Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division of Lipa City

Lipa City National High School

Lipa City, Batangas

Content Standard The learner demonstrates understanding of: Southeast Asian

literature as mirror to a shared heritage ; coping strategies in
processing textual information; strategies in examining
features of a listening and viewing material; structural
analysis of words and propaganda techniques; and
grammatical signals for opinion- making, persuasion, and
emphasis.

Performance Standard The learner transfers learning by composing and delivering a

persuasive speech based on an informative essay featuring
use of properly acknowledged information sources,
grammatical signals for opinion-making , persuasion, and
emphasis, and appropriate prosodic features, stance,and
behavior.

I. Learning Competencies:
a. EN8LT-IIIa-11: Identify the notable literary genres contributed by Southeast
Asian writers

II. Learning Objectives

At the end of the lesson, the students will be able to:
1. Formulate responses to the given questions.
2. Perform the given group activity.
3. Identify the characters in the story.

III. SUBJECT MATTER:

Topic: THE CAT by Zygmunt Frankel ( Day 1 )
References: https://slideplayer.com/slide/13790523/
Materials: Chalkboard, cartolina, pentel pen, tape, chalk,
laptop, television
Date November 12, 2019 (Day 1: Dewberry, Lanzones)
November 13, 2019 (Day 2: Mangosteen, Banyuhay,
Macopa, Peach)

IV. LEARNING ACTIVITIES

Teacher’s Activities Learner’s Activities

A. Daily Routine

1. Prayer
2. Cleanliness
3. Checking of Attendance
 B. PRIMING/MOTIVATION

1. What was being shown in the

video? “Magic was shown in the video
2. Ma’am.”

3. Do you believe in magic? Why “Yes Ma’am because there are

yes/not? things you cannot explain and that’s
where magic happens.”

“No Ma’am because magic is just an

illusion.”

4. If you were given the chance

to turn yourself into an animal, Students’ answers may vary.
what would it be? Why?

C. ACTIVITY

TASK 1

I AM AN ANIMAL!

“Now, look at the board. I am giving

you the chance to pick the animal
you want to be. “
The students will pick the animal they
would want to be.
 D. ANALYSIS

UNLOCKING OF DIFFICULTIES

“Give the picture to the person

beside you.”

At the back of each picture, you can

find the words that we will encounter
while watching the story. Read each
word and its meaning.

CAT – WITCH DOCTOR -(among tribal

people) a magician credited with
powers of healing, divination, and
protection against the magic of
others.

DOG – GRUMBLE - complain or

protest about something in a bad-
tempered but typically muted way.

RAT - WESTERNER - a native or

inhabitant of the west, especially of
Western Europe.

BIRD - REVOLUTIONIST - someone

who wants to change the world — not
just sitting around talking about it, but
actually doing something to bring
about change.

FOX - TRAVELLING - make a journey,

typically of some length or abroad.
MONKEY - TRIBE - a social division in
a traditional society consisting of
families or communities linked by
social, economic, religious, or blood
ties, with a common culture and
dialect, typically having a
recognized leader.

Today we will be able to know

another great story.

It is entitled “The Cat” by Zygmunt

Frankel, a Polish-born Israeli writer
and illustrator of many, classic
children's books.

The story is about a prisoner who

escaped out of prison by using
magic.

E. ABSTRACTION

1. Who was being introduced in

the first part of the story?
“The Traveller Ma’am was introduced
2. Where did he come from? in the first part of the story.”

3. What does he want to talk “He came from West.”

about?

4. Upon travelling, who did the “Nothing Ma’am. He’s just travelling.”
traveller meet?

5. Who said this line? “Are you here “The traveller met the tribe. The
for Chaos? Don’t be so ambitious Indian Tribe.”
because if you do, I will kill you.”

“The witch doctor said the line.”

 6. Did the witch doctor kill the “No Ma’am. Instead, they became
Westerner traveller? What good friends.”
happened instead?

7. What did the witch doctor teach “He taught the traveller how to do a
the traveler? certain magic. It is how to turn
yourself into an animal.”

8. Was he able to perform the

magic? What animal did he
become? “Yes. He became a monkey.”

The Indian tribe was considered as

revolutionist.

9. Who’s the beast according to “The Indian Tribe Ma’am.”

the narrator?
10. What were the soldiers planning
do to the tribe? “The soldiers wanted to hunt the
11. Were the soldiers successful in Indian Tribe.”
hunting and killing the Indian
tribe?
12. Who’s the person left alive? “The Traveller Ma’am.”

What do you think soldiers will do to

the traveller? Will they kill him? Will
they be able to kill him? What are
your thoughts? We will know the
answer tomorrow.
F. APPLICATION

The teacher will group the class into

three groups.

Each goup will do the chant of each

character.
GROUP 1 – TRAVELER

GROUP 2 – WITCH DOCTOR

GROUP 3 – SOLDIERS

G. EVALUATION

Directions: Read each statement

carefully. Write TRUE if the statement is
correct and FALSE if it is incorrect.

________ 1. The traveller was a

Westerner.
________ 2. The traveller wants to talk
about himself and his family.

_______ 3. The witch doctor killed the

traveller.

_______ 4. Soldiers planned to kill the

Indian Tribe.

_______ 5. The traveller was left alive.

Homework

Answer the question.

If you are the traveller, what would

you want to talk about?

Prepared by:

MIKAELA JUSAY
Student Teacher

Checked by:

LOTIS A. SUMO
Cooperating Teacher