Date: SEPTEMBER 12-16, 2022

Learning Area: English 10

Quarter: 1st
Schedule: WEEK 4
Competency Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s
purpose (EN10VC-IVc-29)
At the end of the lesson, the students are expected to:
A. Identify the personalities/characters given in a situation;
Objectives: B. Dramatize a scene from the movie that shows different characters or
personality,
C.
Subject Matter: Characterization
Learning Resources: Portfolio Predicate on Exemplar (PPE) English 10 - Week 4
Reference Materials: MELCs English 10 Week 4 Quarter 1 //www.philstar.com/nation .
https://www.philstar.com/nation/2020/07/09/2026628/more-mrt-3-workers
get-virus
Instructional laptop, power point presentation, chalk, handouts
Materials:
Strategy/ies: 4A’s approach by Scott Snell & Ken Cauig, Cooperative learning by John et al (1994) and May
Ann Bague Valencerina, Effective questioning, Constructivism, Inquiry-Based Approach
INTEGRATIVE LESSON PLAN IN ENGLISH 10

PROCEDURE

Teacher’s Activity Student’s Activity

A. PRELIMINARY ACTIVITY
1. PRAYER
2. CHECKING OF ATTENDANCE
3. CLASSROOM RULES
4. REVIEW
Day 1 Good morning, Ma’am Bernadette.
Yes, we are ready.
Good morning, class!
Before we proceed to our next topic. We will have to recall
on what you learn from your previous topic. Are you ready?
I learn about the Textual Aids like advance organizers, titles,
Question 1. What did you learn from our previous topic? non-linear Illustrations in understanding the text.

The textual aids is the story of Orpheus.

Very good!
Question 2. What is the sample of textual aids?
It is a love but sad ending story.
Great job!

Question 3. What can you say about the story of Orpheus? We should follow instructions. We should take time on
everything we do, don’t rush things.
Question 4. What are the lessons that we can get based
from the story?

Well done!

Nice one! You really remembered our previous topic.

Now, let’s move on to another one.

5. Motivation

We will have an activity related to our topic. I will group the

class into 2 groups. This is called Message Relay. I want 5
members every group. The first person will read the lines
given by the teacher. They will relay the message that they
read to their group. The group members will relay the
message by whispering to the next person. After that, the
last person will tell to the teacher the message that they got.
If they got it right, they will get points. (Students perform the task)

1. Alex is very annoying.

2. Jane is pretty but not really smart.
3. Daniel has a bad boy image.
4. Analie is a kind and a generous woman.

Let’s give the winning group a coffee clap.

Good!
Alright! How do you find the activity? Is it fun, boring or
challenging?
It is challenging ma’am.
Okay, I hope you enjoy too.

B. Lesson Proper
6. Developmental Activity
1.0 Activity
Before we go to our main topic. Let’s have another activity.

Directions: Read a short description of an event. Identify the

personality of the person that is revealed by each action.
____________________________1. John is Cassie's older
brother. One day they are walking home from school when a cold
front rolls in and the temperature drops 20 degrees. John is dressed
more appropriately for the weather than Cassie. He takes off his
hooded sweatshirt and offers it to her. She gratefully accepts. John
is now colder, but he is happier. What personality does John
demonstrate?
____________________________ 2. Paul is a volleyball player
training over the summer for next season. The coach demands that
all players come in at 6:00 AM and lift weights until 8:00 AM,
when practice begins. Paul gets there at 5:00 AM to begin his (Students perform the task)
training. What personality does Paul demonstrate?
____________________________ 3. Michelle volunteered to help
Kylie clean her house. When Michelle washed the mirrors, Kylie
asked her if she used paper towels instead of newspapers. When
Michelle admitted that she had, Kylie asked her to redo them.
Then, while Michelle was sweeping, Kylie corrected her on her
technique. "Don't just push the dirt around, Michelle. SWEEP it,"
Kylie told Michelle. What personality does Kylie demonstrate?
__________________________ 4. Rochelle came back from the
bathroom and noticed that her rainbow pencil was missing. She
looked around the room and saw that Corey was using a rainbow
pencil. Rochelle started to tell Corey not to use it without
permission. Corey started crying uncontrollably and ran out of the
room. What personality does Corey demonstrate?
___________________________ 5. Kevin found a wallet on the
ground. He opened up the wallet and saw an old woman's ID card.
Kevin took the ID out of the wallet, walked to the woman's house,
and returned the wallet to her. What personality does Kevin
demonstrate?

Answers Key:
1. John demonstrates that he is kind, considerate and loving.
2. Craig shows that he is dedicated, hardworking and
overachiever. 3. Kylie demonstrates that she is bossy,
unappreciative, perfectionist.
4. Corey shows that she is emotional, crybaby, and sensitive.
5. Kelvin shows that honest, he is compassionate, and honorable.

Day 2 The answer for that, John is so kind and selfless. He cares
1.1 Analysis so much for Cassie.

Let us answer the questions. Who will answer number 1?

Yes, Cusap?
Paul is really hardworking, dedicated and determined.

You got it right.

How about question number 2? Yes, Marjun?

Kylie is bossy and perfectionist.

Absolutely correct.

How about question number 3? Yes, Pilapil.

Corey is emotional and a crybaby.

Amazing job on that! Who will try to answer question Kelvin is so honest and honorable.
number 4? Yes, Rey.

How about number 5?

I guess, we will talk about different attitudes?
Very well said. All of your answers are correct.

Now, what will be our topic for today?

Very well said.

1.2 Abstract
2.0 Unlocking of Difficulties

Today, we are going to learn about characterization. But

before that, let’s play this game first. This is called Spelling
race. You will be group into 4 groups. You will choose your
leader. And all members should participate. I have here
numbers from 1 to 10. Group leaders will have a jack en poy
first and whoever wins will choose a number. Each number
consists of a word. I will give you the meaning and then you Yes ma’am.
will spell the word. Whoever spell the word early and
correctly will have points and whoever got points will be the
one to choose the number. The group who got the highest
point will be the winner. Is it crystal clear?

1. Savagely fierce, cruel, or violent.

2. Cause to feel very fear or scared.
3. A complicated irregular network of passages or paths
in which it is difficult to find one's way; a maze.
4. Attract or tempt by offering pleasure or advantage.
5. A person who is skilled in doing or making something
6. Think about (something) carefully, especially before
making a decision or reaching a conclusion.
7. Protection or a safe place, especially for someone or
something being chased or hunted:
8. To move very quickly and easily through
the air, especially down from a
high position in order to attack:
9. A large boat or a ship
10. Something or someone that
gives great pleasure, satisfaction, or happiness
Answers:
1. Ferocious
2. terrified
3. labyrinth
4. entice
5. craftsman
6. ponder
7. sanctuary
8. swoop
9. vessel
10. delight

Day 3
2.1 Reading text

(Integration of Literature – Story of Daedalus and Icarus)

You will read the story of Daedalus and Icarus.

On the island of Crete there lived a Minotaur, a ferocious

creature that was half man and half bull. The people of the island
of Crete were terrified of the Minotaur; it loved nothing more
than to feast on human flesh. They begged their ruler, King
Minos, to order that the creature be killed, but the King decided
against this. Instead, he constructed a plan to imprison the
Minotaur. To die at the hands of the Minotaur would be one of
the most terrible deaths imaginable, and King Minos believed
that his enemies deserved to meet such a fate. He enlisted the
help of Daedalus, a talented architect, inventor and craftsman,
and asked him to build a labyrinth – a maze of passages that
would be so complex that it would be virtually impossible for
anyone (or anything) to ever fi nd a way out. Daedalus did as King
Minos requested and then, following the King’s instructions, he
enticed the Minotaur into the labyrinth by leaving a huge pile of
fresh meat in its centre. Once the Minotaur was in the labyrinth
the creature was unable to escape. King Minos was delighted.
Anyone who was sent to the labyrinth would be trapped and
eventually they would be found by the Minotaur who would eat
them alive. Now he had the perfect punishment for his enemies!
Deciding he had no further use for Daedalus, the King threw him
into the labyrinth along with his son Icarus. The King expected
that the inventor and his son would be found by the Minotaur
and eaten. Instead, unknown to the king, they escaped. After all,
Daedalus had built the labyrinth and knew his way around! Once
out of the labyrinth Deadulus and Icarus carefully made their way
to the shore of the island and pondered on what to do next. The
trees and bushes surrounding the beach would provide an ideal
sanctuary for the time being. They could possibly survive for
months or years without being seen. But who would want to live
like that – hiding away hoping they would not be captured? They
needed to fi nd a way to leave the island, but how? They could
not swim, the nearest land was too far away, and they would
never make it. They could not leave by ship; all vessels were
controlled by King Minos. Daedalus stared up at the sky and the
seagulls that circled overhead. If only he was as free as a bird. If (Students perform the task)
only he and his son could just fl y away … and then he had an idea
which was both brilliant and ambitious. He would build a pair of
wings! It would take some time, days, weeks even, but he would
build a pair of wings for his son and himself –exactly the same as
the wings of a seagull but on a much larger scale. Scattered
around the beach were seagull feathers. Daedalus instructed his
son to collect as many as he could fi nd. He worked carefully to
build the wings, studying the exact angle and shape of the
seagulls and examining how the birds fl ew. At last, six weeks
after they had escaped from the labyrinth, the wings were ready.
‘With these wings you will fl y like a bird,’ Daedalus told his son,
‘but be careful. Make sure you do not fl y too close to the Sun. If
you do, the wax that holds the feathers together will melt.’ Icarus
nodded quickly. In truth he was barely listening. Hiding on the
shore of the island of Crete had been boring. He had spent weeks
doing nothing more exciting with his days than collecting feathers
and catching fi sh for his father and himself to eat. And now at
last they had the chance to escape. He shuffl ed impatiently as his
father attached the wings to his arms, then helped his father to
position his own wings. ‘We are ready,’ his father told him,
‘follow me!’ Deadulus ran forwards towards the ocean, sweeping
his arms up and down as he did so. With a whoosh he zoomed
forward, rising into the air. Icarus copied his father; suddenly he
found his feet were no longer on the ground…he was in the air…
he was fl ying! He couldn’t believe it! As he looked down at the
sea Daedulus and Icarus below, his heart fl uttered with
excitement. It was as though his body was weightless. The wind
whistled against his ears. He felt like a bird! Higher and higher,
faster and faster he fl ew! Suddenly, Icarus realized he could
hardly see his father. He had fl own so high his father resembled
a small dot below him. At the same time he noticed a feather drift
past and fl oat downwards towards the sea. And then another …
and then another. Too late Icarus realized his wings were melting.
He had fl own too close to the Sun. With every desperate swoop
of his arms, more feathers fell and soon his arms were almost
bare. Down and down and down went Icarus... ‘Father!’ he
shouted before falling with a heavy splash into the sea. His few
remaining feathers fl oated on the surface of the water as he
sank. Daedalus could only watch helplessly and his heart felt as
heavy as a stone as he flew onwards, leaving his son behind.
Minos himself is said to have died at Camicus in Sicily,
where he had gone in pursuit of Daedalus, who had given
Ariadne the clue by which she guided Theseus through the
labyrinth. He was killed by the daughter of Cocalus, king of
Agrigentum, who poured boiling water over him while he
was taking a bath.

The Labyrinth of Daedalus took over 4,600 days, or 12½

years, to be built.
Icarus was the young son of Daedalus and Nafsicrate or
Naukrate, one of King Minos’ servants.

Now, let us answer these questions.

1. Do you like the story of Daedalus and Icarus?

2. Who hires Daedalus?
3. What does Daedalus design to hold the Minotaur?
4. What does he warn Icarus not to do?
5. What happens to Icarus?
6. Why did Minos imprison Daedalus in the labyrinth?
7. How many weeks did Daedalus finish the flying
machine?
8. How did Minos die?
8. If you are Daedalus, will you leave your son too?
 2.2 Lesson

Characterization is a writer’s tool, or “literary device” that occurs

any time the author uses details to teach us about a person. This is
used over the course of a story in order to tell the tale.
Characterization is revealed through direct characterization and
indirect characterization
• Direct Characterization: The writer tells the reader what the
character is like.
A writer reveals traits of a character in a straightforward
manner
• Indirect Characterization: The writer provides clues, such as
actions, private thoughts, and words, to reveal what the character
is like.
“John snapped at the man without warning
Character Traits: The special qualities of a character, such as
behaviors, values, habits, likes and dislikes.
• Protagonist: The main character of the story
• Antagonist: The character or force that blocks the protagonist
from his/her goal.
• Flat Character: A character who has only one or two character
traits
• Round Character: A character with many character traits.
• Dynamic Character: A character who changes during the story
• Static Character: A character who does not change during the (The students perform the task.)
story.
The way a character speaks can inform us of their background
and personality, like how educated they are, or what they consider
important. Even the way other characters speak to and about the
characters is a form of characterization

Do you have any questions or clarifications about speech?

I hope you understand our lesson today. If you have

questions, don’t hesitate to ask me. Okay?

Day 4
1.3 Application
This time, we will have an activity. Each group must have 4
members. Each group will dramatize a scene from a movie
or a situation that shows or demonstrate some personality,
attitude, or behavior. Understand? There is a rubric that you
need to follow. Just be guided accordingly.

Rubrics
Content 5
Attitude 5
Facial expression 5
Teamwork 5
Total 20

Let’s give a good job clap for all of the groups.

I hope you enjoy in our activity.

C. Generalization

Who can summarize what we tackle today?

Wow! That is so deep. Nice insight! I guess, you’re ready to

 answer these questions. So, please get a ¼ sheet of paper.

C. Evaluation

Direction: Choose the correct answer from the given question. Write the letter only.

1. A literary or dramatic character who undergoes an important inner change, as a change in personality or attitude.

a. static character b. round character c. flat character d. dynamic character

2. A literary character whose personality can be defined by one, maybe two traits.

a. static character b. round character c. flat character d. dynamic character

3. This is usually the “good guy” or the person you are most interested in the story.

a. Antagonist b. protagonist c. Round Character d. Flat Character

4. “Harry Potter grows and changes more than anyone else.”

a. static character b. round character c. flat character d. dynamic character

5.“I know the answer!” Maya shouted at her friend. “I’m not stupid!” Maya is: _______________

a. unfriendly b. conceited c. coy d. oversensitive

6. “Peter Pan likes to play and fly high like he is free.” What character does he portray?
a. Direct characterization b. Flat character c. Indirect characterization d. round character
7. Melody is very cute and lovable. She is the daughter of Prince Eric and Princess Ariel.
a. Direct characterization b. Flat character c. Indirect characterization d. round character
8. The writer uses literary devices to teach the story better.
A. Direct characterization b. Indirect characterization c. flat character d. characterization
9. Esamae did not change a bit like her personality or attitude. She is still kind and polite.
a. Flat character b. round character c. dynamic character d. static character
10. Who are round characters in the story Daedalus?
a. Pasiphae and Daedalus b. Daedalus and Icarus c. Daedalus and Minos d. Daedalus and Minotaur
Answer key: 1. D
2. c
3. b
 4. d
5. b
6. c
7. a
8. d
9. d
10. c

D. Assignment

Read the story of Pygmalion and Galatea and then use the character traits to list on what are they.

E. E. REFLECTION
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these works?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by: Checked and verified:

BERNADETTE D. MANILI MAMERTA P. CORVERA

English Teacher I Head Teacher I

Approved:

ROMULO Q. MORATA
Principal I/School Head