WEEK 8

I. Objectives:
• Evaluate narratives based on how the author developed the elements: Plot (chronological-
sequential, en medias res, flashback) EN6RC - Ih - 2.24.3
• Observe politeness at all times EN6A-Ih-16

II. Skill: Evaluating narratives based on how the author developed the elements
References:
Barbajera, M. & Ilagan, J. 2008. English for Real 6 Teacher’s Guide pp. 51-52
Eusebio M & Zotomayor, P. 2015. Essential English 6 pp.61-6
Materials: projector slides, task cards

III. Instructional Procedure:

A. Preliminary Activities
1. Review: Pictures will be posted on the board which came from the story, The Old Lion and
the Fox. Pupils will arrange the pictures according to when the scenes happened in the
story. A volunteer will write ordinal numbers to show the event sequence.

2. Motivation: VISUAL PROMPTING

The teacher shows a lion and the pupils describe it. The pupils infer what happened to the
lion.

3. Unlocking of Difficulties/Vocabulary Development: Through context clues, the pupils

choose the meaning of the underlined words from the options given.
In our history, Spaniards treated Filipinos as slaves for they worked to pay their debts and
obeyed their rules so that they will not be punished.
a. a hero who dies for the country
b. someone who arranges schedule for their bosses
c. a person who is owned by someone else and has to work for that person
Miyawi, the cat, got wound on his left paw. She can’t walk properly. ‘
a. a nose of an animal who has fur
b. a foot of an animal that has claws or nails
c. the scales of animals like fish and snakes
He dressed himself up as a Roman emperor, a ruler of an empire, for his sister’s party.
a. leader b. helper c. slave
Twice had their concert last June 27 in the Mall of Asia (MoA) Arena.
 a. an area for entertainment
b. an area for fine dining
c. an area for shopping

4. Presentation: Retelling Hand

The teacher helps the pupils recall the elements that makes a story interesting and
meaningful through the retelling hand. Then the teacher tells to pupils that they will evaluate
narratives according to how the author developed the plot.

B. Developmental Activities
1. Raising of Motive Question: The teacher presents the story, “Androcles and the Lion” and
writes the motive question: Did lion eat Androcles?

2. Setting of Standards for Silent Reading

3. Reading Proper

Androcles and the Lion

by Aesop

A slave named Androcles once escaped from his master and went to the forest. As he
was wandering about there he came upon a lion lying down moaning and groaning. At first he
turned to flee, but finding that the lion did not attack him, he turned back and went up to him.
As he came near, the lion put out his paw, which was all swollen and bleeding, and Androcles
found that a huge thorn had got into it, and was causing all the pain. He pulled out the thorn
and bound up the paw of the lion, who was soon able to rise and lick the hand of Androcles
like a dog. Then the lion took Androcles to his cave, and every day used to bring him meat
from which to live.

But shortly afterwards both Androcles and the lion were captured, and the slave was
sentenced to be thrown to the lion, after the latter had been kept without food for several days.
The Emperor and all his Court came to see the spectacle, and Androcles was led out into the
middle of the arena. Soon the lion was let loose from his den, and rushed bounding and roaring
towards his victim. But as soon as he came near to Androcles he recognized his friend, and
fawned upon him, and licked his hands like a friendly dog. The Emperor, surprised at this,
summoned Androcles to him, who told him the whole story. Whereupon the slave was
pardoned and freed, and the lion let loose to his native forest.

4. Answering of Motive and Comprehension Questions

• Through the retelling hand, the pupils answer the following literary questions.

a. Who are the characters in the story? Who are the heroes? Who are the villains?

b. Where and when did the story happen?

c. What is the most exciting part of the story?

d. How did the story end?

e. What lesson could we learn from the story?

5. Teaching and Modeling: The teacher focuses on the two elements of the story in the
retelling hand (the most exciting part of the story and the ending of the story which are
represented by the middle and ring fingers respectively). The teacher tells then that the most
exciting part of the story (climax) and the ending of the story are part of the plot.

Let’s Arrange. Important events happened in the story, Androcles and the Lion, will be

posted on the board. The teacher guides the pupils to use ordinal numbers in sequencing

the events.

Micro-Lecture. The teacher introduces three literary devices on how the authors build the

plots in narratives. The teacher uses the events in the story, Androcles and the Lion to

process the development plot.

• Chronological-sequential arrangement of events

• En medias res

• Flashback

Modeling: The pupils evaluate different narratives (as for discussion purposes, modified

and summarized according to important details to show how plots are built up by the

 author) through the literary devices introduced.

• I do. The teacher evaluates the story, “The Old Lion and the Fox” on how Aesop
developed the plot. The pupils observe the teacher in evaluating the narrative.
• We do. The teacher and the pupils evaluate the story, “Ungrateful snake” based on the
plot development. The teacher asks guide questions
• You do. The pupils read independently the narrative and evaluate how the author
developed the plot in the story.

6. Group Activity: The class will be divided into six groups. The story “King Solomon” will be
evaluated and processed by the class. Each group has a different activity to accomplish.

KING SOLOMON

Two women were brought before King Solomon. Both these women had a quarrel over a single
baby. Each woman was saying that she was the baby's mother. 

One lady said, "Oh King! I am the baby's mother". 

The other lady said, "Oh King! Believe her not. She is not the mother. I am the mother of the
child". 

King Solomon was confused. After a deep thought he said, "Cut the baby into two and give
one part to each mother". One woman was silent. The other cried "Oh King! Let she have the
baby. Let the baby live". The king gave the child to the crying mother. 

1 - Name drop! The group lists down the characters in the story and describes

each character with only one word.

2 - One direction. The group infers the setting of the story.

3 - Paint - Me - A - Picture. The group portrays the most exciting scene in the story.

4 - Noli De Castro Moment. The group reports in the class the ending of the story.

5 - Rhyme Time. The group makes a slogan about the lesson that could be learned in

the story.

6 - The Critiques. The group evaluates the kind of literary device exemplified by the

the story.

7. Generalization: What are the literary devices to evaluate narratives on how authors

developed the plot in their stories?

IV. Assessment. Evaluate the narrative as to what kind of literary device is used in developing
the plot. Make a story grammar through the retelling hand.

The Wind and the Sun

It was an autumn day. The wind and the sun had an argument. 

The wind boasted "I am stronger than you." 

The sun mildly said "No. you are not". 

Just then, they saw a traveller wrapped in a blanket was passing by. The wind said, "Whoever
separates the blanket from traveller is the stronger. Do you agree?" 

The sun replied, "OK. First you try." 

The wind started blowing. The traveller wrapped his blanket around him. He blew harder. The
traveller held his blanket firmer. He blew still harder. The traveller held his blanket still tighter.
The harder the wind blew the tighter and firmer did the traveller hold his blanket. The wind
failed. 

It was the Sun's turn. The sun smiled gently at the traveller. The traveller loosened his grip on
the blanket. The sun smiled warmly. The traveller felt the warmth and soon took off the
blanket.
 Story Grammar Marker Rubric

Story Elements Unsatisfactory (0) Poor (1) Satisfactory (2) Excellent (3)

Character Unable to name Names the Names the Independently

the characters characters character with names the
one detail given character with
prompts. two details.
Setting Unable to name Identifies where Identifies where & Independently
the setting but not when the when the story describes setting:
story occurs.  takes place w/ where and when 
prompts
Plot Unable to describe States actions w/ States actions in Independently
the action and o transition sequence with states &
literary device words or transitions, given sequences
used sequencing  cues  actions with
transition words. 
Moral/Theme Unable to identify Gives phrase to Gives sentences Independently
the lesson of the describe the moral to describe the gives the moral of
story moral but lacks the story with
relevance relevance

Assignment: On a long bond paper, make a story grammar using the retelling hand to evaluate
your favorite fairytale story.