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.

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.

Name: KET IAN C. COTALES

I. Objectives: At the end of the lesson, the students are expected to:

a. Discover through Philippine literature the need to work cooperatively and responsibly
in today’s global village.
(EN7LT-IVf-17)
b. Perform differentiated activities based from the given scenario;
c. Extract the value/s from the text.

II. Subject Matter: My Father Goes to Court

Reference: English 7 Learning Package, pp. 374-377
K-12 Curriculum Guide in English, p. 113

Materials: LCD Projector, Netbook, Speaker

Activities: Differentiated Activities
Method: 4A’s

III. Learning Activities

Teacher’s Activity Students’ Activity
I.Preparation

a. Motivation
How would you react if you are wrongly judged
by things you never did because you are poor? I would be very shocked and at the same,
How would you feel? surprised, too.

b. Statement of the Aim

Do you know that somewhere in the
Philippines, stories of poor being judged poorly
is happening? Do you want to know? No/Yes.

II.Presentation
This morning, we will read a story. This story is
written by Carlos Bulosan.

(Teacher gives a short summary of the life of

the author) Students do as told.
Teacher’s Activity Students’ Activity
A. Activity
Now, let us have our activity. Each of the group
will be given an excerpt of the story with
questions that you have to answer: Do it for 5
minutes.

Group 1 – What happened in 1918?

- Why did the narrator’s family live in
the town?
- How does the family of the farmer
differ from the family of the rich man?
- What will happen next?
Group 2 – What do they do when the rich
man’s servants were frying and cooking?
- According to the narrator, how did
they become healthy?
- What happened to the rich man’s
family as the narrator’s family become
healthy?
- What will happen next?
Group 3 – What was the rich man thinking
while looking at members of the poor family?
- Why do you think the windows of the
rich man were closed?
- What was the rich man’s accusation
against the father?
- What will happen next?
Group 4 – How does the rich man look like
when he appeared in the courtroom?
- Do you think the questions of the rich
man’s lawyer were reasonable? Why?
- What could be the intention of the rich
man’s lawyer in asking such
questions?
Group 5 – What do you think Father was
thinking upon seeing the rich man’s children?
- What could be the reason why father
filled the straw hat with centavo
pieces?
- What will happen next? Students do as told.
B. Analysis
At this point, let us hear the answers from each
group. Students do as told.

C. Abstraction:
Based on the story, how are you going to
describe the relationship of the rich man and
the poor man? The rich man judges the family of the rich man
because they are poor.
Do you think what the rich man did is a good
action? No, because it is never good to judge

What is the message/purpose of the story?
Values Integration:
What other values can we extract from the
story?
The message of the story is all about our social
responsibility that regardless of the status, we
should never judge people.
The value/s that we can extract from the story
is that we should always love our neighbors as
ourselves.

Teacher’s Activity Students’ Activity

D. Application
Activity 1.
Draw a large flower with a center and an equal
number of petals to the number of members
in the group. Through discussion with your
group members, fill out all the petals with
ways how you can help less-privilege people
through working cooperatively. Fill the center
of the flower with something you all have in
common. Do this for 3 mins. Students do as told.

Activity 2:

Group 1 – Talk Show (Discuss ways on how to

help poor people)
Group 2 – Drama (Helping people in need)
Group 3 – Pageant (What the things you are
most thankful for from the Lord?)
Group 4 – Jingle (Making the world a better
place through helping) Students do as told. Rubric attached.
Group 5 – Rap (Making the world a better
place through helping)

III. Assessment:

In a one whole sheet of paper, answer

Comprehension Questions found on page 377 Students do as told. Rubric attached.

IV.Assignment:

Write a poem of your own about being kind to

mankind