Republic of the Philippines
Department of Education
Region XI
Division of Davao City
STA. ANA DISTRICT
Teaching Demonstration in English 5
Demonstration Teacher: Ivy G. Arango
Designation and Station: Teacher I, Congressman Manuel M. Garcia Elementary School
January 15, 2023
I. LEARNING OBJECTIVES
Most Essential Learning
Competency (MELC)

Summarize various text types based on elements
Learning Objectives


recognize the steps in summarizing using SWBST structure.
summarize narrative texts based on elements: theme, setting,
characters, plot (EN5RC-Ic-d-2.23);
write a summary about a certain story using SWBST structure
appreciate the importance of knowing to summarize stories read.
II. LEARNING CONTENT


A.Topic/Subject Matter
Summarize various text types using SWBST Structure
B. Skill in Focus
Summarizing
C. References
MELCS, English 5 SLM
D. Learning Materials
Lesson Exemplar, Activity Sheets, Powerpoint Presentation
III. LEARNING PROCEDURE
A.
1.
INTRODUCTION:
Hello class! How are you? I am Teacher Ivy, and I am pleased to see that
you are still here with me today despite the pandemic Before we start, let us
all pray the Lord’s Prayer.
Morning
Routine
a. Opening Prayer
I know you are all excited about today’s lesson, but let me remind you of
our classroom rules.
Today, we will learn to summarize stories based on the elements. These are
the objectives for today’s lesson.




recognize the steps in summarizing SWBST structure
summarize narrative texts based on elements: theme, setting,
characters, plot (EN5RC-Ic-d-2.23);
write a summary about a certain story
appreciate the importance of knowing to memorize stories read.
ANNOTATION
b. Reminders
2.
Presentation
Lesson
KRA 2 : Objective 5
Managed
learner
behavior
constructively by applying positive
and non-violent discipline to
ensure
learning-focused
environments.
of
the
Today we will have a new lesson. But before we indulge in a new lesson, let us
review first what we have discussed in the last meeting. Are you ready class?
Last meeting we discussed the elements of a story. So to refreshen your minds
llet’s have a warm-up activity by reviewing the 5 important elements of a
story. Are you ready? Let’s play who wants to be a millionaire!
Directions: The game on WWTBAM is a series of multiple-choice questions that
each have four possible answers (A,B,C,D). The random picker ap will be used
3. Review of Previous in selecting the players. The choosen PLAYER must answer the question
Lessons
correctly. Then another learner will be choosen too answer the next question,
Different text-types
each correct answer has a corresponding price. If the player answers the
question incorrectly another player can steal.
KRA 1 Objective 2/Indicator 2
Used a range of teaching strategies
that enhance learner achievement
in literacy and numeracy skills.
The teacher will conduct a review
exercise where students will work
with numbers while also honing
their reading skills.
KRA 2 Objective 6/Indicator 6 Used
differentiated, developmentally
appropriate learning experiences
to address. Learners’ gender, need,
strengths,
interests
and
experiences.
The teacher conducts ana activity
that would address the learners
differences, strengths and interests.
It is important to learn about the elements of the story first as it plays an
important role in summarizing And that will be our lesson for today!
4. Motivation
Today we will be talking about “SUMMARIZING” some of you are not familiar
with this, but SUMMARIZING is always part of our daily activities, without you
noticing it.
KRA 1 OBJECTIVE 1
Applied
knowledge of content within and
across curriculum teaching areas.
To give you insight about what summarizing is let us all watch this video and
sing together.
MUSIC
The teacher uses examples and
resources that apply to other
subjects. This will not restrict the
learners' learning; rather, learners
will still be able to pick up
knowledge from different areas as
they study English.
B. INTERACTION
Have you ever experienced being asked by your parents what had happened
the whole time you were at school?
Did you tell them what happened from the time you entered the gate, the
way you stoop at the stairs, and by the way teacher called each name of your
classmates one by one?
Or have you experienced being asked by your friend what happened to the
episode of your favorite tv show last night? How did you share to them what
happened? Did you tell them all the details from the moment the show started
till it details?
1. Discussion on the Concept
and Definition of Terms.
A summary is a brief statement or account
of the main points of a
written or verbal text. To summarize a
written text, you must read keenly by
finding and identifying the main ideas and
supporting ideas. Then you must
briefly write down those ideas in a few
sentences or a paragraph. In writing
it, you have to bring out the most important ideas of the original text. It must
still answer the questions beginning with who, what, when, when, where, why,
and how.
There are various ways of summarizing a text, for today’s lesson we will discuss
the Somebody-Wanted-But-So-Then structure.
Somebody/Something- includes the main character of the story or what
the topic is all about.
Wanted- includes what the character wanted or what the topic wants to
tell.
But- includes the problem or conflict in the story or passage.
So – includes how the character solved the problem or how the conflict in the
passage is solved.
Then – includes the final event or end of the story or a conclusion to the
topic.
Remember that the key points in every passage, story, paragraph, or any texttype which can answer the questions beginning with what, where, who, why,
and how must be included in the summary. It will help in getting the gist of
what we are reading thus making summarizing easy.
Example: Who among you here loves to go to the beach and swim in the
ocean? Lets us all read the Passage entitled “THE OCEAN”, after reading ill
show you how to use SWBST structure in guiding you on summarizing a
Narrative Text.
But first, let's do an activity to understand the definitions of the challenging
words in the paragraph before we read the story.
KRA 1 OBJECTIVE 1
Applied
knowledge of content within and
across curriculum teaching areas.
SCIENCE
The teacher uses examples and
resources that apply to other
subjects. This will not restrict the
learners' learning; rather, learners
will still be able to pick up
knowledge from different areas as
they study English.
Now using SWBST structure ill show you on how to summarize the passage
that we have read.
KRA 1 OBJECTIVE 1
Applied
knowledge of content within and
across curriculum teaching areas.
MATHEMATICS
The teacher uses examples and
resources that apply to other
subjects. This will not restrict the
learners' learning; rather, learners
will still be able to pick up
knowledge from different areas as
they study English.
2. Application
Activity 1
NOW ITS YOUR TURN!
Let us all read the story of grace ponce entitled One Moment at Recess. Who
among you here would agree that recess is the best part of the day at school?
Who has experienced having no allowance for going to school because parents
do not have money? What did you do then?
Let us learn from the story of Angelito and together using SWBST structure let
us summarize the story.
KRA 1 OBJECTIVE 1
Applied
knowledge of content within and
across curriculum teaching areas.
ESP
The teacher uses examples and
resources that apply to other
subjects. This will not restrict the
learners' learning; rather, learners
will still be able to pick up
knowledge from different areas as
they study English.
KRA 2 Objective 4/Indicator 4
Managed classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery, and hands-on activities
within a range of physical learning
environments.
Activity 1
The teacher provides a learning
opportunity wherein learners can
work individually in a meaningful
exploration, and hands on
activities.
Activity 2
I will group you into 3 and each group will be doing the task assigned and
presenting it to the class. In doing the activity, avoid physical contact and use
wear your facemask while discussing your assigned task. I’ll give you 10
minutes to prepare, and 3 minutes to present your output.
KRA 1 Objective 3/Indicator 3
Applied a range of teaching
strategies to develop critical and
creative thinking, as well as other
higer-order thinking skills.
The teacher will lead a
discussion or activity that
challenges the student's critical
and creative thinking. Also, this
practice helps learners build
higher order thinking skills.
Activity 2 focuses on the different
skills the learners have.
Group 1 is for learners who have
special
interests
in
TV
BROADCASTING
or
drama.
Group 2 is for learners who have a
special talent in music and in
singing. And group 3 is those
students who have special skills in
arts and painting. This instructional
strategy responds to individual
and group learners’ backgrounds,
thus creating an environment
where learners feel equally
involved.
GROUP 1
Group 2
KRA 1 OBJECTIVE 1
Applied
knowledge of content within and
across curriculum teaching areas.
MUSIC
The teacher uses examples and
resources that apply to other
subjects. This will not restrict the
learners' learning; rather, learners
will still be able to pick up
knowledge from different areas as
they study English.
Group 3
KRA 1 OBJECTIVE 1
Applied
knowledge of content within and
across curriculum teaching areas.
ARTS
The teacher uses examples and
resources that apply to other
subjects. This will not restrict the
learners' learning; rather, learners
will still be able to pick up
knowledge from different areas as
they study English.
KRA 2 Objective 4/Indicator 4
Managed classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery, and hands-on activities
within a range of physical learning
environments.
Activity 2
The teacher provides a learning
opportunity wherein learners can
work in groups in a meaningful
exploration, and hands on
activities.
RUBRICS
INDICATORS
PROCESS
SKILLS
Time
Management
Cooperation
and Teamwork
5
Members
always
demonstrat
e targeted
process skills.
Members
finish ahead
of time with
complete
data
Members
are on task
and have
defined
responsibiliti
es at all
times.
Group
conflicts are
cooperativel
y managed
all the time.
4
Members
occasionally
demonstrate
targeted
process skills.
Members
finish on time
with
incomplete
data
Members
have
their
tasks
and
have
no
defined
responsibilitie
s.
Group
conflicts are
cooperatively
managed
most of the
time.
3
Members do
not
demonstrat
e targeted
process skills.
Members do
not finish on
time with
incomplete
data
Members do
not know
their tasks
and have no
defined
responsibiliti
es. Group
conflicts
have to be
settled by
the teacher.
IV. REFLECTION
LET’S GO BEYOND
Thank you for your cooperation class! Now let us reflect on our lesson for today.
After learning this lesson, you must take note of the purpose of writing
a summary, it is to convey correct information efficiently so that the reader
can learn the main idea and essential details through a piece that is much
shorter than the original.
It is not meant to replace the original document but rather simplify it
which still contains the gist of what the passage you are reading is about.
You have done well. Next time you encounter a reading text, may it be
narrative or informative, let’s summarize it!
V. EVALUATION
KRA 1 Objective 2/Indicator 2
Used a range of teaching strategies
that enhance learner achievement
in literacy and numeracy skills.
The teacher will conduct a review
exercise where students will work
with numbers while also honing
their reading skills.
IV. ASSIGNMENT
Prepared by:
IVY G. ARANGO
Teacher in English V
Checked by:
IVY G. OPADA
Master Teacher II
Noted by:
LEO DARIGOLD V. ESPEDIDO
School Head