DETAILED LESSON PLAN for CLASSROOM OBSERVATION

School: LAS NIEVES NATIONAL HIGH SCHOOL Grade Level: 7

Teacher: MA. VICTORIA C. EBUÑA Learning Area:ENGLISH
Teaching Date:OCTOBER 1, 2024 Quarter: 2nd Quarter
I.OBJECTIVES
The learners demonstrate their multiliteracies and communicative
A. Content Standards competence in evaluating Philippine literature (poetry) for clarity of
meaning, purpose, and target audience as a foundation for publishing
original literary texts that reflect local and national identity.

B. Performance Standards The learners analyze the style, form, and features of Philippine prose
(short story and novel); evaluate prose for clarity of meaning, purpose,
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.

C. Learning At the end of the session, students must be able to;

Competencies/ 1.Identify prose and distinguish it from other forms of writing, such as poetry and
Objectives drama;
2. appreciate prose as a versatile form of expression in literature and daily
communication;
3.demonstrate understanding by participating actively in group discussions and
analysis activities on prose features.
EN7LIT-II-1 Analyze literary texts as expressions of individual or communal values
within:
II.CONTENT/ Identifying Prose
SUBJECT
MATTER
III.LEARNING
RESOURCES
A. References - English-MATATAG Curriculum Guide
1.Teacher’s Guide Pages
2.Learner’s Material Pages

3.Textbook Pages
4.Additional Materials from
Learning Resources(LR)Portal
B. Other Learning
Resources
IV. PROCEDURES ROUTINES: Classroom Management, Checking of Attendance

A. REVIEW (Ask the students about the previous lesson)

B. ACTIVITY  Begin with a question: "What do you think of when you hear the word 'prose'?"
 Have students brainstorm, sharing examples of prose they might know (e.g.,
novels, short stories, essays).
 Provide a brief introduction to prose as ordinary language without metrical
structure, often used for storytelling and informative writing.
Display two short passages on the board: one prose (e.g., a paragraph from a story) and
one poem.
Ask students to observe and discuss differences, focusing on structure, language, and
format.
D. ANALYSIS Explanation of Prose:
Define prose as natural, unstructured language used in both written and spoken
forms.
Explain that prose appears in everyday communication, stories, essays, articles,
and dialogues.
Characteristics of Prose:
Integrations:
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 Structure: Organized in sentences and paragraphs.
Language: Straightforward vocabulary and grammar, free from rhyme and
rhythm.
Purpose: To inform, narrate, explain, or persuade.
Types of Prose:
Fictional Prose: Imaginative works like novels and short stories.
Non-Fictional Prose: Informative writing, such as essays, articles, and reports.
Guided Practice:
Distribute short excerpts to each student, including one prose and one poem.
Have students identify which passage is prose and list features that helped them
determine their answer.

E. ABSTRACTION Higher Order Thinking Skills Questions:

1. Why might an author choose prose over poetry to communicate certain ideas?
2. How does the structure of prose aid in conveying complex ideas more effectively?
3. In what situations might prose be a better choice than poetry, and vice versa?
 Summary: Prose is a flexible and accessible form of writing used for various
purposes, from storytelling to sharing factual information. Unlike poetry, prose
follows a sentence and paragraph structure, making it ideal for clear
communication.
The teacher can ask more HOTS Questions from the learners’ responses to generate more
ideas.
F. APPLICATION Group Activity: "Prose Identification and Analysis"
Divide the class into small groups and give each group several short passages: some in
prose and some in other forms (e.g., poetry or dialogue from a play).
Each group will analyze the passages to identify which are prose and list the features
that helped them make this determination.
Groups will then present their findings, explaining how they identified prose and
which features were most noticeable.
Class Discussion:
After the presentations, engage the class in a discussion about the key characteristics
of prose. Highlight how prose's structure and straightforward language make it unique
and effective.

F. ASSESSMENT Directions: Choose the letter of the best answer.

1. What is prose?
A. Writing with rhythmic structure
B. Ordinary language used in everyday speech or writing
C. Language organized into stanzas and rhymes
D. A form of poetry
Answer: B
2.Which of the following is a characteristic of prose?
A. Organized in stanzas
B. Follows a rhythmic pattern
C. Organized in sentences and paragraphs
D. Contains rhyme schemes
Answer: C
3.Prose is most commonly used in:
A. Songs
B. Novels and essays
C. Poems
D. Dance routines
Answer: B
Integrations:
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 A novel is an example of:
A. Prose
B. Poetry
C. Drama
D. Rhyme
Answer: A
4.Which of the following is not a form of prose?
A. Essay
B. Poem
C. Short story
D. Biography
Answer: B
5.Prose typically uses:
A. Rhyme and rhythm
B. Stanzas
C. Simple sentences and paragraphs
D. Line breaks and meter
Answer: C
6.The purpose of prose can be:
A. To narrate a story
B. To organize dance routines
C. To follow musical structure
D. To create visual art
Answer: A
7.Fictional prose is primarily used for:
A. Poetry
B. Scientific reports
C. Imaginary storytelling
D. Recipes
Answer: C
8.Non-fictional prose includes:
A. Legends
B. Essays and articles
C. Songs
D. Poems
Answer: B
9.Which of the following is true about prose?
A. It follows strict rhyme schemes.
B. It is always imaginary.
C. It uses ordinary language in sentences and paragraphs.
D. It is never used in real-life communication.
Answer: C

V. REMARKS
VI. REFLECTION:

No. of learners who earned 80% in

the evaluation
No. of learners who require
additional activities for remediation

Integrations:
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 Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

PREPARED BY:
MA. VICTORIA C. EBUÑA
SUBJECT TEACHER

APPROVED BY:
__ JEHO C. RAÑIN
School Principal III

Integrations:
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Steps:

1. Introduction to Economic Status:

o Begin the lesson by discussing what economic status means and how it can be
inferred from a character's actions, possessions, and lifestyle as presented in the
story.

o Ask students to think about the different characters in the story and how their
economic status might influence their behavior and interactions.

2. Character Analysis:

o Divide the class into small groups. Each group will focus on specific characters
from the story (e.g., the father, the judge, the family, the neighbors).

o Each group will read through the story and list specific details that indicate the
characters' economic status. For example:

 Occupations

 Living conditions (e.g., type of home, neighborhood)

 Items owned (e.g., clothing, household goods)

 Social interactions (e.g., frequency of eating out, ability to hire a lawyer)

3. Cost Estimation:

o Have students research and estimate the cost of items or services mentioned in
the story that are related to each character. They can focus on:

 The cost of food (e.g., meals described in the story)

 Legal fees (e.g., hiring a lawyer, court costs)

 Typical household expenses (e.g., rent, utilities, clothing)

o Students can create a simple budget for their assigned character(s) based on
their findings.

4. Data Collection:

o Each group will create a data table that includes:

 Character Name

 Estimated Costs of Living (broken down into categories such as food,

housing, legal fees, etc.)

 Total Estimated Cost

Integrations:
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Example Table:

Character Food Legal Housing Total Estimated

Name Cost Fees Cost Cost

The Father $200 $500 $800 $1500

The Judge $300 $0 $1000 $1300

The Family $250 $0 $600 $850

5. Graphical Representation:

o After collecting the data, students will represent their findings graphically. They
can choose to create:

 A bar graph comparing the total estimated costs of different characters.

 A pie chart to show the distribution of costs within a character's budget

(i.e., how much goes to food, housing, legal fees, etc.).

o Students will label their graphs clearly and use colors to distinguish between
different data sets.

6. Presentation and Discussion:

o Each group will present their findings and graphs to the class, explaining the
economic status of their character(s) and how it impacts their actions and
decisions in the story.

o Encourage students to discuss the implications of economic status on themes

within the story, such as justice and fairness.

7. Reflection:

o Conclude the activity with a class discussion on how economic status can shape
individual experiences and perspectives. Ask students to reflect on:

 What surprised them about the economic status of the characters?

 How might the story change if the characters had different economic
backgrounds?

Assessment:

 Assess students based on their participation in group work, the accuracy of their data
collection and estimation, the clarity of their graphs, and the insightfulness of their
presentations.

Conclusion:

This activity not only integrates math through budgeting and data representation but also
deepens students' understanding of the characters' economic backgrounds and how those
backgrounds influence their roles in "My Father Goes to Court." It promotes critical
thinking about economic issues in literature while enhancing math skills in a real-world
context.

Integrations:
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Integrations:
BKD WATCH LOCALIZED IM’S SOLID WASTE TOURISM