MATATAG School: MARANATHA Grade level: 5
CHRISTIAN
K TO 10 Curriculum ACADEMY-GENSAN
DAILY LESSON Teacher: CHRISTINE ROSE M. Learning Area: English
LOG ALAGOS
Teaching Date July 7, 2025 Quarter: First
and Time: 10:20-11:05 AM
I. CURRICULUM STANDARDS AND LESSON COMPETENCIES CONTENT
A. Content The learners demonstrate their expanding vocabulary knowledge as used in formal
Standards and informal situations; growing knowledge of grammatical structures; literal,
inferential, and critical comprehension of literary and informational texts; and
developing skills in composing and creating text in order to produce culture-
appropriate texts based on their purpose, context, and target audience.
B. Performance The learners apply literal, inferential, and critical comprehension of literary and
Standards informational texts and produce culture-appropriate texts: narrative and expository
texts (explanation, news report) based on their purpose, context (national holidays),
and target audience using simple, compound, and complex sentences, and age-
appropriate and gender-sensitive language.
C. Learning EN5LR-1-1 Comprehend literary texts.
Competencies 1. Noting important elements (story grammar)
and Objectives 2. Sequencing at least 7 events
3. Identifying type of plot: sequential
At the end of the lesson, the students are expected to:
1. Identify the story elements (characters, setting, plot, conflict, and theme).
2. Arrange at least 7 major events from the story in correct sequence using a
storymap.
3. Appreciate the significance of the story by sharing personal reflections from
the characters and events.
D. Integration Values Education
II. LEARNING RESOURCES
MATATAG Curriculum page 103
Noting important elements (story grammar)
[Link]
identifying type of plot: sequential
[Link]
Goldilocks and the Three Bears
[Link]
Other Learning resources:
Laptop, TV monitor, storyboard worksheets, textbook
III. TEACHING AND LEARNING PROCEDURE
A. Activating DETECTIVES
Prior Knowledge The teacher will show pictures of different movies and will ask questions to the
(engage) students.
Ex:
Questions:
1. What is your favorite story or movie?
2. What do you remember most about the story/movie? – is it the characters,
the place, or what happened?
B. Establishing The teacher will explain to the learners that today’s discussion will revolve around
Lesson Purpose the important elements of story grammar.
The teacher will let the students read the lesson objectives.
At the end of the lesson, the students are expected to:
1. Identify the story elements (characters, setting, plot, conflict, and theme).
2. Arrange at least 7 major events from the story in correct sequence using a
storymap.
3. Appreciate the significance of the story by sharing personal reflections from
the characters and events.
C. Developing and Noting Important Elements: Story Grammar
Deepening
Understanding of Story Grammar- technique which classifies the components of a story and
the Key Idea/Stem specifies relationships among its parts.
Tells us the important parts that most stories have.
Noting important elements- finding and remembering important parts of a story to
understand it better.
What are the important elements in a story grammar?
1. Characters- are the people or animals in the story.
- They do the actions, feel emotions, and face problems.
If you were a character in a story, what kind of character would you be – brave,
funny, shy?
Remember: It answers the question “who?”
2. Setting- is where and when the story happens.
If you could set your story anywhere in the world, where would it be?
Remember: It answers the question “where and when?”
3. Plot- is what happening in the story. It shows what happens at the
beginning, what changes in the middle, and how things end.
Is the story’s timeline or adventure path
What happens at the beginning, middle, and end of your story?
Remember: It answers the question “what?”
5 different parts of plot
Exposition- beginning of the story (introduced the characters, setting, and
the conflict.
Rising action (conflict)
Climax
Falling action
Resolution
4. Conflict- is the problem the character faces. It makes the story exciting
(character vs. character; character vs. self; character vs. nature; character
vs. society)
What problem did you face in the story?
Remember: It answer the question “what (is wrong?)”
5. Resolution- is how the problem is solved
Is usually in the ending.
How did you solve the problem?
Remember: It answer the question “How?”
D. Making Activity 1: Arrange Me!
Generalizations The students will arrange the proper sequence of the story using a storymap.
(Abstraction)
The teacher will ask questions and the students will answer it after reading and
understanding the story.
1. Have you ever done something without asking permission, like Goldilocks
did? How did it make you feel afterward?
2. If you were one of the three bears, how would you feel when you found
someone had been in your home? Why?
3. What do you think Goldilocks learned from her experience? Have you ever
learned a lesson from a mistake?
4. If you could change one part of the story to make it better or fairer, what
would it be? Why?
5. What values or lessons can we apply in real life from this story?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Multiple Choice Item
Learning (Tools Write the letter of the correct answer in ¼ piece of paper.
for Assessment)
1. What is the main conflict in the story of Goldilocks and the Three Bears?
a. The bears cannot find their way home
b. Goldilocks breaks into the bears’ house and uses their belongings
without permission.
c. The bears don’t know how to cook porridge properly
d. Goldilocks and the bears become bestfriends
2. Which sequence of events is in the correct order?
a. Goldilocks eats porridge, sits in chairs, sleeps in beds, bears return
b. Bears leave home, Goldilocks sleeps in beds, eats porridge, bears
return
c. Bears return home, Goldilocks runs away, she eats porridge, she
sleeps
d. Goldilocks sits in chairs, bears return, she eats porridge, she runs
away.
3. What is the setting of the story?
a. A castle in a magical forest
b. A cottage in the city
c. A house in the woods
d. A farm near a village
4. Which character trait best describes Goldilocks based on her actions?
a. Respectful and kind
b. Shy and fearful
c. Curious and impulsive
d. Honest and helpful
5. What is the main theme of the story?
a. The importance of family
b. Respecting others’ property and privacy
c. The value of sharing
B. Teacher’s d. The danger of forest animals
Remarks
(Annotations)
C. Teacher’s
Reflection
Prepared by:
Christine Rose M. Alagos, LPT
