DETAILED LESSON PLAN

I. Objectives
a. Content Standard. The learner demonstrates understanding of how world
literature and other text types serve as ways of expressing and resolving
personal conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
b. Performance Standard. The learner composes a short but powerful
persuasive text using a variety of persuasive technique and devices.
c. Learning Competencies.
EN10VC-Ii-1.5/2.5: Draws generalizations and conclusions based on the
materials viewed
EN10LT-Ii-18: Evaluates literature as a way of expressing and resolving
one’s personal conflicts
d. Specific Objectives.
At the end of the lesson, the learners will be able to:
1. Summarize the plot points from the short story A Dozen Pair of Shoes
by Luis P. Gatmaitan, M.D.
2. Identify the literary elements of the novel A Dozen Pair of Shoes
3. Make connections to characters and situations
4. Write a response to literature

II. Content
a. Topic A Dozen Pair of Shoes by Luis P. Gatmaitan, M.D.
b. Reference/s
1. Learner’s Material Pages P. 1-29
2. Additional Resources from
Learning Resources Portal: Websites
c. Materials: Printed pictures, Bond Papers, Visual Aid, Printed copy of the
story
d. Method: Discussion

III. Procedure
Teacher’s Hint Teacher’s Activity Student’s Activity
A. Preliminary Activity

1. Greetings Good day, class! Good day ma’am!

How are you feeling “We’re feeling great

today? ma’am”
 2. Prayer Okay that’s good. (Students are now
Before we start may praying)
I call on Stella to
please lead the
prayer?

3. Classroom Management Before you sit (Students’ do as

down, kindly pick followed)
up pieces of paper
under your desk.

4. Checking of Attendance Everyone, settle (Checking of the

down. Say present Attendance)
if your name is
called

5. Priming

a. Review/Recall It’s so good to see (Few of the

that no one is students raise their
absent. Now, can hand)
someone recall our
topic last meeting?

Yes Ms. Janela. “We discussed

What was the topic about the novel last
we discussed last meeting ma’am”
time?

Yes, very good. (Students are

Can someone recall raising their hand)
what is a novel?”

Okay I see Ms. “A novel is a

Thalia raising her relatively long work
hand of narrative fiction,
 typically written in
prose and
published as a
book.”
Yes, exactly. Thank
you for that Ms.
Thalia

b. Motivation I have here pictures Yes, Ma’am!

of books and you
have to match it
with its correct short
descriptions. Are
you ready?
c. Introduction Very good! You all “Not quite ma’am”
did a great job
matching up the
books. The activity
 you did have a
connection to our
new topic for today,
can you guess what
is it?

Okay, one of the

pictures I showed is
“Sandosenang
Sapatos” and it is
an example of a
short story. We will
be discussing about
what is a short story
and the story itself
“Sandosenang
Spatos”.

Now class, are you “Yes Ma’am!”

all willing to lend
your ears?

B. Lesson Proper

1. Discussion What is a short

story?

Short story, brief

fictional prose
narrative that is
shorter than
a novel and that
usually deals with
only a few
characters. The
short story is
usually concerned
with a single effect
conveyed in only
one or a few
significant episodes
or scenes.

A Dozen Pairs of
Shoes
By Luis P.
Gatmaitan, M.D.

My father was a
shoemaker. Shoes
made by him were
really famous in
town. A lot of
people would come
to us to have their
shoes made. From
what we heard, my
father’s shoes were
so much better than
the shoes made in
Marikina. They
were durable, the
workmanship was
really excellent, and
their designs, truly
creative!

“Where on earth do
you get your ideas
for those styles?
They’re sooo
pretty!”
“Looks like the
muse of shoes and
soles comes and
visits you…”
“You must have
magic in your
hands!”
With all these
praises, my Tatay
would only half
smile. He was a
quiet man. He
rarely ever spoke.

I grew up amidst all

the many shoes my
father made. My
friends and
classmates often
wished they were in
my shoes. They
said I was lucky to
have a shoemaker
for a father. Why, I
always had a new
pair for every
occasion – school
opening, Christmas,
my birthday, or
when I was
awarded class
honors in school!
My Tatay even
made me extra
pairs of shoes from
left-over leather and
fabric. “I wish I were
you, Karina. You
always have new
shoes. Me? I get
hand-me-downs
from my ate. I only
wear the shoes that
don’t fit her
anymore,”
complained one of
my classmates.

I was in the second

grade when my
mother became
pregnant again.
We’d waited so
long to have
another baby in the
family. My lola said
that their prayers –
for me to have a kid
brother or sister –
had been
answered.
“Oh, pretty soon I
will have someone
to share my shoes
with. But that’s
okay, I know my
father will always
do enough shoes
for both of us.”
When the baby was
still in my mother’s
tummy, I heard my
mother and my
father talking.
“I just had my
check-up. My
doctor said our
baby is going to be
a girl!”
“That’s great! If
she’s a girl, we’ll
have her take up
ballet lessons. I’d
really like to have a
ballet dancer in the
family! From now
on, I am going to
start learning how
to make ballet
shoes,” Tatay said.

But not all of my

fathers’ dreams
could come true.
When we saw my
baby sister for the
first time, we were
all so shocked. She
had no feet! It was
as though her feet
had been cut off!
The rumors began
to spread. Because
my sister was sort
of deformed, people
were saying a lot of
nasty things. Some
said maybe my
mother tried to get
rid of her that’s why
her body parts were
incomplete. Or my
mother might have
taken some harmful
pills and those pills
melted my sister’s
feet. Or the shoe
spirits cursed my
father because he
raised the prices for
his shoes. Or
maybe my mother
had an unusual
liking for a doll
while pregnant.

“Nanay, why
doesn’t Susie have
feet?”
“I had this infection,
anak…I caught
German measles
while your sister
was growing in my
tummy. And well…
the effect was
that…” my mother
narrated sadly.

My sister will never

be a ballet dancer
then. Tatay will be
very disappointed. I
had this thought
every day, every
time I’d see Susie
without her feet.
That’s why I
decided to
persuade Nanay to
enroll me in a ballet
school even if I
didn’t really like
ballet. But…
“Ma’am, why don’t
you have Karina
take up piano
instead, or maybe
painting, or enroll
her in a banduria
class?” my ballet
teachers suggested
to my mother.
I really felt very let
down. Not for
myself but for my
Tatay and Susie,
and for all the
elusive dreams that
could never come
true.

I felt and saw how

my father and
mother loved Susie.
They were always
ready to keep her
from harm. Once
while we were on a
picnic at the park,
there was this guy
who saw Susie.
Pointing at Susie,
he said, “Hey, look!
That kid will make a
good freak show at
the carnival!”
My father turned
red. He clenched
his fist. That was
the first time I ever
saw his eyebrows
meet. He almost hit
the guy.
“What’s your
problem?”
A good thing my
mother stopped him
just in time.
While in bed one
night, I heard Tatay
talking to Susie.
“Anak, feet or no
feet, your Nanay
and I love you very
much. You are
special in the eyes
of God. What’s
important to us is
that you grow up to
be a good person,
believing in
yourself.” He kissed
her warmly.

Father never
stopped making
shoes for me. But I
could tell that each
time he measured
my feet, his eyes
drifted towards my
sister’s crib.
“Too bad bunso,
you have never
known how it feels
like to wear the
beautiful shoes our
Tatay makes…” I
whispered to her.

Susie and I were

really close as we
grew up. It never
mattered to me that
she had no feet.
That never stopped
us from playing
together. We found
a lot of games that
didn’t need the use
of feet, anyway.
She always beat
me in sungka,
jackstone, scrabble
and pitik-bulag. I
took it upon myself
to be her defender
from all teasers.
Her wheelchair
pusher. Her ate
assistant!
That was when I
realized my sister
and I were alike in
so many ways. We
were both better
with our hands than
with our feet. I was
good in painting.
And she was good
in writing stories.
And oh, our Tatay
was also good with
his hands!

Susie once woke

me up to tell me
about her dream:
About a most
unusual pair of
shoes that looked
so good on her feet.
She has fee in her
dream? I wondered
to myself.
“Believe me, Ate, I
dreamed of a
beautiful pair of
shoes. It’s made of
yellow patent
leather adorned
with sunflower up
front!”
That was when she
was about to
celebrate her
birthday. What I
noticed was,
whenever her
birthday was
drawing near, she
would always
dream of shoes.

“Ate, I dreamed of
another pair of
shoes. It’s made of
red velvet with a big
side buckle!”
She also told me
about the open-
toed blue shoes
with her own toes
peeping through.
The white shoes
with tiny heels and
red bow. The denim
shoes embroidered
with the moon and
stars. The sandals
that looked like a
fishnet. The purple
shoes with a round
crystal attached
near the toe.
It never ceased to
amaze me at how
she could
remember even the
tiniest detail of the
shoes in her
dreams – the
flowers, ribbons,
buttons, sequins,
beads, or buckles.
And she thought of
these shoes like
they were her very
own.
“Ate, when I grow
up, I am going to
write a story about
all the shoes in my
dreams. And you’ll
draw them for me,
okay?”

After a few years,

my father retired
from making shoes,
except for the
orders from the suki
he simply couldn’t
refuse. When he
celebrated his
birthday, my gift to
him was one of my
paintings – a pair of
heavily veined
hands making
shoes. Susie gave
him a small music
box with a ballerina.
“You made your
father very happy,”
Nanay said.

Shortly after that.

Tatay became
sickly. Susie was
twelve when finally
he left us all for
good.

One day, I
happened to
wander to the
bodega, looking for
old shoes that could
donate to the
orphanage. While
searching, I found a
box that looked as
though it hadn’t
been touched for
sometime. Opening
it, I found several
small shoe boxes
neatly piled on top
of each other!
Who owns these
shoes? Are they
undelivered orders?
I asked myself.
But when I looked
closely at all the
shoes, I was
startled. They were
my father’s best
creations in
wonderful designs.
And they came in
different sizes.
There was a pair of
baby shoes.
Baptismal shoes.
Leisure shoes.
School shoes.
Church shoes,
Party shoes.
I was even more
startled when I read
the dedication
written on a small
tag.
For my dearest
Susie,
On her first birthday

I peered inside the

boxes one at a
time. Every single
pair of shoes was
for Susie. My father
had been making
shoes for Susie all
this time!

For Susie, joy of my

life,
As she celebrates
her seventh
birthday

Year after year, my

father never missed
making a pair of
shoes for Susie on
her birthday. One
dozen shoes all in
all!

Specially for my
dearest bunso,
On the occasion of
her twelfth birthday.

I burst our crying

when I saw the
shoes. I hadn’t
realized till then
how deep Tatay’s
love was. I brought
the twelve pairs of
shoes to my mother
and Susie.

“I had no idea that

your father had
been making shoes
for you, Susie,”
tears formed in my
mother’s eyes. “He
kept it a secret from
me…”
“A-Ate, these are
the shoes I
dreamed about…”
Susie couldn’t
believe her eyes as
she caressed each
shoe.
“Oh?!”
Suddenly, I
remembered all the
shoes that Susie
had described to
me in the past.

Yellow patent
leather shoes with
sunflower up front.
Red velvet shoes
with a big side
buckle. Blue open-
toed shoes with her
own toes peeping
through. White
shoes with tiny
heels and a red
bow. Denim shoes
 embroidered with
the moon and stars.
Sandals that looked
like a fish net.
Purple shoes with a
round crystal near
the toe.
In my mind I
thought, did my
father’s love cross
over, reaching out
to Susie’s dreams
so she could wear
the shoes he made
for her?
I am not sure.
What I am sure
about is that, life
isn’t perfect. Just
look at the way my
sister was created.
But there are
perfect moments.
Like the moments
when my father
created the most
beautiful shoes for
Susie.

The
2. Analysis (Students raised
their hand)

teacher
will
gather
the
work of “The main

the characters of the

story are the father,

pupils mother, Susie, and

the narrator”

and she
will
check if
each
group
got the
correct
answer “The story was set
into a town”

The
“The conflict would
teacher be man vs. society”

will
gather
the
work of
the
pupils
and she
will
check if (Student’s answer

each may vary)

group
got the
correct
answer “Yes ma’am”

Okay so we are
now done reading
the story. Now we
are going to identify
the key elements
such as the (Student’s answer
characters, setting, may vary)
conflict, and theme.
Who are the major
characters of the
story?

Yes, Mr. Shawn

Very good, one of

the main characters
is Susie and her
sister. The story
talks about how a
father’s love for his
children
encompasses all
boundaries of love.
(Yes ma’am)
What about the
setting of the story?
Anyone?

Okay let’s have Ms.

Thalia

That is correct. To
continue what
about the conflict of
the story? Can I
have Mr. Angelo?

Wow what a great

observation. Yes,
that is definitely
right. Susie with her
condition made the
society hate her
and a lot of people
whom is jealous of
his father’s career
started to spout
unpleasant words
to her. Despite of
this, she managed
to be strong
because of all the
love she gets from
her family.

Now, I would ask

what is the theme
of the story?

Alright. The main

theme is about
love. The story is
about how parents
show their
unconditional and
selfless love
towards their
children. Did you all
get the theme of the
story class?

Now for the last

question, for you
what is the
message that the
story would like to
tell?
 Yes. The story
wanted us to know
that a love of a
parent is never
ending, the love
they give transpires
naturally and will
never be
questioned.

Is it nice to have a
loving parents?

Yes, truly it is a
great feeling to be
loved and to loved.
So, did you get the
message of the
story class?

3. Abstraction Okay so since all of

you comprehend
will to the story let
us have a group
activity.

4. Application “Class, count from

1-2 and
proceed to your
respective groups.
Each group will be
asked to make an
illustration about
the scene in the
story that is
memorable for you.
I will give you 20
 minutes to do the
task. Am I clear? “Yes ma’am!”

(After 20 minutes)

All groups prepare (Student’s answer

your output, is may vary)
group 1 ready?
Okay you may now
present your output
to the class.

(Expecting that all

groups are
done)

Good job everyone! (Student’s clapping)

You all have
a very excellent
view of the story.
Give yourself a
round of applause!

C. Generalization Class, although that

this story was made
for children’s
audience, it can “Yes ma’am”
really fit also for
adults. Do you
agree with that?

The author
intelligently injected
lessons that an
adult should show
towards their
children. It also
showcased how a
 family should be
flexible and resilient
on their difficulties
with regards to their
family members.
One commendable
part of the story is
the last part when
the manifestation of
the love of the
Father to Susie,
that even though
she can’t wear the
shoes because of
her condition, it
didn’t stop him to
create beautiful
shoes for her.

D. Evaluation Now, to further your (Students are now

understanding of answering)
the story, we will
have a seat work.
Kindly prepare
1/4 sheet of paper
and answer the
questions posted in
the board

Comprehensive
Questions:

1. What did you

learn from the
story?
2. What part of the
story distract you
 most?
3. Who was your
favorite character in
the story?
4. What were you
thinking after
reading the story?
5. If you have
chance to ask one
of the characters in
the story, who
would it be and
why?
6. If you are given a
chance to change
some part of the
story what would it
be and why?
7. Would you
recommend this
story to others?
8. Who among the
characters in the
story made you feel
angry and why?
9. Did the father
become unfair to
Susie’s sister?
10. What can you
say about those
people who have
degrades other
people.

IV. Assignment
Directions: Read a fiction book that interests you. Write a review about the book
read. When done, show it to the class. Your output serves as your summative
evaluation. Refer to the rubric to guide you in doing the task.

V. Remarks

The lesson was finished

VI. Reflection

A. No. of students who earned 80% in

the Evaluation:

B. Did the lesson work? No. of students

who have caught up with the lesson:

C. Which of my teaching strategies

worked well? Why did this work?

D. What innovation or localized

materials did I use/discover which I wish
to share with other teachers?

RUBRICS FOR THE ILLUSTRATION

Criteria 5 4 3 2 1 Scor
e

Excellent Above Average Below Poor

Average Average

Understandi Yes = 15 No =
ng of the Score of
topic Zero
Strong Strong Good Poor Poor
Quality of compositi compositi compositi compositi compositi
composition on and on and on and on and on and
and design every minor some several almost
element is elements elements elements nothing is
fully are not are not are not consistent
consistent consistent consistent consistent with the
with the with the with the with the text
text text text text
Creativity Very well Well Clearly Not Boring
and drawn, drawn drawn creative and/or
Originality with a with an with an but neat sloppy
unique interesting expected and
point-of- point-of- point-of- organized
view view view

Simplicity Simple Simple A little too Complex Impossibl

and very but not complex and e to tell
easy to easy to and not difficult to what part
understan tell what easy to tell what of the
d what part of the tell what scene is story is
scene is story is part of the being being
being being story is illustrated illustrated
illustrated illustrated being
illustrated

Grammar Excellent Good Minor Some Major

and Spelling grammar grammar errors in errors in grammar
and & spelling grammar grammar and/or
spelling or spelling and/or spelling
spelling errors

Explanation Excellent Above Average – Below Poor – up

– up to 15 average - up to 9 average - to 3
up to 12 up to 6

RUBRIC FOR THE ASSIGNMENT

Name: Title of the Book:

 Your book review includes the

Excellent 5 main events of the story in a
concise summary.
 You have organized the book
review in a way that is appropriate
and makes sense. The ideas flow
nicely together.
 You have written with strong voice
by Creating a Catchy beginning,
making a text-to-self Connection,
and using active or interesting
 words.
 Your book review shows strong
fluency with Varied sentence
beginnings and sentences with
Varied length.
 Your book review has been edited
and Completely Corrected for
grammar, mechanics, and
spelling.
 Your book review includes some
Good 3 of the main events of the story.
 You have some organization to
your book review, but it is lacking
a sense of flow and transition from
one idea to the next.
 You show some effort with voice,
but most of the writing is
predictable with simple sentences
and few interesting words.
 Your book review shows some
fluency with varied sentence
beginnings and sentences with
varied length.
 Your book review has been
proofread, but not Completely
Corrected for grammar,
mechanics, and spelling.
Weak 1  Your book review does not cover
the main events of the story. It is
hard to tell what the story is about.
 Your book review lacks
organization and structure. There
is little or no flow or transition from
one idea to the next. The
Organization does not make
sense to the reader.
 You have written with little or no
voice. Most or all of the sentences
are simple and the word Choices
are predictable.
 Your book review shows little or
no fluency with repeated sentence
beginnings and sentences of the
 same length.
 Your book review has not been
edited for grammar, mechanics,
and spelling.