This document outlines lesson plans for teaching a short story called "The Wedding Dance" by Amador Daguio. The objectives are to develop understanding of Philippine culture, expand vocabulary, examine literary elements, and demonstrate appreciation of the text through group work and presentations. Students will read the story and complete a story map graphic organizer. They will then analyze aspects of the story in small groups using various worksheets before presenting their analyses to the class. Finally, students will write an appeal speech from the perspective of a character arguing that another character should not be forced to leave their tribe.

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The Wedding Dance
Teacher: Lucille B. Clavero
Date: April 7, 2015
I. OBJECTIVES:
a. Develop a greater understanding of Philippine Culture
b. Expand vocabulary through word charge activity
c. Examine the significant human experience and other literary elements in a short story
d. Demonstrate appreciation and understanding of the text through group differentiated task
e. Skillfully use graphic organizer to analyze literary elements
f. Communicate insights and follow task-based directions through collaborative learning
and reporting
II. SUBJECT MATTER:
a. Focus Skills: Literature and Viewing
b. Title: The Wedding Dance by Amador Daguio
c. Target Level of Proficiency: Grade 7- Approaching Proficiency to Proficient Learners
d. Materials: PowerPoint Presentation or Visual Aids, Video Clip or Copy of the Story,
Graphic Organizer, Writing Tools
e. References:
https://www.youtube.com/watch?v=WBFQ1VoiSQg
http://www.storyboardthat.com/teacher-guide/wedding-dance-by-amador-daguio
www.ReadWriteThink.org
III. STRATEGIES:
a. PRE-TEACHING
1. Motivation: Anticipation Guide
Task 1: Schema Activation
Heighten students’ anticipation of the short story by having them choose
either agree or disagree after each statement.
Put an “X” in the space to indicate whether or not they agree or disagree with the
corresponding statements.
AGREE DISAGREE STATEMENT
1) Traditions bind us.
2) True love does not have a happy ending because
true love never ends.
3) A man, to become a man, must have a child to
come after him.
4) Life is not worth living without a child.
5) Love is letting go.
Task 2: Setting Purpose for Teaching
Say: “Today we will further explore the significant human experiences
that we, Filipinos, share.”

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Essential Questions:
1. What is your legacy?
2. How important is having children to you? How important is it in your
family? What about in your culture?
3. When is love not enough to conquer all?
2. Vocabulary: Word Charge Activity
Task 3: Interpreting unfamiliar words
Say: “We will expand your vocabulary by finding out the meaning of
unfamiliar words.”
Write O in the space if the pair of words are opposite in meaning, S if it is similar
in meaning.
1. O appease provoke
2. S ember ash
3. S muffle mute
4. O snugly uncomfortably
5. O mock genuine
6. S sullen cheerless
b. WHILE TEACHING
1. The short story you are going to read (or watch if a projector is available)
revolves around a couple and the tradition that binds them. Complete the
Story Map II graphic organizer as you finish the story. Map out the
setting, characters, problem, and events that lead to the resolution of the
story.
c. POST TEACHING
1. Process the Story Map II graphic organizer.
2. Group Differentiated Task
3. Presentation of Outputs
 Form groups of five. Distribute the graphic organizer worksheets that will
require students to examine some aspects of the short story read: (see
attached worksheets)
a. Character Profile. Have the group analyze the main characters
in the story.
b. Story Element Web. Have the group identify key information
and major events of the story.
c. Conflict Analysis. Have the group identify the conflict in the
story and how it was solved.
d. Storyboard Theme. Have the group use storyboard to show a
modern day interpretation of the theme.(Letting Things Go)
e. Responding to Literature. Have the group respond to the
article read by completing the sentence stem in the graphic
organizer.

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 Time allotment is 15 minutes for the group work, 3-5 minutes/group for the
presentation.
 Inform the students on the following criteria.
a. Communicative competence – ability to clearly deliver the message of
the presentation – 40%
b. Collaboration – group cohesiveness – 30%
c. Correctness of content – accuracy of details – 30%
4. Presentation of Outputs
 Let one or two students present the group output in front of the class.
Process each group work.
IV. AGREEMENT
To demonstrate understanding of the short story read, write an appeal speech to the
elders/members of the tribe so that Awiyao will not be forced to leave Lumnay. Use RAFT
Writing template to write your appeal speech.
R.A.F.T. (Role.Audience.Format.Topic)
Role: Who are you?
Audience: Who are you writing to?
Format: What kind of writing will you do?
Topic: What do you want to talk about?
Pretend you are a lawyer The members of the tribe
Appeal Speech
Write an appeal speech to the elders/members
of the tribe so that Awiy ao will not be f orced to
leav e Lumnay .