Department of Education

Region V
Division of Camarines Sur
QUIPAYO NATIONAL HIGH SCHOOL
San Antonio-Quipayo, Calabanga, Camarines Sur
301953

DETAILED LESSON PLAN IN ENGLISH 10

I. OBJECTIVES
A. Content The learner demonstrates understanding of how world literature and other text types
Standards serve as instruments to resolve social conflicts, also how to use the language of
research, campaigns and advocacies.
B. Performance The learner competently presents a research report on a relevant socio-cultural
Standards issue.
C. Learning Appraise the unity of plot, setting and characterization in a material viewed to achieve
Competencies/Obje the writer‘s purpose. EN10VC-IVc-29
ctives (Code)
II. CONTENT Unity of plot, setting and characterization
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pp 120-126
Pages
2. Learner’s Pp 408-411
Materials Pages
3. Text Book Pages
4. Other Learning Short film ―The Paperman‖
Resources https://www.youtube.com/watch?v=Z4dIgUgYCxQ
How Story Elements Interact and Shape One Another
https://study.com/academy/lesson/how-story-elementsinteract-shape-one-another.html
Story Elements Graphic Organizer https://www.google.com/search?
q=Story+elements+graphic+organizer&bih=560&biw=360&hl=en&sxsrf=ACYBG NSEGFeq1X6fZ-
ccC2eQenxgDRP6w:1568562413407&source=lnms&tbm
=isch&sa=X&sqi=2&ved=0ahUKEwja39WrltPkAhXjGEKHQUHCTEQ_AUIBigB&biw=360&bih=560#im
grc=Y 9Th6f2aFrVoEM
Video Clip ―You Can Be A Hero Too‖
https://youtu.be/15UBikaulQM

PROCEDURES TEACHER”S ACTIVITIES STUDENTS ACTIVITIES’/POSSIBLE

RESPONSES
Preliminaries The teacher facilitates:
Classroom Preparedness -Students will make sure the
cleanliness of the classroom.
Health Protocols Reminders -Students will read the New Normal
Class Norms and make sure that they
Opening Prayer follow so.
-A volunteer from the class to lead the
Prayer
Attendance -Students will say present if around.
Reminders:
Each student who are not present today due to
sickness, attending sicked family members, and other
unavoidable circumstances will be given activity
sheets/modules and other learning materials similar to
our discussion today.
COT-RPMS Indicator 5:
Establish safe and secure learning environments to enhance learning through the consistent implementation, guidelines and procedures.
COT-RPMS Indicator 8:
Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents
A.ELICIT The teacher will flash on the screen the different The students will say the following
Reviewing pictures of part the body that has something to do with words:
the previous the five senses: Nose
lesson. Eyes
Tongue
Ears
Then ask: How will you connect those pictures with Palm
our previous lesson?
-Those pictures has something to do
Very good! Lets give her/him one loud clap! with the five senses that are essential
to literature.
Oh I’m sorry class. I had headache yesterday the
results is I feel like losing those five senses. Can you -The students will make one loud clap.
please help me regain those by naming it for me.

Wow! Thank you very much you are so thoughtful.

And I feel like I recovered my energy. Thank you so -The students will name:
much for that. Kindly give yourselves a big hurrah Sense of sight, sense of hearing,
clap! sense of smell, sense of smell and
sense of touch.

-Students will execute a hurrah clap.

COT-RPMS Indicator 7:
Maintain Learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning
B. ENGAGE This time let us divide the class into three according to
your proximity. Since we are the pandemic, you can
still form a circle however the proper distance must be
observed.

Are you ready! Yes Sir!

Task 1: Three-in-One (Group Activity)

Each group will be given a set of pictures with jumbled

letters that represents a word. Your activity will be
clocked to one minute only. (1min.) Once you are
done just execute a raise hand clap.)
A representative from the group will have to write on
the board the word represented by each set of
pictures.

As you do your activity please be reminded to do it

without disturbing other groups. When you are done Yes Sir.
keep seated and refrain from making unnecessary
noise/actions that will prevent other groups to finish
their task. Is that clear class?
Yes Sir.
(COT-RPMS Indicator 6 .
Maintain learning environment that promote fairness, respect and care to
encourage learners)

Good! The students perform the activity:

Are you ready?

Let’s begin, the timer starts now.

SET A

A H C C A R S R E T
 SET B.

G N I T T S E

SET C.

The Group Expected Answers:

SET A-CHARACTER
T O P L SET B-SETTING
SET C-PLOT
After 1 minute
Time is up! Let’s process your answers.

Congratulations on the job well-done!

Your answers have something to do with our lesson

today
C. EXPLORE From the short film that you will be watching, take The students will watch the short film
note of how the setting, characters, and plot help in the Paperman.
achieving the writer‘s purpose

Watch the 8-minute short film entitled Paperman.

https://www.youtube.com/watch?v=Z4dIgUgYCxQ

D. EXPLAIN Let us know more about the story. Take notes of the
important details for you will used it on the next
activity.

The story is about how George, an ordinary white-

collar worker, has a chance encounter with the girl of
his dreams on a train platform in the bustling mid-
century New York City. The dispirited man arrives at
work with nothing more than a vivid memory of the
lovely stranger, when, suddenly, he spots her through
the window in the building across the street. He used
a fleet of paper airplanes to get her attention.

What do you think is the writer’s purpose in writing the
story?
How did the characters, setting and plot
help in achieving the author‘s purpose in
writing the story?
Very comprehensive!
-the author’s purpose in writing the
story is to entertain the viewers.
- The characters, setting, and the plot
kept the
story running smoothly and allow the
action to develop in a logical way that
the viewer
was able to connect thus achieving
the
author‘s purpose in writing that is, to
entertain.)
 Now let’s discuss the 3 major elements of the story.

The teacher will flash on the screen the following

CHARACTERS
The characters are the individuals that the story is
about. The author should introduce the characters in
the story with enough information that the reader can
visualize each person. This is achieved by providing
detailed descriptions of a character’s physical
attributes and personality traits. Every story should
have a main character. The main character
determines the way the plot will develop and is usually
who will solve the problem the story centers upon.
However, the other characters are also very important
because they supply additional details, explanations,
or actions. All characters should stay true to the
author’s descriptions throughout the story so that the
reader can understand and believe the action that is
taking place—and perhaps even predict which
character may do what
next.
-The Paper Man
Can you name at least one character in the story? -Students’ answers may vary
Why was he called the paperman?

SETTING
The setting is the location of the action. An author
should describe the environment or surroundings of
the story in such detail that the reader feels that he or
she can picture the scene. Unusual settings (such as
a fantasy world) can be interesting, but everyday
settings can help a reader to better visualize the story
and feel connected to the plot!
In the bustling mid-century New York
Where did the story happen? City

PLOT
The plot is the actual story around which the entire
book is based. A plot should have a very clear
beginning, middle, and end—with all the necessary
descriptions and suspense, called exposition—so that
the reader can make sense of the action and follow
along from start to finish.

E. The teacher will asks:

ELABORATE
What lesson in life did you learn from the short film? Students’ answers may vary
How does unity of the plot, setting and characters
help in achieving the writer‘s purpose?

Task 2. Small Group Differentiated Activity. Group 1- The Scie-wizard Group- Re

The Teacher will group the learners into 5 Groups and
give 2 minutes for each group to prepare the task.
Each group will have different activities. The Group
will choose a leader to be the team facilitator.
As the group prepares their task, the teacher will
invent the title of the story.
Group 2. The Actors Group- Show the
character’s emotion as shown from
the movie clip.
Group 3.-Historian. Recall a story
about indigenous people/person who
has experience riding on a train for the
 monitor the class and refrain from making the first time. And if you are in the train,
classroom warry and noisy. like the paper planes how would you
guide them to find the way he wants to
go with?
Group 4. Mathematicians- Count the
possible number of characters with
significance in the story.
Group 5. The guidance Counsellors
League. Explained the What
Happened and why of the story based
on the summary of plot given by the
teacher
COT-RPMS Indicator 1:
Apply knowledge of content within and across curriculum teaching areas.

COT-RPMS Indicator 4:
Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and
achievement.

COT-RPMS Indicator 8:
Apply range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility
for their own learning.

COT-RPMS Indicator 10:

Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous group.
F. EVALUATE Teacher will instruct the learners to watch the short The Students will watch the video clip
video clip You Can Be a Hero too then perform the last task given by the
teacher.
Write 3-5 sentences on how the plot, setting and
characters help in achieving the writer‘s purpose.

Name at least 4 localized terminologies that is similar

to what you see from the video clip that are prominent
in your area/community

COT-RPMS Indicator 3:
Display proficient us of Mother Tongue, Filipino and English to facilitate teaching and learning.

G. EXTEND Find a similar story about a paper man that happened in the Philippines. Describe the character
the setting and the plot through comparison and contrast of the Paper Man and the story you
have found. Do this via PowerPoint presentation.

Prepared by:

ZALDY V. PAPELLERA
English Teacher

Noted:

NATIVIDAD C. DE LEON
Principal I