Republic of the Philippines

Department of Education
Division of Capiz
COMMISSIONER LUIS R. ASIS NATIONAL HIGH SCHOOL
Panay, Capiz

A DETAILED LESSON PLAN IN ENGLISH 10

I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding of how world literature and
other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening,
and viewing, and affirmation and negation markers to deliver impromptu and
extemporaneous speeches.

B. Performance Standards
The learner proficiently delivers an argumentative speech emphasizing
how to resolve conflicts among individuals or groups.

C. Learning Competencies/Objectives:
At the end of the lesson the students should be able to:
 Express appreciation for sensory images used (EN10LT-IIc-2.2.1)
 Identify the common conflicts faced by the society

II. CONTENT
Finding Common Ground
A. Literature: “The Divine Comedy: Inferno” by Dante Alighieri (Canto III: The
Vestibule of Hell)
B. Identify the common conflicts faced by the society

III. LEARNING MATERIALS

A. Reference:

1. Learner’s Material
2. Learning Resources
English Curriculum Guide
3. Textbook page: Celebrating Diversity through World Literature, p. 124-128
B. Materials:
Cartolina, marker pen, laptop, overhead projector

IV. Procedure
 A. Preparatory Activities
Prayer
Checking of Attendance

Teacher’s Activity Students’ Activity

B. Reviewing of the previous lesson

Have a short recall of the previous

lesson. Modals are used as auxiliary or
helping verbs with special functions.

C. Establishing a Purpose for the Lesson

(Motivation)

Show the learners a picture and let them observe and

identify the details that symbolize the things to
consider in resolving conflicts.

The picture shows someone who is

trying to cross a bridge made of
1. What have you observed in the picture? pencil.
2. Do you think the persons in the picture are He might be trying to get into the
trying to make amends to resolve a platform which the other person is
conflict? standing.
The person might be trying to reach
out to someone who is in the other
side of the bridge.
Yes, the persons are trying to make
amends to resolve the conflict by
making ways to communicate with
each other.
Humility and being kind to others can
3. What are the values that can be developed in a be developed once a person realized
person in trying to make amends with his fellow? that he needs to make amends with
others.

(Indicators no. 1, 3, 4, 5, and 7)

D. Presentation of the Objectives Students read the learning objectives

E. Unlocking of Difficulties
Activity: Guess the Word!
Students will be given a set of cards with words
and definition. They have to read the definition and
have someone from the class guess the word out of the
given set of vocabulary.
Students read the definition and guess
1. primordial – existing from the beginning. the word out of the given set of
2. lamentation – a crying out in grief vocabulary.
3. omnipotence – an agency or force of unlimited
power
4. retrogade – being or relating to the rotation of a
satellite in a direction opposite to that of the
body
5. blaspheme – to speak of or address with
irreverence

(Indicator no. 2 and 7)

F. Presentation of the lesson
The Divine Comedy recounts the travels of
Dante Alighieri's Pilgrim, his alter ego and the
reader's Everyman (a figure with whom every
reader can relate), through three regions: Hell,
Purgatory, and Paradise. His goal is to reach
spiritual maturity and an understanding of
God's love.
Give the students guide questions before they
read the selection.
Guide Questions:
1. What is Virgil’s advice to Dante as spoken
at the Gate of Hell?
2. Who are the souls tortured in this Canto?
3. How does Virgil silence Charon?
Virgil advises Dante to leave behind
any doubts or fears he has about to
see. If he is to learn from this journey,
he must have faith and accept the
suffering he observes as divine justice
In Canto III, the souls tortured here
are the OPPORTUNISTS, they are
those who did not take sides when
they were still alive.
Virgil silenced Charon after the latter
told Dante to leave as he is not
allowed to be ferried because he is still
living. Virgil told Charon that Dante's
passage through hell while being alive
is the will of God

Sensory imagery is a literary device writers employ to

engage a reader's mind on multiple levels. Sensory
imagery explores the five human senses: sight, sound,
taste, touch, and smell.
It is useful to break down sensory imagery by sense.
Visual imagery engages the sense of sight.
Gustatory imagery engages the sense of taste. The author used different kinds of
Tactile imagery engages the sense of touch. sensory images such as the visual
Auditory imagery engages the sense of hearing. imagery, the gustatory imagery, tactile
Olfactory imagery engages the sense of smell. imagery, auditory imagery and even
the olfactory imagery.
Question:
Upon reading the selection, what do you think are the
sensory images used in the poetry to identify the
conflicts presented?

(Indicator nos. 1, 3, 5, and 7)

G. Developing Mastery (Application)
Students present their works in class
Task: Use Your Senses
In Canto III, Dante begins his description of Hell,
which becomes an assault on the senses of the readers.
As we read his harrowing descriptions of the sounds,
sights, and even smells of Hell, we come to share in
Dante’s repugnance of the horrible experience the poet
encounters.
Form four (4) groups. Perform the task assigned in
your group.
1. Eye Group – Make poster of what hell looks
like based on the text.
2. Ear Group – make and record sounds of hell
based on the details from the text (use your
voice and other materials available in
producing sounds).
3. Hand Group – Show an interpretative dance to
reflect the movements of tormented souls.
4. Lip Group – present a short speech choir about
doing good to avoid being in hell.

(Indicator nos. 2, 3, 4, 5, 7, and 8)

H. Finding Practical Applications of Concepts
and Skills in Daily Living
As a reader, is it important to identify the
sensory images presented in the selection?
Why?
(Indicator nos. 3 and 7)
I. Making generalizations and abstractions about the
lesson
1. What are the different sensory images that can
be used in the story/poem?
2. What are the clues that can help a reader identify
the sensory images in the story/poem?
Yes. It is important to identify the
sensory images presented in the
selection because it gives the readers a
broad understanding of the theme and
idea of the selection. It also helps the
readers to feel the things and certain
situation that the characters in the
story are experiencing.
There are different sensory images
that can be used in the story/poem.
The author can use sensory images
such as the visual imagery, the
gustatory imagery, tactile imagery,
auditory imagery and even the
olfactory imagery.
Sensory imagery works by engaging
a reader’s five senses. Significant
concrete detail permits the reader the
pleasure of arriving at their own
judgments and conclusions through
perceptual clues.

J. Evaluation of Learning
Direction: Read each phrase taken from the poetry
“Inferno” and identify the sensory image used.

b. visual image
That spewed itself in flame on a red sky
1. The sensory image used is
a. gustatory image
b. visual image
c. tactile image
d. olfactory image

Bathes me with sweat even in memory

2. The sensory image used is c. tactile image
a. auditory image
b. visual image
c. tactile image
d. olfactory image

Turned pale with fear and their teeth began to chatter

a.visual and auditory image
3. The author’s primary purpose is to
a.visual and auditory image
b. visual and olfactory image
c. tactile and visual image
d. olfactory and auditory image

Here sighs and cries and wails coiled and recoiled

.
4. The sensory image used is a. auditory image
a. auditory image
b. visual image
c. tactile image
d. olfactory image .

What souls are these who run through this black haze?
b. visual image
5. The sensory image used is
a. gustatory image
b. visual image
c. tactile image
d. olfactory image

(Indicator no. 9)

K. Additional Activities for Application or

Remediation/ Assignment

Have an advanced reading regarding the rules on

argumentative essay.

V. Remarks
Prepared by: Checked by:

MARIANNE JOE B. DENAGA EVELYN C SANCHEZ

Teacher I Head Teacher III