Detailed Lesson Plan in English 7

A. Content Standard: The learners demonstrate their multi-literacies and

communicative competence in evaluating Philippine literature (prose) for clarity of
meaning, purpose, and target audience as a foundation for publishing original literary
texts that reflect local and national identity.

B. Performance Standard: The learners analyze the style, form, and features of Philippine
prose (short story and novel); evaluate prose for clarity of meaning, purpose, and target
audience; and compose and publish an original multimodal literary text (short story) that
represents their meaning, purpose, and target audience and reflects their local and national
identity.
C. Learning Competency: Analyze a literary text as an expression of individual or
communal values within a structural context.

I. Learning Objectives

At the end of the lesson, the students are expected to:

a. define the biographical and historical approaches to reading a literary text
b. note historical and biographical data about the given topic, person, author, or
experience, and
c. develop a sense of empathy for individuals who have experienced cultural
displacement or loss.

II. Subject Matter

a. Topic: Scent of Apples by Bienvenido N. Santos
Historical-biographical context in reading
b. Materials: Laptop, PowerPoint presentation, visual aids
c. References: English 7: Quarter 2- Module 4

III. Procedures

Teacher’s Activity Student’s Activity

Preliminary Activities

Prayer
Before anything else, let us start our class with (One student will lead the prayer)
a prayer. Amen.

Greetings
Good morning, class! Good morning, Sir!
Classroom Management
Before taking your seats, kindly pick up some
pieces of paper on the floor and align your (Students will pick up some pieces of
chairs properly. paper and align their chairs)

Checking of Attendance
Is there any absent today? None, Sir.

Passing of Assignment
Last meeting, I assigned you to write an essay, Yes, Sir.
right?
(Students will pass their assignments
Kindly pass your assignments forward. forward.)

Setting of Rules
Here are some rules that we will follow during
our class.

Who wants to read our classroom rules?

Yes, King James.

CLASSROOM RULES:

Listen attentively in our discussion.

Interact positively.
Stay focused on the task at hand.
Treat everyone with respect.
Engage in learning activities.
Never leave your notes blank.
Thank you! Do you have something to add in
our classroom rules?
None, Sir.

Do you have any questions, class?

None, Sir.

Okay, so please keep in mind our rules

throughout our class today. Always remember
the word LISTEN. Lett us observe this in the
whole duration of our class.

Okay, so if, I say, Class? Class? Class? You

will say yes, yes, yes. Okay?
Yes!
Yes!
I do believe now that you are ready for the next Yes!
lesson.

Review

Cabbage Relay

Let us have a quick review. I want you to take a

look at this cabbage. Inside, it contains random
questions. As the music plays, pass the cabbage
around. When the music stops, whoever is
holding the cabbage will peel one layer and
read aloud the question inside. Then, you’ll
answer the question. Do you all understand?

Are you ready, class?

Yes, Sir.
(The teacher will give the cabbage and the
students will start to relay it.)

Music start… music stop…

1. What is our previous topic?

1. Our previous topic is all about
Point of View.
2. Enumerate all types of Point of View.
2. First-person POV, Second-person
POV, Third-person Limited
POV, Fourth-Person Omniscient
POV.

3. Who is telling the story in first person

point of view?
3. The narrator, usually a character
in the story.
4. What pronoun is often used in second
person point of view?
4. You
5. Whose thoughts and feelings can the
narrator see in third person limited? 5. The narrator can only see the
thoughts and feelings of one or a
6. Whose thoughts and feelings can the few characters.
narrator see in third person omniscient?
6. The narrator can see the thoughts
and feelings of all characters.
Very Good! I’m glad that you still have the
knowledge about the topic discussed last
meeting.

Motivation: Show and Share

I have here a picture, kindly observe the picture

well.
.

Yes, I have. Last summer, my family

went on a vacation to Cebu. It was my
first time going there.

I felt excited and happy. The beach was

beautiful, and I had so much fun
swimming, building sandcastles, and
trying new foods.

I did feel a bit homesick at first. I missed

my friends and pets. But as time went
on, I started to enjoy my vacation more
and more. I didn't want to go home right
away
a. Have you ever experienced
leaving home to live in another
place temporarily or permanently,
such as having a vacation, staying
in your relative’s house for an
occasion, moving to another place
for family reasons, etc.?

b. How did you feel while you were

in another place? Did you enjoy it?

Learning Objectives
At the end of the lesson, the students are
expected to:
c. Did you feel like you wanted to go a. define the biographical and
home because you felt homesick? historical approaches to reading a
Or did you feel like you never
wanted to go home anymore? literary text
b. note historical and biographical
data about the given topic,
person, author, or experience, and
c. develop a sense of empathy for
Thank you for sharing! I can also relate to that, individuals who have
class. I am actually living far from my family experienced cultural
and oftentimes I missed them. But thinking the displacement or loss.
good things that will happen will always
motivate me to still enjoy things even far from
them.

Presentation
Before anything else, let me first present our Yes, Sir.
learning objectives for this lesson. Who wants
to read?
Yes, Samantha.

Answer Key

1. A feeling of isolation or
estrangement from a group,
society, or one's own
environment, often experienced
by immigrants in a foreign land.
These are our learning objectives that we are
going to attain at the end of our lesson. ALIENATION

ACTIVITY 2. A sentimental longing for the

Activity 1: Jumbled Letters past, typically for a period or
Do you want another activity, class? place with happy personal
associations.
NOSTALGIA
I have here jumbled letters. You are going to
arrange the jumbled letters that will
corresponds to the meaning that I will also 3. A person who comes to live
present. permanently in a foreign country.
IMMIGRANT

Let us start with number one. Read the

meaning then guess the answer.
Yes, Raizu

4. Having accepted something

unpleasant that one cannot
1. LEAINANIOT change.
RESIGNED

Very good! Who wants read and answer for

number 2. 5. A piece of land planted with fruit
Yes, Angela. trees.
2. SONTLAAIG ORCHARD

6. A feeling of longing for one's

home during a period of absence.
HOMESICKNESS
You are correct! Next one, who wants to read
and answer?
Yes, Franskitchlyn.
7. The feeling of being removed
3. IMIMRGATN
from one’s usual or original
place, either physically or
emotionally.
You got it right! Let us have number four.
DISPLACEMENT
Yes, Hanz.
4. ERSIGENT

8. The process of adapting to the

culture and norms of a different
Impressive! Who wants to answer number 5? society, often at the cost of losing
Yes, Shem. one's original cultural identity.
5. ORHACDR ASSIMILATION

Correct! Who wants to answer number 6?

Yes, Haroon. 9. The state of being separated or
distanced from someone or
6. HOEMISCKSSEN something, particularly
emotionally.
ESTRANGEMENT

Very Good! Let us proceed to number 7. Who

wants to read and answer?
Yes, Shantalle. 10. Describing remarks or statements
7. SIDDPLEACTMEN that are commonplace, trite, or
superficial, often intended to
sound important but lacking real
meaning or insight.
Amazing! Who wants to read and answer PLATITUDINOUS
number 8?
Yes, Lyndee.

8. SASIMIALTOIN (Students will perform ‘Amazing Clap’.)

You got it right! Let s have number 9. Who

wants to read and answers?
Yes, Katara.
9. ESRTAEGNTEMN

Correct! Let us proceed to number 10. Who

wants to read and answer?
Yes, Alwin.
10. PALTIUTIDSUON

Thank you for you participation class. Let us

all give everyone an ‘Amazing Clap.’

Analysis

Now, I have here a video. Let us watch the

video and after that I will be asking question
later.

But before anything else, I want to first meet

Bienvenido N. Santos.
Everybody read.
Bienvenido N. Santos

 Born on March22, 1911 and died

on January 7, 1996.
 He was a Filipino-American
fiction, poetry, and non-fiction
writer.
 He was born and raised in Tondo,
Manila.
 He lived in the United States for
many years where is widely
credited as a pioneering Aian-
American writer.

Now, kindly take note this guide questions (Students will copy/picture the guide
first. questions.)

Now, focus, watch, and learn this video about

the story “Scent of Apples” by Bienvenido N.
Santos.
(The students will watch the video.)
(The teacher will present the video “Scent of
Apples”.)

The video is interesting and fun to

Alright! Now, how did you find the video, watch, Sir.
class?
Yes, Charzille.
Yes, Sir.

Very good! Let us proceed with our questions

now. Are you ready?

1. Who is the author of the short story "The Bienvenido N. Santos

Scent of Apples"?
Yes, Jerwin.
The narrator is an unnamed Filipino
[Link] is the narrator in the story? writer and professor visiting the United
Yes, Nawlah. States.

He meets Celestino Fabia, a Filipino

3. Who does the narrator meet after one of his immigrant living in the U.S.
lectures?
Yes, Nurhaina.

Fabia has been living in the U.S. for over

4. How long has Celestino Fabia been living in 20 years.
the United States?
Yes, Athena.
He invites the narrator to visit his home.
5. What does Celestino Fabia invite the narrator
to do?
He meets Fabia’s American wife and
their son.
6. Who does the narrator meet at Fabia’s
home?
Yes, Kent.
The scent of apples symbolizes the
foreignness and alienation Fabia feels in
[Link] does the scent of apples symbolize in
America, contrasting with the narrator's
the story?
Yes, Jedanice. memories of the Philippines.

He longs for his homeland, the

Philippines, which he hasn’t visited in
many years.
[Link] does Celestino Fabia feel homesick?
Yes, Terence.
The apple orchards represent Fabia’s
new life in America, which feels distant
and unfamiliar compared to his life in the
9. What do the apple orchards near Fabia’s Philippines.
home represent?
Yes, Dustin.
A central theme is the immigrant
experience, particularly the sense of
displacement, homesickness, and the
10. What is a central theme of the story? longing for one’s homeland.
Yes, Prince.
(Students perform ‘Fireworks Clap’.)

Amazing! You got all the correct answers class.

Everyone, Let us give everyone a ‘Fireworks Yes, Sir.
Clap’

Are you ready to deepen your knowledge,

class?

Abstraction

Today we are going to tackle about Historical-

Biographical Context.

Let us first define, what is History?

Yes, Elbhe. History refers to a past experience, Sir.

Correct! History refers to our previous

happenings. May it be in our country and
personally.

How about biography?

Yes, Shine. It has something to do with ourselves,
Biography tells us the description of a
person. Sir.

Very Good! In other words, it pertains to

personal information of the specific person.
Let us define Historical-Biographical Context.
Who wants to read? Historical-biographical context refers to
Yes, Kimberly. the specific time period, place, and
events that shape a character's life and
actions in a story.

The historical-biographical approach of reading

a short story combines the biographical and the
historical aspects of information as the primary
insight in the creation of the text.

Let us pay attention to these questions. Let us

differentiate how questions are asked with
these two.

Who wants to read the questions under

historical context.
Yes, Anthony.
Historical Context

•When does the story take place?

•Where does the story happen in the

Philippines?

•What was happening in the Philippines

at that time?

•How did these events affect the

characters in the story?

What have you observed in these questions?

Yes, Alexander? Most of the questions are asking for
place, time, and events, Sir.

Correct! Therefore, this always pertains to the

significant elements that historical context
should have.

Let us proceed with the next one. Who wants to

read? Biographical Context
Yes, Angelo.
• The author might have
lived through the
Japanese Occupation and
wanted to share their
experiences.
• The author might have
studied history and
wanted to teach readers
about that time period.
However, let us remember class that to prove
the claim that the author is present in the text,
one has to read the author’s biography to see
how much an author’s experience influences
the text.

I have here, reminders for you to remember

before we proceed. Who wants to read?
Yes, Jedanice.
The historical context seeks to
understand the text based on the social,
cultural, and political aspects and
occurrences of a particular time, which
could directly or indirectly shape the
events in the short story.

Thank you! Next reminders. Who wants to

read?
Yes, Mia. To better understand the text from a
historical point-of-view, one has to
research the period in which the events
are set and happen.

Let us have the third reminder. Who wants to

read?
Yes, Edryl. By going back to the time of the events,
one can clearly see how the story
unfolded in relation to the author's
experiences.

Do not also forget that Not all short stories are

related to the personal life of the author
because some authors tend to revise the facts of
their own lives

Class, you have any questions or clarifications None, Sir.

regarding the topic?

That is amazing to hear class.

Application

Activity 1: Read and Annotate!

Now, are you ready to have an activity class? Yes, Sir.

Let us have another activity called “Read and

Annotate”.
Directions: Read the short biography of
Bienvenido N. Santos. After reading, you will
accomplish the worksheet Read and Annotate!
(The teacher will provide copy to the students)
(Student will do their task.)

Activity 2: Note, Summarize, Sythesize

Answer Key
Directions: After annotating the text,
summarize the information about Bienvenido
N. Santos in the idea organizer provided below.

Time is up! Now, let us check your works.

(Teacher will check their works.)

I’m impressed class! Let us give ourselves a (Students will perform ‘million clap’.)
‘million clap’ for a job well done!

Generalization: Mindful Ball!

Now, we will have another activity. I have here

a paper ball. I will throw this one if who will be
hit by the ball will give me name. I will ask
questions to find out if you really learn from
our discussion.
Those who will participate and answer our
question will gain rewards.

1. What major problems or issues (e.g.,

national identity, homesickness, etc.) of the
Filipino immigrants are highlighted in the short The story shows problems like
story? homesickness, where characters miss
their home country. It also explores
national identity, as the narrator feels
torn between being Filipino and living in
America.
.

Santos wrote the story to share the

2. Why do you think Bienvenido N. Santos difficulties faced by Filipino immigrants.
wrote the story? What aspects of the author’s He wanted to express feelings of
personal life are relevant to the story? nostalgia and help readers understand the
challenges of adapting to a new culture
while trying to keep their Filipino
identity.

3. Do the problems and issues from the story Yes, the issues in the story reflect
also reflect any of the author’s personal Santos's own experiences. His feelings of
experiences? homesickness and the struggle to fit in
relate closely to what the characters go
through.

4. Can you think of a time when you felt like I remember feeling different when I
you didn't belong or were different from started wearing glasses. It felt like
others? How did you cope with those feelings? everyone was staring at me. I was a bit
shy at first, but I learned to embrace it.

I think it would be really hard to be so

5. If you had to leave your family and friends far away from my family. I'd miss them a
to work in a foreign country, how would you lot, especially during holidays. It would
feel? also be tough to adjust to a new culture
and language.

Evaluation

Now, let us have another activity. I have here

questions, and I will give five minutes to
answers the following questions. Write only the
letter of your correct answer.

Test I – Multiple Choice Test

Directions: Read the questions/statements and
choose the correct answer from the choices.
Write only the letter of your answer on your
paper. Answer Key

1. Where was B. N. Santos born? 1. Where was B. N. Santos born?

a. Silang, Cavite c. Tondo, Manila a. Silang, Cavite c. Tondo, Manila
b. Kawit, Cavite d. Recto, Manila b. Kawit, Cavite d. Recto, Manila
2. What is the first story written and 2. What is the first story written and
published by B. N. Santos? published by B. N. Santos?
a. The Volcano c. You Lovely People a. The Volcano c. You Lovely People
b. Villa Magdalena d. The Horseshoe b. Villa Magdalena d. The Horseshoe
3. Why did B. N. Santos leave for the USA in 3. Why did B. N. Santos leave for the
September 1941? USA in September 1941?
a. He went to the US as a government a. He went to the US as a government
pensionado to study English. pensionado to study English.
b. He joined the military force as a soldier b. He joined the military force as a
during the war in the US. soldier during the war in the US.
c. He migrated to the US because of the war c. He migrated to the US because of the
between the Philippines and Japan. war between the Philippines and Japan.
d. He went to the US as a government official d. He went to the US as a government
representing the official representing the
Philippines in a meeting. Philippines in a meeting.
4. Why was B. N. Santos unable to return to 4. Why was B. N. Santos unable to
the Philippines after his first US trip in return to the Philippines after his first
1941? US trip in 1941?
a. He was killed in a war. a. He was killed in a war.
b. He was caught in the World War II. b. He was caught in the World War II.
c. He was offered a job as a public relations c. He was offered a job as a public
officer in the US. relations officer in the US.
d. He was banned by the Philippine d. He was banned by the Philippine
government during the martial law. government during the martial law.
5. What does the historical-biographical 5. What does the historical-
approach to reading a story primarily biographical approach to reading a
emphasize? story primarily emphasize?
A) The entertainment value of the story A) The entertainment value of the story
B) The author's life experiences and the B) The author's life experiences and the
historical context of the time historical context of the time
C) The number of characters in the story C) The number of characters in the story
D) The author's writing style
D) The author's writing style
6. Why is it crucial to find reliable
information when researching historical 6. Why is it crucial to find reliable
context? information when researching
A) To ensure a wide variety of opinions are historical context?
included A) To ensure a wide variety of opinions
B) To avoid misinterpretation and ensure a are included
nuanced understanding of the text B) To avoid misinterpretation and
C) To focus only on popular sources ensure a nuanced understanding of the
D) To simplify the analysis of the text text
C) To focus only on popular sources
7. Which statement best reflects the D) To simplify the analysis of the text
relationship between an author's life and
their stories? 7. Which statement best reflects the
A) Authors always write exactly about their relationship between an author's life
own experiences. and their stories?
B) An author’s life is irrelevant to the themes A) Authors always write exactly about
in their stories. their own experiences.
C) Authors only draw from historical events B) An author’s life is irrelevant to the
with no personal ties. themes in their stories.
D) Authors may fictionalize their experiences, C) Authors only draw from historical
so direct connections can be misleading. events with no personal ties.
D) Authors may fictionalize their
8. In analyzing Santos's stories, why is it experiences, so direct connections can be
essential to research the historical misleading.
background of the time?
8. In analyzing Santos's stories, why is
A) To understand how societal issues of the it essential to research the historical
time are reflected in his narratives background of the time?
B) To find reliable sources for biographical
information A) To understand how societal issues of
C) To determine the popularity of his books the time are reflected in his narratives
D) To evaluate the author's writing style B) To find reliable sources for
biographical information
9. What role does historical context play in C) To determine the popularity of his
understanding a narrative? books
A) It serves as a distraction from the plot. D) To evaluate the author's writing style
B) It is less important than character
development. 9. What role does historical context
C) It only affects the writing style. play in understanding a narrative?
D) It provides insight into the social, cultural, A) It serves as a distraction from the
and political influences on the characters and plot.
plot. B) It is less important than character
development.
10. Why is it important to consider both C) It only affects the writing style.
biographical and historical context when D) It provides insight into the social,
analyzing a text? cultural, and political influences on the
A) It helps uncover how personal and societal characters and plot.
factors influence the story
B) It makes the text more enjoyable to read 10. Why is it important to consider
C) It ensures a focus only on the author's life both biographical and historical
D) It limits the interpretation of the text context when analyzing a text?
A) It helps uncover how personal and
societal factors influence the story
B) It makes the text more enjoyable to
read
C) It ensures a focus only on the author's
life
D) It limits the interpretation of the text
TEST II – Narrative Sequencing

Directions: Arrange the sequence of the events

as they happened in Scent of Apples. Write the
numbers according to the order of the events
(e.g., 1-2-3-4-5).
(1 point per correct letter order)

1. Celestino invited the narrator to have

dinner with his family.
Answer Key
2. The narrator met Celestino Fabia, a
Filipino farmer who, at that time, was TEST II
living in the US. 5
2
3. The narrator left for Indiana. 1
4
4. Celestino shared with the narrator his 3
life back in the Philippines and in the
US.

5. The narrator arrived in Kalamazoo in

October for a speaking engagement.
Alright! Time is up. Kindly pass your papers in
the front at the count of 10.
(Students pass their papers.)

Assignment
Directions: Supply the table with information
about the setting, the characters, and the point
of view of the short story. Then, describe the
literary elements with the actual information
found in the biography of B. N. Santos or from
your research.

None, Sir!

Do you have any clarification, questions,

reaction class?
Thank you and Good bye Mr. Recorte!
If none, let me end the discussion by leaving
you with this message “The only person who is
truly happy is one who knows how to lose and
enjoys the process.” That would be all for
today class, have a great day ahead!

Prepared by: Prince Charles R. Recorte

BSED English Intern

Mentored by: Mrs. Bainalong S. Engcang, EdD, JD

Teacher