Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOL DIVISION OF BINAN CITY
DISTRICT I
PAGKAKAISA ELEMENTARY SCHOOL

School   PAGKAKAISA ELEMENTARY SCHOOL Grade Level  SIX

Teacher  BERNARDO DU. DIONISIO Learning Area  ENGLISH
LESSON  Teaching Date March 28-31-April 01, 2022 Learning Modality
EXEMPLAR Teaching Time 9:50 M- 10:40 AM
Quarter  3 WEEK 7
77
No. of Days   2     

A. Content Standards  Demonstrates understanding of familiar literary forms and concept of

words in English for effective expression
B. Performance Participates actively in different oral activities
Standards 

C. Most Essential English 6, Quarter 3 – LEAP

Learning
Competencies
(MELC)  Present a coherent, comprehensive report on differing viewpoints on
an issue
EN6OL-IIIg1.19
D. Enabling   None
Competencies 

II.CONTENT  Evaluating Narratives Based on How the Author Developed the

Elements:
Theme; Point of View
III.LEARNING
RESOURCES
 

A. References 

a. Teacher’s Guide MELC ENGLISH 6 /C.G/ PIVOT/ LEAP

Pages 

b. Learner’s Material
Pages  Learner’s Packet ( LeaP) Week 7

c. Textbook Pages 

d. Additional Materials Laptop, TV, Power point presentation, and Activity Sheet
from Learning
Resources 

B. List of Learning
Resources for
Development and
Engagement
 Activities 

IV.PROCEDURES
A. Introduction  In the previous lesson, you have learned to evaluate narratives based
on how the author developed elements: character and setting (heroes
and villains).
Today, you will learn to evaluate narratives based on how the author
developed the elements: theme and point of view. Let us begin with
the theme.

REVIEW
Supply the missing letter to form a word corresponding to its meaning
on the right.

1.
C a r a c -t r r an important element in
short stories because they
drive the story as a whole.

2.
S t t
g is the time and place of
the story.

3.
characters who created
n t a n s
tension or trouble that
g
would lead to
problem/conflict

4.
(DAY 1) t characters who portray
r o a o s t
g the role of good guy

5.
T r a An inherited characteristic

https://www.youtube.com/watch?v=Zy3o1hmkGlM
B. Development  Learning Task 1 (Power Point Presentation - ORAL)
Directions: Read the story, “The Prince and the Pauper” written
by Mark Twain.
https://www.youtube.com/watch?v=A74CE67uUb4
1. What did you learn about Tom in the beginning of the story?
2. How was Tom able to enter the palace?
3. Why did Edward and Tom decide to exchange clothes?
4. Why did the prince go out of the gate? What happened to him?
5. Point out the character traits of the prince from these scenarios:
a. the way he treated Tom;
b. his conversation with Tom; and
c. the way he dealt with the cruel soldier
6. Is it realistic for a rich boy to switch roles with a poor boy? Explain.
7. If you have to choose between the prince and the pauper, who do
you want to be? Why?
8. What important lesson did you learn from the story?

Learning Task 2 (Activity Sheet No. 1 – INTERMEDIATE PAPER)

Learning Task 2 ( Activity Sheet No. 2 INTERMEDIATE PAPER)

Aside from theme, a narrative has an element called point of view. Point of View
is the mode of narration that an author employs to let the readers “hear” and
“see” what takes place in a story, poem or essay. Narrator is the person telling a
story. He is the one describing what is happening or what goes into a scene of the
story.

There are three main types of Point of View:

1. First Person - The author is involved in the story. He or she may be the main
character or one of the characters. The pronouns I and we are used. Example: I was
crying one morning when my Mother asked, “What’s happening to you?”
2. Second Person - This type of point of view is rarely used in literary writing. It is
 commonly used in instructional writing. The pronoun you is used.
Example: You should pack lightly when you go backpacking.
You will have a good trip if you are aware of the safety precautions.
3. Third Person - The author or narrator is not involved in the story. He or she is
only a witness. He or she knows the thoughts and feelings of
the characters. The pronouns he, she, it, and they are used.
Example: Jayson felt like he has done something good for others. He wanted

Learning Task :3 For Your Information (ACTIVITY SHEET NO. 3)

C. Engagement
Directions: Read the narrative then, answer the questions that follow.
( DAY 2 ) Write your answers in your activity sheet

Learning Task 4 (ACTIVITY SHEET NO. 4)

D. Assimilation Directions: Read the narrative, then answer the questions that follow:
 Directions: Write the theme and identify the point of view of the following
V. Assessment excerpts. Write your answers in your notebook.

1. Sam and Bella were at Perez Park sitting on a bench together. Neither of them
was smiling. After a long period of silence, Sam said, “This isn’t going to work.
I mean, you’re an introvert person and I’m an extrovert person.” Bella
nodded. A tear rolled her face. Sam went on, “If we got married and live
together, what kind of activities could we do that we will both enjoy?
Somebody’s going to be unhappy.” Bella began sobbing and said, “Okay,
let’s just end it now. Have fun with your life.” She jumped off the bench and
ran into the streets.
THEME:
________________________________________________________________
POINT OF VIEW:
________________________________________________________
2. Marco went out of the house to buy groceries. He didn’t wear facemask as
protection from COVID 19 virus. He didn’t believe the virus exists. After a few
days, he got symptoms and later on tested positive from the virus.
THEME:
________________________________________________________________
POINT OF VIEW:
________________________________________________________
3. Sheryl looked across the field. She didn’t see anything concerning. She
wondered why Kristine called out like that. Kristine turned to her. The ghost that
Kristine had just seen was gone. Now, she felt crazy. “You have to believe me,
Sheryl.” It was just here,” said Kristine. Sheryl frowned at her in disbelief. “What
was just here, Kristine,” she asked. Sheryl was angry with Kristine for disturbing
her sleep for no apparent reason.
THEME:
_________________________________________________________________
POINT OF VIEW:
_________________________________________________________
4. If you are not sure about something in our lessons, don’t just wait and be
confused. Raise your hand and ask for help immediately. Do it while your
teacher is still explaining the lessons. If you are still confused, ask your teacher
for help if he or she can give you additional instructions after class.
THEME:
_________________________________________________________________
POINT OF VIEW:
_________________________________________________________
5. Samuelle looked at the field. She was thinking about the game. They could
have won. She could have won the game for them. All she needed to do was
catch the ball, but she didn’t. She dropped it. Her coach talked to her.
“Samuelle, we had a great season. Nobody’s perfect. Look at me,” he said.
Samuelle smiled at the coach, but she couldn’t forgive herself so easily.
THEME:
________________________________________________________________
 POINT OF VIEW:
________________________________________________________

V.REFLECTION In your notebook, write your personal insights about the lesson using the
prompts below.
I understand that
________________________________________________.
I realize that ________________________-
_____________________________________________________.
I need to learn more about
_____________________________________________________________.

Prepared:

ASTRID D. PAMA
Teacher I

Checked:

NANCY D. LANDICHO
Master Teacher II