The Sacrifice LP
The Sacrifice LP
The Sacrifice LP
GRADE 7
III. PROCEDURES
A. Daily Routine
Prayer
Checking of Attendance
Presentation of the Performance Task
The students will present their assigned task that is related to the topic that
the class previously discussed “The Body’s First Line Of defense”
Unlocking of Difficulty
1. My carabao slept peacefully beside the chicken coop. A coop is a _______
a. a cage b. a box c. a fence
2. The sky had an eerie rosy glow. What is the meaning of the word eerie?
a. happy b. strange c. beautiful
3. The carabao pulled the plow in the devastated fields. Devastated mean?
a. constructed b. maintained c. destroyed
4. Father patted me on the shoulder and mussed my hair.
a. tossed b. forced c. messy
5. He thumped on the table with his fist. Thump mean?
a. strike with something heavy
b. push with force
c. open suddenly
Knowing the Author
Celso Carunungan
He is an award-winning Filipino writer, novelist,
and scriptwriter in English and Filipino languages
In 1959, he won the Best Story prize from
the Filipino Academy of Movie Arts and
Sciences (FAMAS) for writing the story
and screenplay for the Tagalog-language film Biyaya
ng Lupa ("Blessings of the Land")
Among his works are Like a Big Brave Man, a novel
published in New York in 1960 then in Manila in 1963;
Return to Gomora and Other Stories (1963); Panorama
of World Literature for Filipinos: Fourth Year
(1966); Satanas sa Lupa (1971), a Tagalog novel; and
To Die a Thousand Deaths: A Novel on the Life and
Times of Lorenzo Ruiz.
He was a production consultant for the 1982
American movie The Year of Living Dangerously.
B. MOTIVATION /ELICITATION
The class will have an activity called the sinking boat. The teacher will let the
students imagine that they are on a sinking boat and the lifeboat will carry three
less person than in a group. Three person must surrender his or her life and each of
them must make a compelling case why they should be the one who left behind.
They cannot suggest someone else should die; they can only make a case for
themselves. They need to convince the other people on why they should be the
person who doesn’t step into the lifeboat. After each person has presented his or
her case, the students will vote for the person with the most compelling case for
who should be left behind.
Motive Questions
1. What emotions did you deal with when giving your argument?
2. How did you decide as an individual who should die so the others would live?
3. Was it an easy decision?
IV. APPLICATION
The students are divided into four groups for the following presentations:
Group 1 and 2: Choose one important scene in the story and act it out in short drama
presentation.
Group 3 and 4: Draw a comic strip that shows the important events that happened in the
story.
V. VALUING/GENERALIZATION
The teacher will let the students pick a strip of paper and will answer the questions written
on it.
VI. ASSIGNMENT
Write a reaction paper about the story “The Sacrifice ”