?
A. DISCUSSION/ LESSON
PROPER
The teacher will discuss the
background of the author of this
story “My Brother’s Peculiar
Chicken.”
B. ACTIVITY 4.1:
CHECKING
COMPREHENSION
1. Who is the Author of the story of
My Brother's Peculiar Chicken?
2. What, in your own opinion, do
you think is the author's purpose in
writing 'My Brother's Peculiar
Chicken'?
3. Imagine you are the author, what
other stories would you write that
are type of story/ genre of story "My
Brother's Peculiar Chicken"?
ASSIGNMENT:
The teacher will give an
assignment to the students to
read the story of “My
Brother’s Peculiar Chicken”
on page 166 – 170.

4. Day 3: My Brother’s Peculiar
Chicken
At the end of the lesson, the students
will be able to:
1. Recalling what is the background of
the Author.
2. Discussing About My Brother's
Peculiar Chicken by Alejandro R.
Rocess.
3. Applying critical thinking skills to
generate questions and ideas related to
the story.
4. Creating a Graphic Organizer called
Story String and putting the most
important events of the story.
Reference:
Lapid, M. G., & Serrano, J. B. (2023).
English Communication Arts and
Skills through Philippine Literature
(10th ed., p. 166-170). Phoenix
Publishing House, Inc.
A. PRELIMINARY
ROUTINES (5 mins.)
• Opening Prayer
• Greetings
• Presentation of the
Objectives
B. MOTIVATION: (Spelling)
1. Peculiar
2. Endeavor
3. Barter
4.Rural
5. Tradition
C. REVIEW
The teacher will ask the students to
recall what the discussion is all about
and explain. What lessons did you get
from the author background?
A. LESSON PROPER
The teacher will discuss the story of
My Brother's Peculiar Chicken by
Alejandro R. Rocess.
B. GENERALIZATION:
The teacher will give the guide
questions and the students will
answers the following on a sheet of
paper.
1. Why do you think the
brother was convinced?
2. Did mother agree? Why?
Why not?
3. Would you allow the
chicken to be killed? Explain
4. If you are bet, will you think
it’s a rooster or hen?
5. How did they finally solve
the problem?
ACTIVITY 4.2: STORY
STRING
The teacher will show on the
screen the graphic organizer
and the students will get 1
whole sheet of paper.
Directions: List the most
important events in the story
you read before putting them in
boxes. The maximum number
of boxes is eight. You may have
fewer. The last will contain the
climax of the story.
STORY STRING

5. Day 4: Classifying Text Types
(Narrative, Expository,
Recount,Persuasive) and using
Appropriate Reading Strategies for
various Text types.
At the end of the lesson, the students
will be able to:
1. Recalling what is the background of the
Author.
2
Reference:
Lapid, M. G., & Serrano, J. B. (2023).
English Communication Arts and Skills
through Philippine Literature (10th ed., p.
166-170). Phoenix Publishing House, Inc.
A. PRELIMINARY
ROUTINES (5 mins.)
• Opening Prayer
• Greetings
• Presentation of the
Objectives
B. MOTIVATION: (Spelling)
1. Expository
2. Persuasive
3.Autobiographies
4.Retelling
5. Non-Fiction
C. REVIEW
The teacher will ask the students to recall
what the discussion is all about and
explain. What lessons did you get from the
story of my brothers peculiar Chicken.
A. DISCUSSION/ LESSON
PROPER
The teacher will discuss the Classifying
Text Types (Narrative, Expository,
Recount, Persuasive) and using
Appropriate Reading Strategies for
various Text types.
B. ACTIVITY 4.3:
(Multiple choice questions)
The teacher will give an activity and
the students will answer the following
Question in a ¼ sheet of paper.
Directions:: Read Carefully the
questions and choose the correct
answer. Write only the letter of your
choice.
1. Which of the following text types is
primarily focused on telling a story?
a. Narrative
b. Expository
c. Recount
d. Persuasive
2. Which reading strategy would be
most helpful when reading an
expository text?
a. Predicting
b. Summarizing
c. Visualizing
d. Making connections.

6. 3. What is the main purpose of a
recount text?
a. To entertain the reader
b. To persuade the reader
c. To inform the reader
d. To describe a personal experience
4. Which reading strategy would be
most effective when reading a
persuasive text?
a. Making inferences
b. Asking questions
c. Evaluating arguments
d. Making connections
5. Which text type is primarily focused
on providing factual information and
explaining a particular topic?
a. Narrative
b. Expository
c. Recount
d. Persuasive