LESSON GUIDE

ENGLISH
QUARTER 2 – WEEK 5

I.Attributes, Curriculum Content, Standards, and Lesson Competencies

A. Attributes Critical Thinker and Articulate: Be able to inquire,

Key Stage investigate, and convey ideas systematically. (Evaluate
Outcome data and information from various sources).
(Indicator)
Empowered Bangsamoro: Be able to understand what
matters to the Bangsamoro. (Relates the aspirations of
the Bangsamoro to the country and to the world.)

B. Content The learners demonstrate their multi-literacies and

Standard communicative competence in evaluating Philippine
literature (prose) for clarity of meaning, purpose, and
target audience as a foundation for publishing original
literary texts that reflect local and national identity.

C. Performance The learners analyze the style, form and feature of

Standard 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.

D. Learning Learning Competency

Competency EN7LIT-II-3
and Identify one’s meaning and purpose in selecting the type
Objectives of literary text for composition. (Short Story)
(EN7Q2LITLC3-A5KS3I1)

Objectives
1. Distinguish the elements of a short story,
2. Discover the cultural practices of Bangsamoro, and
3. Identify the author’s purpose in writing a short
story.

E. Content TOPIC 1: Elements of a Short Story

TOPIC 2: Author’s Purpose in Writing a Short Story

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F. Learning ➢ Manila paper
Materials ➢ Strips of words
➢ Scotch tapes
➢ Meta cards
 ➢ Printed images
➢ Handouts of the short story “Iftar”
➢ Handouts of the short story “Ibrahim Ibn Adham's
➢ Advice Against Disobedience”
➢ Rubrics for Drawing
➢ Rubrics for retelling a story
➢ Graphic organizer
G. References ➢ Bangsamoro Basic Education Curriculum

➢ MATATAG Curriculum Guide

➢ Rout, Bibhu Datta.2016, October 13. What is short

stories and its types
https://yourstory.com/mystory/123fa19827-what-
is-short-stories-and-its-types-

➢ The five important elements of a short story

https://users.aber.ac.uk/jpm/ellsa/ellsa_elements
.htm

➢ Story Element Worksheets

https://www.k5learning.com/worksheets/reading-
comprehension/grade-1-story-elements-a.pdf

➢ Moral Stories/Stories for Muslim Kids (2016, June

28)
https://storiesformuslimkids.wordpress.com/2016
/06/28/iftar/

➢ Living Islam – Islamic Tradition

https://www.livingislam.org/humankind/short-
islamic-stories1/

➢ Author’s Purpose
https://www.mdc.edu/kendall/collegeprep/docum
ents2/
authorpurposerev818.pdf

➢ Rubrics for Drawing

https://www.scribd.com/document/454081062/R
UBRICS-FOR-DRAWING-docx

➢ Drawing Rubrics
https://www.scribd.com/document/400523720/1
64851874-Drawing-Rubrics-General-doc

➢ ScribD. Retelling a Story

https://www.scribd.com/document/552040179/S
tory-Retelling-Rubric

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II. Teaching and Learning Procedures

A. Lesson Proper

1. Activity
General Direction: Group the learners into 3. Give each group
a task card. They have to accomplish these tasks in 5-7
minutes.

Tasks:

GROUP 1: Give the 1st group 2 sets of strips of words. Instruct

them to paste the first set of words in a manila paper.
Then, on the opposite side of the first set of words, let
them paste the definitions.

Words in the first set:

a. CHARACTER
b. SETTING
c. PLOT
d. CONFLICT
e. THEME
f. MORAL

Phrases in the second set:

➢ a person, or sometimes an animal,
who takes part in the action of a short story
➢ the time and place in which a short story
happens
➢ series of events and character actions that
relate to the central conflict
➢ a struggle between two people or things
in a short story
➢ the central idea or belief in a short story
➢ the lesson the story teaches how to behave in the
world

GROUP 2: Give the 2nd group 5 Meta cards with words. Let
them paste it on a manila paper. Then instruct them
to write any words that are synonymous
to the words in the Meta cards.

Words in the Meta cards:

a. INFORM
b. DESCRIBE
c. ENTERTAIN
d. EXPLAIN
e. PERSUADE

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GROUP 3: In the 3rd group, give them 5 printed images. Instruct
them to paste it on a manila paper. Let them identify the
cultural practices represented by the images. Have them
compare these practices to their own. They have to share their
outputs to the class.

The images:

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2. Analysis
Have the groups present and share their outputs in class. Add
additional inputs if necessary.
Group 1: Guide questions:
a. How do you find the activity? Did you find it
interesting and informational?
b. What do you call those words that you have just
given meaning to?

➢ Elements of short story

Group 2: Guide questions:

a. Do you find the activity entertaining? Why do you say
so?
b. What do you call the words in the Meta cards?
c. Can you connect these words to a short story?

➢ Purpose of a short story

Group 3: Guide questions:

a. What did you feel after doing the activity?
b. What Bangsamoro cultural practices represented by
the images?
c. For you, what makes the Bangsamoro cultural
practices unique from others?

3. Abstraction

Reinforce the result of the learners’ activities. Give inputs on the

following points:

ELEMENTS OF A SHORT STORY

a. CHARACTER – a person, or sometimes an animal,

who takes part in the action of a short story or other
literary work.
b. SETTING – the time and place in which a short story
happens.
c. PLOT – series of events and character actions that
relate to the central conflict.
d. CONFLICT – a struggle between two people or things
in a short story.
e. THEME – the central idea or belief in a short story.
f. MORAL – the lesson the story teaches how to behave
in the world

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 PURPOSE OF A SHORT STORY

a. INFORM – to give information

b. DESCRIBE – to create a clear picture in mind
c. ENTERTAIN – to amuse the readers
d. EXPLAIN – to make something clear
e. PERSUADE – to urge to make an action
4. Application

4.1 READ and EVALUATE! Pair the learners. Instruct them to read
the short story that follows. Then have them evaluate the short
story by accomplishing the graphic organizer below. Let the pair
share their output with other pairs. Call 5 pairs to present and
share their outputs to the class.

IFTAR
Anas ibn Malik was one of the companions who had served the Prophet
(s.a.w.*) for many years. He therefore knew Prophet Muhammad’s habits
very well.
When the Prophet (s.a.w.) observed a fast, he usually broke it with milk
and dates. And in the early hours of the night, he would take some simple
food for his suhoor.
One day, Anas knew that the prophet (s.a.w.) was fasting; so he arranged
for his iftar*. Anas kept the milk and dates ready. However, at the time of
iftar, the prophet did not appear for the breaking of the fast. Anas thought
that he may have accepted an invitation from someone and broken his fast
elsewhere. So Anas ate the food himself and decided to go to sleep.
Soon, be it as it may, the Prophet entered the house with another
companion. Anas asked the companion discreetly whether the Prophet
(s.a.w.) had already eaten.

“No,” replied the companion softly. The Prophet had to deal with some
urgent work. He was delayed so much that he is now late for iftar.”

Anas felt so ashamed! There was no food left that he could offer to the
Prophet (s.a.w.) if he asked for food. There was no milk either. Anas waited
expectantly, ready to explain the situation to the Prophet

Actually, the Prophet had already sensed that Anas was hesitant in offering
him food. This was not like Anas at all. The Prophet (s.a.w.) thus clearly
understood that there was no food or milk in the house, without Anas
uttering even a single word.
What the Prophet (s.a.w.) did was remarkable. He behaved as if he were not
hungry at all and went without supper with a cheerful face.

https://storiesformuslimkids.wordpress.com/2016/06/28/iftar/

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 CHARACTERS SETTING

PLOT IFTAR CONFLICT

THEME MORAL PURPOSE

Guide Questions:

1. Who are the characters in the story?

2. Where and when does the story happen?
3. What seems to be the problem in the story?
4. What is the central idea in the story?
5. What is the purpose of the author in writing the short story?
6. What morals can the readers learn from the short story?
➢ Consider the feelings of other people. Do not
embarrass them if they have made a mistake.
➢ Be patient. Try to tolerate the unintentional
mistake of others.
➢ Do not make life difficult for anyone.

III. Evaluation
General Direction: Group the learners into 3. They may choose to
remain in their group in the previous activity. Give each group
handouts of the short story “Ibrahim Ibn Adham’s Advice Against
Disobedience.” Hand them another set of task cards. They have to
accomplish the tasks within 5-7 minutes. Before the groups
present their outputs in class, orient them first on how their
outputs will be rated by presenting the rubrics below.

GROUP 1 TASK:
➢ Present a drawing or sketch conveying their own
interpretation of the short story.

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 GROUP 2 TASK:
➢ Retell the story based on their own words and
understanding.

GROUP 3 TASK:
➢ Accomplish the given graphic organizer.

CHARACTERS SETTING

PLOT IFTAR CONFLICT

THEME PURPOSE
MORAL

Ibrahim Ibn Adham's Advice Against Disobedience

A man came to Ibrahim ibn Adham, may Allah be pleased with him, and
said, "Abu Ishaq, I am unable to control myself. Please give me something
to help me with it"

"If you accept five conditions," said Ibrahim, "and are able to put them into
practice, your disobedience will not cause you any problem."

"Just tell me what they are, Abu Ishaq!" the man said. "The first is that
when you want to disobey Allah you do not eat anything He provides."
"Then how will I get anything to eat? Everything on the earth is from Him!"
"So is it right to eat His provision and disobey Him at the same time?"
replied Ibrahim.

"No, it is not. What is the second condition?" "When you want to disobey
him, move off His land."

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"That is even more difficult! Exclaimed the man. "In that case where will I
live?"

"Is it right to eat his provision and live on His land and then to disobey
Him?" asked Ibrahim. "No, it is not."

"What is the third condition?" "When you want to disobey Him in spite of
eating His provision and living on His land, find a place where He will not
see you and disobey Him there."

"What do you mean, Ibrahim? He knows everything that happens even in

the most hidden places!" "So is it right to disobey Him when you eat His
provision and live on His land and when you know that He can see
everything you do?" "It certainly is not!" the man replied.

"Tell me the fourth condition." "That when the Angel of Death arrives to
take your soul, you say to him, 'Give me a reprieve so that I can repent
and act righteously for Allah.'"

"But he won't listen to me!" "Then if you cannot ward off death long
enough to give yourself time to repent, and you know that when it comes
there will be no reprieve, how can you hope to be saved?"

"What is the fifth?" "That when the angels of the Fire come to you to take
you to the Fire, you do not go with them." "They will take me whether I like
it or not!" exclaimed the man.

"So how can you hope to be saved?"

"Enough, enough, Ibrahim! I ask Allah's forgiveness and I turn to Him!"

The man's repentance was sincere and from that time on he was
assiduous in his worship and avoided acts of disobedience until the day
he died.
https://www.livingislam.org/humankind/short-islamic-stories1/

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RUBRIC FOR DRAWING
Criteria Points Score
5 4 3 2 1
The drawing
represents a
clear
understanding
of the
information
presented.
The drawing
communicates
well its thought
and message.
The drawing
exhibits
attention to
detail and a
variety of
drawing
techniques.
The drawing is
legible and large
enough to see
all details.
Layout and
proportion are
properly
sketched.
The drawing is
clean and is free
of unnecessary
erasures.
TOTAL

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RUBRIC FOR RETELLING A STORY
Performance High Quality Acceptable Needs Total
Element (15 pts.) (10 pts.) Improvement
(5 pts.)
Characters Your retelling Your retelling Your retelling
told about the named the confused the
characters so characters, characters or did
others had a but did not tell not name them.
good idea of too much Think about who
what they are about them. was in the story
like. and how they
acted.
Setting Your retelling Your retelling Your retelling
help others get gives some needs to describe
a clear picture details about when and where
in their head of where and the story took
when and when the story place so the
where the story took place. reader can
took place. “picture” it.
Problem Your retelling Your retelling Your retelling
told what the includes of the needs to tell
problem was problem, but is what’s the matter
and how it complete. in this story.
might be solved. What are the
characters trying
to make better?
Solution Your retelling Your retelling Your retelling left
told what the includes some out major events
characters did of the events or changed their
to solve the from the story. order.
problem. Some are in
correct order.
Moral Your retelling Your retelling You need to state
clearly stated stated the clearly the moral
and explain the moral of the of the story.
moral of the story but you
story. did not explain
it well.
Delivery You used good Your rhythm Your rhythm and
rhythm and and expression expression need
gestures. There were good most improving. You
was expression in of the time. You need to use
your voice. Your used some gestures. Your
voice changed for gestures. Your voice should
different voice changed change for different
characters. for most of the characters.
characters.
Total
https://www.scribd.com/document/552040179/Story-Retelling-Rubric

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