The Happiest Boy in the World

I. OBJECTIVES:

 Identify the characters being described in the given sentences correctly

 Arrange the sequence of events as it happens in the story chronologically
 Share one’s insights regarding the importance of education

II. SUBJECT MATTER:

 Identifying the characters being described in the given sentences correctly

Topic: The happiest boy in the world by N.V.M. Gonzales

Reference: Learning Package Grade 7, pages 52 - 54

Materials: Laptop, Projector, Powerpoint presentation, big book

Value: The importance of education

III. LEARNING ACTIVITIES:

A. Preparatory Activities
1. Daily Routine

a. Prayer
b. Checking of Attendance c.
Classroom Management d.
Review

B. Developmental Activities
a. Pre-Reading
1. Motivation
o The teacher will play the music video entitled “Happy”
o The teacher will ask the students what they feel after watching the video.
o The teacher will ask the students about the things that makes them happy.
o The teacher will relate the activity to the reading selection.

2. Unlocking of Difficulties
Directions: Arrange the letters to form the correct words based on its definition.
1. Not clear in meaning. VUEGA
2. Someone who rents a house. TATENT
3. Continuous or constant. LESSCEASE
4. Feeling of great happiness or excitement. EXULTIONAT

Preview
 The teacher will introduced N.V.M Gonzales the author of the selection.
 The teacher will give a brief background of the story.
 The teacher will distribute the reading selections and will ask the students to read the important details
of the story through skimming.
 The teacher will ask the students to formulate their own question based on the information they had
skimmed.

3. Guide Questions
1. Who is the one who wrote the letter?
2. Why did he write the letter?
3. What did Jose feel after he read the letter?
4. What Filipino value is highlighted in the story?
 5. Is the title appropriate for the story? Why?
b. Read
 The students will read the selection silently.
 For the second reading the teacher will call volunteers to read the selection.
Reflect
The teacher will ask the students about their insights regarding the selection and if they can relate themselves to
Julio with regards to education.
c. Post Reading
The students will answer the guide questions.
Review
The teacher will ask the students to summarize the story they had just read.
d. Application
 The teacher will group the students into 2. Each group will arrange the correct sequence of
events as it happens in the story.
_______ It was as though he was the happiest boy in the world and that bird was singing expressly for him.
_______ Julio felt that he had nothing more to say, that he had written the longest letter in all his life.
_______ One warm July night Julio was writing a letter to-of all people-his landlord, Ka Ponso. It was about his
son Jose who wanted to go to school in Mansalay, the town where Ka Ponso lived.
_______ About six o'clock the following morning, a boy of twelve was riding a carabao along the riverbed road
to town.
_______ He called out to him again. "And that letter," he shouted. "Be sure and give it to Ka Ponso as soon as
you reach town. Then be good and do everything he asks you to do."
IV. EVALUATION
Directions: Identify who is being described in each sentence. Write your answer on the space provided.
_______________ 1. He wanted to go to school in Mansalay that year. He is twelve years old and supposedly in
sixth grade.
________________2. He had come from Tablas to settle in Barok, he was the one writing the letter.
________________ 3. He is a rich man, and it happened that Julio's wife gave birth to a baby and he offered to
become its godfather.
________________ 4. She is Julio's wife and she gave birth to a baby girl.
________________ 5. He was the happiest boy in the world when he read the letter written by his father.
V. ASSIGNMENT Assuming you
are Jose. Write a letter to your father Julio telling him your situation in Ka Ponso’s place. Write it on one whole
sheet of paper.