THE WAY

OF FAIRY
TALE
A Detailed Lesson Plan in
Children and Adolescent
Literature

Prepared by:

Albert Lorenz V. Nayve

BSED 2-1 – English

Polytechnic University of the
Philippines Santa Maria Bulacan
Campus

Noted by:

Cyrus Del Rosario

Instructor
I. OBJECTIVES

At the end of the lesson, the students should be able to:

a. RELATE the benefits and strategies in the application of this kind of literature.
b. IDENTIFY what is a Fairy Tale;
c. CONSTRUCT their own Fairy Tale story.
d. VALUE Fairy Tale as part of their life.

II. SUBJECT MATTER

a. Topic: Fairy Tale
b. Context: Disney Tales
c. Grade Level: College
d. References:
 “Literary Terms.” Literary Terms. 1 June 2015. Web. 3 Nov. 2016.
<https://literaryterms.net/>.
 Britannica, The Editors of Encyclopedia. "Fairy tale". Encyclopedia Britannica, 16
Jan. 2024, https://www.britannica.com/art/fairy-tale. Accessed 15 February 2024.
 Fairy Tale Presentation of Cyrus Del Rosario
https://drive.google.com/file/d/1TF2lYa433JFkD7611ZtbrodTP8mOiEuc/view

e. Materials: laptop and projector/classroom television (unlocking of difficulties, motivation and

motive question, PowerPoint presentation of the discussion, timer), visual aids (presentation
and discussion of objectives and PowerPoint presentation of the discussion), whiteboard, paper
and pen, and whiteboard marker.
III. PROCEDURES

Teacher’s Activities Students’ Activities

a. Routinary Activities
1. Greetings

Good morning class!

2. Prayer
3. Checking of cleanliness and
orderliness of the classroom

4. Checking of attendance

5. Recapitulation (The class will greet their teacher and classmates.

Before we discover and learn a new There is going to be 3 minutes dedicated to checking
lesson let’s have a recap of our previous up on the students.)
lesson. Does anyone remember what we Good morning, Sir Renz!
talked about last meeting? Yes, Emman?
“Let’s pray everyone, In the name of the Father, and of
Precisely! Can someone enumerate those the Son, and of the Holy spirit I thank God for the
strategies? Ericka? safeness of everybody. Thank you, Lord, for your
provision of food, health, family, and education. Please
Spot On! Thank you, Emman and Ericka. guide us to have a successful and fruitful discussion.
That’s all, God. In Jesus name, Amen!”
b. Lesson Proper (The class will check their surroundings and clean if
As of today, there are a lot of new movies that necessary.)
are produced and released by many creators (The teacher will call the students one by one, and they
and some of them are one of our favorites. So, shall respond if they are present.)
anyone who may share their favorite fairy tale
movie? We talked about the DIFFERENT TEACHING
STRATEGIES FOR MULTICULTURAL STUDENTS,
Yes, Arvin? Sir.

Okay, thanks for sharing your movie, Arvin. Building Relationship with Your Students, Approach
How about you Angela? Students with Curiosity, Cultivate A Mindset in The
Class, Help Students Build Confidence, and Promote
Inclusion, Sir!
Interesting answer from you, Angela. You
want to be the Sleeping Beauty because you
Sir, one of my favorite movies is Puss in the Boots,
just wanted to sleep.
because I adore cats and it’s an adventure type of movie.
Okay, so today the reason why I’ve asked
Sir, mine was Sleeping Beauty because what I want is to
everyone about their favorite fairy tale
sleep.
movies because this will be our topic for
today. Before, we officially start let’s have
an energizer. This energizer is called Guess
Who’s with Mickey!
(The slide in the presentation contains
pictures related from a fairy tale chosen by
the teacher with Mickey Mouse design in
every slides.)
 ANSWERS:

Cinderella

Rapunzel

Jack and the Beanstalk

Sleeping Beauty

Beauty and the Beast

1. Presentation of the Lesson

Students, I believe that are childhood have
some different stories to tell and share.
With this let’s share and discover our all-
time favorite stories our parents told us
about, and these are Fairy Tales.

Well then, let us start our discussion. Our

discussion today is about the Way of
Fairy Tales.

2. Presentation of Objectives At the end of the lesson, the student should be

But before we begin with our discussion, able to:
here are our objectives. (The teacher will
post the list of the objectives beside the a. RELATE the benefits and strategies in the
board.) May you please read it, Jaylie? application of this kind of literature.
b. IDENTIFY what is a Fairy Tale;
c. CONSTRUCT their own Fairy Tale story.
d. VALUE Fairy Tale as part of their life.
Great! Jaylie

3. Discussion Proper

With the help of our motivation, we know

what are the stories that we can consider
as a Fairy Tale.

So, let us define what is Fairy Tale. (The (The student reads the definition)
teacher will present a slide that shows the
definition of the short story,) Alecxis,
read the definition of Fairy Tales.

Fairy Tale
A fairy tale is a story, often intended for
children, that features fanciful and
wondrous characters such as elves,
goblins, wizards, and even, but not
necessarily, fairies.
Great, Alecxis. The term “fairy” tale seems to
refer more to the fantastic and magical setting
or magical influences within a story, rather
than the presence of the character of a fairy
within that story. Fairy tales are often
traditional; many were passed down from
storyteller to storyteller before being recorded
in books.

Do you understand students? (The students will respond, yes!)

We have known some Fairy Tales like

Snow White, Cinderella, Rip Van Winkle, The
Twelve Dancing Princesses, Rumpelstiltskin,
and Thumbelina.

Now, that we define what is a Fairy Tale is.

Let’s now discuss, why does a Fairy Tale is a (The students will read the characteristic every
Tale for everyone to talk about with. (The time the teachers finishes the explanation.)
teacher presents the presentation for the
discussion.)

01. FAIRY TALES SPARKS OUR

IMAGINATION
They give us an outlet for experiencing
things in our minds before we experience
them in the real world.
(The teacher will briefly explain the text.)
02. THE TROUBLES OF THE REAL
WORLD CAN MEET THE
SUPERNATURAL AND MIX THINGS
UP
In a fairy tale anything can happen, and any
kind of creature can exist, and when
anything can happen, we can find solutions
to things in our real lives. Through
imagination, we learn about our world.
(The teacher will briefly explain the text.)
03. FAIRY TALES DEALS WITH CULTURE
Many cultures share common fairy tales
like Cinderella, with their own cultural
flavor. We read the versions and know we
all share something important, the need to
make sense of life with story, and the hope
for good to triumph over evil.
(The teacher will briefly explain the text.)
04. FAIRY TALES TEACH A LESSON
WHATEVER YOUR AGE IS
Fairy tales are understanding the basics of a
story — setting, characters, and plot (rising
action, climax, and resolution) as well as the
difference between fiction and non-fiction.
Once a child understands story structure, it
supports his ability to make predictions and
comprehend other stories he’s reading.
(The teacher will briefly explain the text.)

05. FAIRY TALES GIVES PARENT AN

OPPORTUNITY TO BOND WITH
CHILDREN
Fairy Tales helps parents to have a
conversation with their children to answer
curiosities from their child. It is about
guidance and exposure for them.
(The teacher will briefly explain the text.)

(ICE BREAKER)

Students are you still with me? Yes, Sir!

Let’s have an icebreaker since last week we

learned about Nursery Rhymes. Let us sing!

This song is entitled Alive, Alert, Awake,

Enthusiastic!

I'm alive, awake, alert and enthusiastic I'm alive,

awake, alert and enthusiastic I'm alive, awake,
alert, I'm alert, awake, alive I'm alive, awake,
alert and enthusiastic. (Repeat twice)

Is that enough to wake you up until the end of

our discussion?
(The students will say “Yes, Sir!”)
Okay, let’s continue our discussion.

Now, let’s tackle how to create your own Fairy

Tale since you’ve unlocked the mastery of
Identifying what is a Fairy Tale. Let’s relate
now how will you apply or create on your own.
 Step 1: Decide on your fairy tales moral.
A moral is an important lesson your
reader learns when they finish reading a
story. For example, the moral of
Cinderella is showing kindness to
everyone, no matter how they treat you. It
is her kindness that wins the prince over
and helps her to live happily ever after.
Other great examples of morals can be
found from reading Aesop’s fables.
(The teacher will briefly explain the text.)

Step 2: Create your hero.

Some common traits for your hero or
heroine could be kind, humble, innocent,
and kind-hearted. They must be someone
that your reader could relate to and feel
something for. Therefore, it is a good idea
to make your main character a normal,
everyday person who could change
throughout the story. Think about Jack in
Jack and the Beanstalk or Snow White.
(The teacher will briefly explain the text.)

Step 3: Create your villain.

A fairy tale without a villain would be
boring. Create an evil character to test
your heroes’ abilities and cause them
some pain. The villain in fairy tales in
normally the source of conflict. For
example, they might stop your hero from
achieving their goals or hurt them in
some way. Some common villains,
include the Big Bad Wolf, Cinderella’s
stepmother, or the evil queen.
(The teacher will briefly explain the text.)

Step 4: Think about the magical element

and describe the setting.
Magic is the best part of any fairy tale. It
is the magical element that guides your
hero and helps them get their happy
ending. When creating your magical
element, use the “What if” technique.
Different settings can create different
moods in your fairy tale. While a gloomy
castle might set the scene of a dark,
gothic fairy tale. Other example of
common settings in fairy tales include an
enchanted forest or a royal palace. When
choosing your setting you can also choose
the time of your fairy tale.
 (The teacher will briefly explain the text.)

INDEPENDENT PRACTICE:
You may have noticed that the plot is not There’s no conflict in the short story, Ma’am.
present in the graphic organizer. That is
because I want you to individually Yes, Ma’am. As long as the other four elements are
illustrate the sequence of the events present, a short story can exist without a conflict.
using a plot structure diagram that is
found in your handouts. Submit your
papers in 10 minutes. The timer will be
seen on the monitor.

The six stages of the plot are exposition, the opening

incident, rising action, climax, falling action, and
resolution, Ma’am.

Has everyone submitted their

papers? You all did a good job!

4. Enrichment Activity

(The students will answer the plot structure diagram in

10 minutes.)

Yes, Ma’am!
 Make a bookmark with the family quotes
you researched. You can use your own
materials or borrow them from our arts
and crafts pantry. (The students will make their own bookmarks in 10
minutes.)
5. Generalization
(The teacher will instruct the students
with an activity that will test their
mastery of the lesson.) Now, we are
going to proceed with generalizing our
topic today. I would like all of you to
share your thoughts about the message
of the story. I want to hear what your
interpretation is. (Students are thinking and writing their thoughts.)

I will give you two minutes to think, and Yes, Ma’am. We are all ready.
that starts now.

Are you all through? Can we now start?

(Now, the teacher will call a random Yes, Ma’am. May I proceed?
student to share his/her thoughts.)
Ysabela, can you share your thoughts The short story mainly revolves around a father’s love
with the class? for his child. He’s ready to do anything, even write a
letter that is unusual for him, just so he could send his
You may start now. son to school. Despite being ashamed, he still did his
best in writing the letter for his son’s welfare.

Sure, Ma’am. There are times where we tend to ignore

Excellent, Ysabela! Now, we will have the things our parents do for us because it is their
David. David, would you mind obligation, but because of this story, I realized that I
sharing yours to the class? should always be grateful for everything that my
parents and my family do for me because they always
go out of their way just to make me happy or to take
care of me.

Thank you, Ma’am. Aside from the familial love Julio

Great answer, David! and Jose share for each other, what struck me the most
is the idea that we should not take things for granted,
One last student. Anybody who wants especially education. We are lucky that we are able to
to volunteer? Yes, Kaila. Please go to school, while there are a lot of children out there
proceed. who dreams of going to school but wasn’t able to
because of various circumstances.

Brilliant! Thank you students for sharing

your ideas to the class. Those who aren’t
able to share will have the chance to How does the main character become the happiest
take part in the next meeting. person in the world? Does his family affect his
happiness? These are the motive questions, Ma’am.
Now, let us go back to the motive
questions that we had earlier. What are
those again, Chris?
 (The whole class answers) Yes, Ma’am!

Well then, can we answer those Julio wrote a letter to Ka Ponso so he could send his
questions now? son, Jose, to school. Jose saw the letter and the idea of
going to school and that his father did that for him
Okay, who would like to answer our made him the happiest boy in the world during that
motive questions? Let’s have Venice! moment. Both Julio and Jose affect each other’s
happiness.

Nice answer Venice!

(Miguel reads the posted cartolina beside the
After having our motive questions whiteboard.) In the progress of the lesson, 85% of the
answered. Let’s now move on with the students will:
objectives that we had discussed at the a. READ the text aloud with proper tone
beginning. Can you please read it once and emotion;
again, Miguel? b. HIGHLIGHT the sentence/s that
demonstrate how the characters express
familial love for one another;
c. IDENTIFY the elements of the short story in
the provided text accurately through a
graphic organizer;
d. ILLUSTRATE the sequence of the story
using a plot structure diagram in 10 minutes
and;
e. SHARE within the class a 1-minute
interpretation of the author’s
message.

Thank you, Miguel!

Yes, Ma’am.
Leo, did we achieve the first objective?
You asked us to read the story entitled "Happiest Boy
in the World" by NVM Gonzalez aloud and we are
How did we achieve it?
able to monitor our tone and emotions.

Thank you, Leo.

How about the second objective? Did we Yes, Ma’am, we accomplished the second objective.
accomplish it? Can I hear a word from
Beatrice? As we read the story, you instructed us to highlight the
sentence or sentences that demonstrate how the
How can you say so? characters express familial love for one another. That
is how we accomplished the second objective, Ma’am.

Very good, Beatrice!

You let us identify the elements of the story by
How about the third one? I can see
answering the graphic organizer on the board during
Charles raising his hand. Go ahead,
our discussion earlier, Ma’am.
Charles.
 Good job, Charles! We accomplished the third objective by individually
illustrating the sequence of the events using a plot
Now, who among you can explain how structure diagram. The fourth is achieved by sharing
we have attained the third and fourth our ideas about the story and our interpretation of it as
objectives? Let’s listen to Alexa’s well.
answer.
We were able to achieve the fifth objective when we
shared our ideas about the story and interpretation of
it after we made the bookmarks.
Very good, Alexa!

What about the last objective? Ayla?

Thank you, Ayla!

Nice work, class!

6. Application (Amelia counts one, her seatmate two, so on and so

(The teacher will divide the class into five forth until the class is finally divided into five groups.)
groups. After that, the teacher will
explain the direction of the activity.) I (Students will find their group mates and seat
want you to group yourselves into five altogether.)
groups. Count one to five. Starting with
you, Amelia.

Proceed with your designated groups.

Now that you are with your groupmates,

listen carefully to my instructions.

Go over the events of the story and

expound your answers. Let each member
give answers to these questions. (The
teacher will present a slide showing the
following questions:)

1. Do you think differences among us

will serve as hindrances for us to
grow? Why?
2. How can you make other people
happy in your own way?
(Students start brainstorming and exchanges answers.)
A representative from the group will
share the answer in the class. (Students are finalizing their answers.)
I will give you 10 minutes to (Group 1 representative shares their answer in the
answer. Timer starts now! class.)
1. In our opinion, our differences with other
Five minutes to go, class. people is not a factor to hold back our
growth. On the other hand, it is an
Okay, time is up! Group 1, present your opportunity to grow more on our own
answers. because we are growing in our own pace.
2. We can make people happy by cheering
them up or telling them jokes.
 (Group 2 representative reads their answers aloud.)
1. Differences are never a reason to hinder
one’s growth, rather, we can use these
Thank you, Group 1! Next, let us have differences in our advantage. Jose, for
Group 2. example, is better at studying than doing
fieldwork. He can use it to his advantage and
someday, all his hard works will pay off.
2. We can make our parents happy by doing our
best in school. We can make our friends
happy by giving them compliments.

(The representative from Group 3 recites their

answers.)
1. No. Practically, our differences matter in
Nice answers, Group 2. Group 3 growing but it does not mean it can hinder
proceed with your answers. one’s growth. Rather, it can be a reason for
someone to grow faster, grow in the
creative side, or so on and so forth.
2. There are a lot of ways to make other people
happy but we think being honest is one of
the things we can do.

(The fourth group’s representative reads their answers.)

1. No. Even if we may not learn everything,
Thank you for sharing your answers, every individual can still learn something
Group 3. Let us now move on with because of our differences. It will help us
Group 4. acquire something new, and we’ll never
know what impact it will give into our lives.
2. For us, respecting an individual is the best
way to make them happy. Making them feel
that they are treated well is one or f the
best thing that we can do to make their
heart the warmth of kindness.

(Group 5’s representative presents their answers.)

1. Our answer is no. Differences among us is
not a hindrance to grow because sometimes,
Good job! Lastly, Group 5. differences result to a beautiful thing. It gives
us opportunity to learn and improve by
others’ different personalities. It will help us
to make our thoughts and views in life even
more broader.
2. We can make other people happy through our
simple ways. By simply being grateful,
caring, and considerate at all times. We
should also do the best that we can to be
kind, understanding, and lastly, respectful.

Your answers are all commendable!

Thank you for sharing, class.
IV. Evaluation
Read and analyze the questions cautiously. Write your answers on a one whole sheet of paper.

1. What is the title of the short story that we

discussed? Answer: Happiest Boy in the World
2. Describe the relationship of Julio and Ka Ponso.
Answer: Julio is a tenant of Ka Ponso who is the landlord.
3. Why did Julio not accompany his son to town?
Answer: He was ashamed to face his compadre and he didn't want to leave his wife and daughter
alone.
4. Who is the author of the short
story? Answer: NVM Gonzales
5. This is the struggle of the character against another character or things in the
story. Answer: Conflict
6-10. Enumerate the elements of the short story.
Answer: Characters, Setting, Theme, Conflict, Plot

V. Assignment:
1. Read the story “My Father Goes to Court” by Carlos Bulosan thoroughly. Identify the elements of the
short story by completing the table below. Write your answer in a one whole sheet of short bond
paper.
Characters Setting Theme Plot Conflict

2. List down all the elements of poetry. Explain each element in one to two sentences.
APPENDIX

Unlocking of Difficulties

1. FACT OR BLUFF

FACT OR BLUFF: Migration is the act of moving from one place to another to settle.

FACT OR BLUFF: Homestead is a house, or specifically a farmhouse, and outbuildings.

FACT OR BLUFF: Legible means unreadable or indistinct.

FACT OR BLUFF: Ceaselessly means slowly or gradually.

FACT OR BLUFF: Puny means small and weak.

FACT OR BLUFF: Fumbled is the act of tripping over something.

FACT OR BLUFF: Exultation is the condition or state of great exhaustion or tiredness.

Presentation of the Lesson

Happiest Boy in the World

by NVM Gonzalez

One warm July night, Julio was writing a letter, of all people, his landlord, Ka Ponso. It was about his son, Jose,
who wanted to go to school in Mansalay that year. Jose was in fifth grade when Julio and his family had left
Tablas the year before and migrated to Mindoro; because the father had some difficulty in getting some land of
his own to farm, the boy had to stop schooling for a year. As it was, Julio thought himself lucky enough to have
Ka Ponso take him on as tenant. Later, when Julio's wife Fidela gave birth to a baby, Ka Ponso, who happened to
be visiting his property then, offered to become its godfather. After that they began to call each other compadre.
"Dear Compadre," Julio started to write in Tagalog, bending earnestly over a piece of paper which he had torn
out of Jose's school notebook. It was many months ago, when, just as now, he had sat down with a writing
implement in his hand. That was when he had gone to the municipio in Mansalay to file a homestead-application,
and he had used a pen, and to his great surprise, filled in the blank forms neatly. Nothing came of the application,
although Ka Ponso had assured him he had looked into the matter and talked with the officials concerned. Now,
with a pencil instead of a pen to write with, Julio was sure that he could make his letter legible enough for Ka
Ponso."It's about my boy, Jose." he wrote on. "I want him to study this June in Mansalay. He's in the sixth grade
now, and since he's quite a poor hand at looking after your carabaos, I thought it would be best that he go to
school in the town."

The kerosene lamp's yellow flame flickered ceaselessly. The drank smell of food, fish broth, particularly, that had
been spilled from many a bowl and had dried on the form, now seemed to rise from the very texture of the wood
itself. The stark truth about their poverty...""This boy, Jose, compadre," he went on," is quite an industrious lad. If
you can only let him stay in your big house, compadre, you can make him do anything you wish--any work. He
can cook rice, and I'm sure he'll wash the dishes." ..."I hope you will not think of this as a great bother," Julio
continued, trying his best to phrase his thoughts. He had a vague fear that Ka Ponso might not favorably regard
 his letter. But he wrote on, slowly and steadily, stopping only to read what he had put down. "We shall repay you
for whatever you can do for us, compadre. It's true we already owe you for many things, but your comadre and I
will do all we can indeed to repay you." Suddenly he began wondering how Jose would move about in Ka
Ponso's household, being unaccustomed to so many things there. The boy might even stumble over a chair and
break some dishes... He feared for the boy. “And I wish you would treat Jose as you would your own son,
compadre.”

Julio felt he had nothing more to say, and that he had written the longest letter in his life... He sat back again and
smiled to himself. About six o'clock the following morning, a boy of twelve was riding a carabao along the river-
bed road to town. He was very puny load on carabao's broad back. Walking close behind the carabao, the father
did not cross the stream but only stood there by the bank. "Mind to look after the letter," he called out from where
he was. "Do you have it there, in your shirt pocket?" The boy fumbled for it. When he had found it, he said, "No,
Tatay, I won't lose it." ...Then Julio started to walk back to his house, thinking of the world that awaited him in
his clearing that day.

Jose grew suddenly curious about the letter he carried in his shirt pocket. He stopped his carabao under a shady
tree by the roadside. A bird sang in a bush nearby. Jose could hear it even as he read the letter, jumping from
word to word, for him the dialect was quite difficult. But as the meaning of each sentence became clear to him,
he experienced a curious exultation. It was as though he were the happiest boy in the world and that the bird was
singing for him. He heard the rumbling of the stream faraway. There he and his father had parted. The world

Discussion Proper

1. GRAPHIC ORGANIZER (GUIDED PRACTICE)

Jose, Julio, Ka Ponso,

Fidela

None July in Mindoro

Family/Familial Love

Poverty
2. PLOT STRUCTURE DIAGRAM (INDEPENDENT PRACTICE)