LESSON PLAN

Prepared by: Kristine Mae Desillarico

I. ESTABLISHED
GOALS
The learner demonstrates understanding of: pre-colonial Philippine literature as a means of
A. CONTENT
connecting to the past; various reading styles; ways of determining word meaning; the sounds of
STANDARDS
English and the prosodic features of speech; and correct subject-verb agreement.
The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
B. PERFORMANCE
appropriate context-dependent expressions; producing English sounds correctly and using the
STANDARDS
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
II. CONTENT
The Wedding Dance by Amador Daguio.
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
RESOURCES development.

Online references:
Feliciano, D. T. (2021, September 29). The Wedding Dance by Amador Daguio. The
REFERENCES Cordillera Sun. Retrieved from http://www.cordilleransun.com/2021/09/the-wedding-
dance-by-amador-t-daguio.html

OTHER LEARNING
RESOURCES

IV. OBJECTIVES
• Summarize key information from a text. EN6OL-IVj-3.6
• Explain how a selection may be influenced by culture, history, environment, or other factors.
A. LEARNING EN7LT-IV-h-3
COMPETENCIES • Express one’s beliefs/convictions based on a material viewed. EN7VC-IV-i-16
• Discover the conflicts presented in literary selections and the need to resolve those conflicts in
non-violent ways. EN7LT-II-a-4
At the end of this lesson, the students are expected to:
1. Create a summary of the story The Wedding Dance by Amador Daguio.
2. Uncover the story’s conflict and the need to resolve it in non-violent ways.
B. LEARNING TARGETS
3. Criticize the story based on its influencing factors such as culture, history,
environment, and the like.
4. Express one’s beliefs or convictions over the story.

V. PROCEDURES

The teacher will ask the students what they know about the Ifugao people and their culture. After
assessing the students’ prior knowledge about the Ifugaos, the teacher will present the Ifugao
people, their culture, and environment.
A.MOTIVATION/
PRE-ASSESSMENT Before the teacher presents the lesson, she will divide the class into four houses (Gryffindor,
Slytherin, Ravenclaw, and Hufflepuff). She will give each group an envelope containing a
challenge inside. Below are the challenges that must be accomplished by the houses before the
day ends.

English 7 Page 1 of 3
 • Gryffindor – Discuss the summary of the story. Retell the story in chronological order.
• Slytherin – Discuss the conflict of the story and the non-violent resolutions to these
conflicts based on their understanding and opinion.
• Ravenclaw – Discuss the external factors influencing or present in the story (cultural,
historical, and environmental)
• Hufflepuff – Express the groups’ beliefs/convictions/opinion about the story. Discuss
whether they disagree or agree with the characters’ decisions/fate and if love should
be prioritized over one’s culture or culture over love.

But the real challenge here is that the students are not allowed to write anything in their notebooks
or papers throughout the presentation of the story. They should only listen and remember what
happened in the story. They will be given time later to accomplish their tasks.

- The teacher will present the story to the class.

The Wedding Dance

by Amador Daguio

On his wedding night to a new bride, Awiyao decides to momentarily leave the celebrations to
go to his house and visit his previous wife, Lumnay. The two have been together for seven years
but their union has not produced an offspring. Thus, Awiyao's decision to part ways with Lumnay
and take another wife, a younger woman named Madulimay. Awiyao still loves Lumnay and
Lumnay still loves Awiyao. But in order for Awiyao to prove himself a man in the eyes of his
community, he must have an offspring. Someone to carry his name forward, the way he carried his
father's name.
B.INSTRUCTION/ Awiyao repeatedly asks Lumnay to leave the house and join the wedding dance outside. He
DELIVERY OF THE tells her that if she joins the dance, one of the men will take notice of her and might even ask to
LESSON marry her. If she's luckier with the man, she might even bear a child with him. But Lumnay tells him
that she doens't wan't anyone else. She only wants him.
Awiyao offers Lumnay the house but the latter refuses it, telling him that she needs to go to her
parents as they are already old and they need assistance in planting beans and pounding rice.
Awiyao then offers a field but Lumnay refuses the offer just the same. Lumnay only requests that
she keeps her beads as these remind her of the love that Awiyao has for her. The beads are worth
twenty fields. Awiyao gave the beads to her and left to rejoin the festivities.
Suddenly awash with the courage to fight for her feelings, Lumnay decides to go to the wedding
and confront the crowd. To tell the village chief that it is not right to take away Awiyao from her just
because she can't bear him a child. However, as she nears the clearing where the wedding dance
is being held, the bright lights spook her. She decides to just get away from there. She backs away
and follows a trail leading away from the village and up a mountain. From a clearing at the top,
Lumnay can see the bright lights of the wedding dance. She walks away to mourn the end of her
marriage.

English 7 Page 2 of 3
 Comprehension Questions

The teachers will call for representatives to answer the following questions before they start to
C.PRACTICE/ accomplish their task. This is to assess the students’ comprehension of the story.
DEVELOPING 1. Who is Awiyao?
MASTERY 2. Who is Lumnay?
3. Who is Madulimay?
4. Why did Awiyao and Lumnay have to part ways despite being married for seven years?
5. Do you believe that Awiyao truly loves Lumnay? Why?
6. What do you think is the lesson that the author tries to tell us?

Conquering Thy Obstacles

The students will be given fifteen (15) minutes to accomplish the tasks designated to their houses
earlier.

• Gryffindor – Discuss the summary of the story. Retell the story in chronological order.
D.ENRICHMENT • Slytherin – Discuss the conflict of the story and the non-violent resolutions to these
conflicts based on their understanding and opinion.
• Ravenclaw – Discuss the external factors influencing or present in the story (cultural,
historical, and environmental)
• Hufflepuff – Express the groups’ beliefs/convictions/opinion about the story. Discuss
whether they disagree or agree with the characters’ decisions/fate and if love should
be prioritized over one’s culture or culture over love.

The Head of the House of each house (chosen by their members) will present their works. The
other houses may express their sentiments/disagreements towards the other houses’ presentation.
Then, the teacher will approve or correct the learners’ presentation after they finish discussing.

At the end of the discussion, the teacher will summarize the lessons learned from the material.
E.EVALUATING
Then, she will explain the real conflict of the story, which is the cultural belief or the customs of the
LEARNING Ifugao people against the relationship of Awiyao and Lumnay (people vs. society). After that, the
teacher will give the moral lesson of the story:
1. Awiyao and Lumnay came from the same ethnic group, but they have differences. Awiyao
chased the demands of their society, while Lumnay tried to fight for her love.
2. These two characters taught us that fighting for what we believe in is a courageous act.
3. Letting your loved one go on a different path without you is a form of love.

English 7 Page 3 of 3