School Rizal High School Grade Level Grade 10

Teacher Ms. Hannah Krystelle Learning Area English

Q. Del Rosario
Teaching Date/s First day Quarter 4 First: Module 4
Lesson 2 BRIDGING GAPS

I. PROGRAM STANDARDS:

The learner demonstrates communicative competence through his/her understanding of literature

and other text types for a deeper understanding of literature and other text types for a deeper
appreciation of Philippine culture and those of other countries.

A. CONTENT STANDARDS:

The learner demonstrates understanding on how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups and nature; also,
how to use evaluative reading, listening and viewing strategies, special speeches, pronouns and
structures of modification.

B. PERFORMANCE STANDARD
The learner proficiently delivers a speech for a special occasion using verbal and non-verbal
strategies and ICT resources. The learner proficiently performs an extemporaneous speech and eulogy.

C. LEARNING COMPETENCY/OBJECTIVES:
Know:
 Infer vocabulary terms through Wordscapes.
 Make predictions and draw conclusions.
Understand:
 Generate interpretations and ideas from key events in the story.
 Realize the importance of parents and their love for their children.
Do:
 Express reflections on the significance of parents’ love through varied activities.

II. CONTENT: LITERATURE LESSON: THE BIBLE (DAD’S BLESSINGS)

LEARNING RESOURCES:

A. References
1. Websites http://www.indianchild.com/dads_blessings.htm
2. Additional Materials Laptop, video, PowerPoint presentation, visual aids
III. PROCEDURE
Steps in the Lesson: (PRE-
ASSESSMENT)
1. DAILY ROUTINE Prayer and Attendance

2. MOTIVATION
 Show a collage of graduation gifts to the students and ask
them to pick one.
1. What do you see on the board? What would you like to
receive as a graduation gift from your parents? Why?
2. How would you feel if your parents fail to give you what
you wanted?

Students will watch a short video about a father and a son.

1. How do you feel after watching the video?
2. How did the son’s feelings change throughout the video?
3. UNLOCKING OF 3. What do you think is our topic all about?
DIFFICULTIES –
WORDSCAPES Students will be playing a game similar to “Wordscapes”, a
popular mobile word game.

Directions: Construct vocabulary words using the words in the

circle. Use the picture to infer the meaning of the said word/s.

Embossed – embellished, carved out to stand out

Stormed out – to leave angrily
Leather-bound - covered or held together by leather
Telegram – a letter or message sent by telegraph
Showroom – a room used to display goods for sale, such as
appliances, cars, or furniture
4. LESSON PROPER
Ask the students to use the words in sentences.

Direct the attention of the class to the visual aid. Numbered

cards are inserted in the visual aid.

Ask the students to go to their respective groups. Assign each

group a numbered card containing a part of the story and
instructions.
Each group will then present their work in front of the class.

Task for Group 1: THE BIG DAY

“A young man was getting ready to graduate from college. For many
months he had admired a beautiful sports car in a dealer’s showroom,
and knowing his father could well afford it, he told him that was all he
wanted.

As Graduation Day approached, the young man awaited signs that his
father had purchased the car. Finally, on the morning of his
graduation, his father called him into his private study. His father told
him how proud he was to have such a fine son and told him how much
he loved him.”

Highlight the characters and the setting of the story by

illustrating a character map. Dramatize the big day.

Discussion/Follow-up Questions:
1. During what event did the story take place? How will
you describe the ambiance of a graduation ceremony?
2. Who are the characters of the story? How would you
describe the son? How about the father?
3. What did the son want for his graduation?
4. What did the father tell the son? How would the son feel
if he heard the words “I’m proud to have a son like you”
from his father?
5. Do you think the father would grant his wish?

Task for Group 2: THE GIFT

“He handed his son a beautifully wrapped gift box. Curious, but
somewhat disappointed, the young man opened the box and found
a lovely, leather-bound Bible, with the young man’s name embossed
in gold. Angry, he raised his voice to his father and said, ‘With all your
money, you give me a Bible?’ and stormed out of the house, leaving
the Bible.”

Read and dramatize this part focusing on the gift.

Discussion/Follow-up Questions:
1. Did the son get what he wanted? What did he receive
instead? If you were the son, how would you feel?
2. If you did feel the same way, what would be your reason
for feeling that way?
3. What qualities can be inferred in the son’s actions? Was it
right for him to do so? Could there have been a better
response?
4. Why do you think the father gave him that gift?
5. If you were the father, how would you feel after seeing
your son detest your gift and storm out of the house?
 6. Would your love for your son waver when faced with a
situation? Why or why not?
7. What will happen to the son afterwards? Do you think
the son will come home? Why do you say so?

Task for Group 3: THE CALLING

“Many years passed, and the young man was very successful in
business. He had a beautiful home and a wonderful family, but
realized his father was very old, and thought perhaps he should go to
him. He had not seen him since that graduation day. Before he could
make arrangements, he received a telegram telling him his father had
passed away and willed all his possessions to his son. He needed to
come home immediately and take care of things.”

Briefly present this part highlighting the climax of the story.

Discussion/Follow-up Questions:
1. Did the son’s feelings change over the course of time?
Why?
2. What is the content of the telegram? Could it serve a
significant role in the story?
3. What is the climax of the story? Why do you say so?
4. If you were the son, how would you feel after reading the
telegram? How would you respond to this situation? Why?
5. What would the son do next?

Task for Group 4: THE SON’S DESIRE

“When he arrived at his father’s house, sudden sadness and regret
filled his heart. He began to search through his father’s important
papers and saw the still new Bible, just as he had left it years ago. With
tears, he opened the Bible and began to turn the pages. His father had
carefully underlined a verse, Matthew 7:11, which said:

‘And if ye, being evil, know how to give good gifts to your children,
how much more shall your Heavenly Father give to those who ask
Him?’

And as he did, a car key dropped from the back of the Bible. It had a
tag with the dealer’s name, the same dealer who had the sports car
he had desired. On the tag was the date of his graduation, and the
words PAID IN FULL.”

Perform the ultimate ending from the son’s perspective.

Discussion/Follow-up Questions:
1. What did the son look for? Why do you think he did the
searching?
2. What were the contents of the box? Describe the book he
found. What does it symbolize? Why do you say so?
 3. Did the father fulfill his son’s desire? What part of the
story proves it? How did you feel after that?
4. What does the passage mean to you as a person? As a
child? As a believer?
5. What was the highlighted verse? Is it appropriate for the
story? Why? How does it play an important role in the
story?

Hand out task cards to students. Students will go to their

groups and do one of the following tasks:
5. COLLABORATIVE 1. Write a short quatrain poem following the rhyme pattern of
ACTIVITY ABAB about the love of your parents.
2. Design a DIY card for the father in the son’s or daughter’s
perspective.
3. Reassign the lyrics of a short song for your family.
4. Design a certificate acknowledging your parents’ best
qualities.

Criteria:
50% PRESENTATION, GRAMMAR, VOICE PROJECTION, AND
RELEVANCE
30% STAGE DEPORTMENT AND BLOCKINGS
20% CREATIVITY AND ORIGINALITY

Follow-up questions include:

6. POST-ASSESSMENT: 1. How would you describe the feelings which dominated
PRESENTATION AND as you wrote it?
PROCESSING OF 2. To whom do you intend to give a similar card? As a child,
ACTIVITIES how would you feel as you prepare your card? How do
you think will the father respond upon seeing your
card? Why is this so?
3. What song did you use? From where did you get the
lyrics of the song? Which lyrics struck you the most?
4. When do you think is the best time to give that to them?
Why is that? Why do you think they deserve this award?

Flash a quote on the screen.

“There is no friendship, no love, like that of the parent for
7. CLOSURE/WRAP-UP the child.”
Henry Ward Beecher
Valuing:
1. What realizations did you have with regards to your
family?
2. What was the best gift you’ve received in your life so far?
Why do you say so?
3. How will you manifest the lessons imbued in this
discussion?
 Write a letter to your parents telling them of your feelings
8. ASSIGNMENT for them.

We cannot deny that we are living in a changing world, and

9. REFLECTION OF THE that includes changes in ourselves as well; however, we
TEACHER should not cease to remind ourselves that we wouldn’t
have come this far without the people who allowed us to
grow and nurture our talents, teach ourselves how to be
strong and support us all the way – our parents.
Often, it is universal that our family is the cornerstone
of who we are. Family isn’t always by blood, but by heart
and soul. They want to see us happy and healthy, because
they love us wholeheartedly and believe that our
happiness is their own.

Prepared by:

Hannah Krystelle Q. Del Rosario

Student Teacher

Approved by:

Ms. Ana L. De Leon

Cooperating Teacher

Dr. Lorna J. Caballero

Adviser

Ms. Veronica Padua

Officer-in-Charge, English Department