DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS
DASMARIÑAS INTEGRATED HIGH SCHOOL
In-Service Training for Teachers of English
Learning Area
Learning Delivery Modality
LESSON
School
EXEMPLAR
Teacher
Teaching
Date
Teaching
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
D. Enabling Competencies
(If available, write the attached Determine how connected events contribute to the totality of the
enabling competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from
Learning Resources
December 14-19, 2020
Via Google Meet
LESSON EXEMPLAR
for Demonstration Teaching
December 18, 2020/9:30 am-10:30 am
English
Modular Distance Modality
Dasmariñas Integrated High
Grade Level Grade 10
School
Learning
LANIE H. BEATON English
Area
December 18, 2020 Quarter First Quarter
9:30 – 10:30 AM No. of Days 1 day
 Identify the elements of the story
 Arrange the events of a given story chronologically
 Reflect and give their own meaning of love and death based on
their own perspective
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.
The learner proficiently delivers an argumentative speech
emphasizing how to resolve conflicts among individuals or groups.
APPRAISE THE UNITY OF PLOT, SETTING AND
CHARACTERIZATION IN A MATERIAL VIEWED TO ACHIEVE THE
WRITER’S PURPOSE
material viewed.
“Orpheus” by Alice Low
pp. 39-41
pp. 54-58
N/A
N/A
B. List of Learning Resources for
Development and Engagement
Activities N/A

IV. PROCEDURES
A. Introduction PRESENTATION OF THE OBJECTIVES

 The learners will read and take note of the expected

goals and tasks for them to be guided for the entire
lesson

The learners are expected to reflect and give their own

meaning of love and death based on their own perspective
using differentiated instructions.

INTRODUCTION OF THE LESSON

• The learners will read the introductory text of the lesson.

They will be asked to take note of the Most Essential
Learning Competency highlighted in the introduction.

This lesson highlights the appraisal of the unity of plot,

setting and characterization in a material viewed. This includes
highlighting the elements of the story and identify author’s
purpose.

Learning Task 1: Study the pictures. Then, identify the

characters, plot and setting of the story.

Learning Task 2: Match the items in Column A with the items in

Column B. Write the letters of your answers in your answer sheet.
Column A Column B
_____1. exposition a. location of the story
_____2. conflict b. moral lesson of the story
_____3. climax c. struggle of the main character
_____4. falling action d. time and location of the story
_____5. resolution e. where resolution begins
_____6. place f. arrangement of story
_____7. time g. beginning of the story
_____8. setting h. actors or movers of the story
_____9. plot i. final outcome of the story
_____10. characters j. turning point of the story
k. period or time when the story occurs
B. Development Read the lecture about the Characters (Characterization), Plot
and Setting Text.

CHARACTERS (CHARACTERIZATION), PLOT AND SETTING

Characters
Characters refer to persons, persons, creatures or things serving
as actors or movers in a story. They portray specific roles with
corresponding dialogues and plot lines. Stories have protagonist/s
and antagonist/s.

Characterization
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. Let’s figure
it out from the example below:

In the Harry Potter series, Dobby refers to Potter as “the noble

Harry Potter,” or “good Harry Potter,” which shows us how the
house elf adores the young wizard. It might also be a hint of how
Dobby would show affection for other people he admires.

Plot
Plot shows how the author arranges events to develop the basic
idea; There are five essential parts of plot:
 Exposition (introduction) is the beginning of the story.
 Conflict can be any form of struggle the main character faces.
there may be only one central struggle, or there may be many
minor obstacles within a dominant struggle.
 Character vs. Self -struggles with own soul, physical limitations,
choices, etc.
 External - Struggle with a force outside one's self.
 Character vs. Character - Struggles against other people.
 Character vs. Nature - Struggles against animals, weather,
environment, etc.
 Character vs. Society - Struggles against ideas, practices, or
customs of others
 Climax is the turning point of the story. Readers wonder what will
happen next; will the conflict be resolved or not?
 Falling action is where the resolution begins; events and
complications start to fall into place. These are the events between
climax and denouement.
 Resolution (Conclusion) is the final outcome of events in the
story.

Setting
Setting refers to the time and location when and where a story
takes place. For some stories, the setting is very important; while
for others, it is not. When examining how setting contributes to a
story, there are multiple aspects to consider:
 Place - Geographical location; where is the action of the story
taking place?
 Time - Historical period, time of day, year, etc.; when is the story
taking place?
 Weather Conditions - Is it rainy, sunny, stormy, etc.?
 Social Conditions - What is the daily life of the character's like?
Does the story contain local color (writing that focuses on the
speech, dress, mannerisms, customs, etc. of a particular place)?
 Mood or atmosphere - What feeling is created at the beginning of
 the story?

Learning Task 3: Watch the story of Orpheus by Alice Low using

this link: https://www.youtube.com/watch?v=OeWOOf1ozwc.

ORPHEUS SUMMARY
Orpheus and Eurydice get married, but later that night, Eurydice is
bit by a snake and dies. So far, so terrible. Overcome with grief,
Orpheus travels to the Underworld to bring her back to life. He
convinces Hades and Persephone to let Eurydice go, but her
release comes with a catch: Eurydice must walk behind him as
they ascend to the upper world, and Orpheus is forbidden from
looking at her.
Unfortunately, Orpheus is overcome with passion just as they
reach the exit. He turns to look at Eurydice and she is immediately
sent back to the Underworld – forever. Orpheus is devastated
(again) and roams around Greece playing sad songs. Eventually,
he is ripped to shreds by a group of drunken mad women.

Then, answer the questions that follow. Write your answers in

your answer sheet.
1. Who are the main characters of the story?
2. What is the setting of the story?
3. Using a story map, explain the plot of the story:

4. What social conditions are portrayed in the story?

5. What is the weakness of the character in the story? Did the
character overcome his weakness? How?
6. Do you think ----??????

C. Engagement Learning Task 4:

Directions: Do the following tasks as directed.
4.A. Love symbol
If there is an object that would symbolize Orpheus love for
Eurydice, what is it? Draw that object inside the box and write
a short explanation about it.
 4. B. Greatest Fear in Achieving the Goal

Like what happen to Orpheus who is very talented yet

because he wasn’t able to overcome his weakness he failed.
Goals are hard to achieve. There are setbacks that come
along the way. What hinders your ways to achieve your goals?

Present your steps in overcoming your fear.

4.5 What is the theme of the story? Express it in a very

artistic way through poster making.

Rubrics

D. Assimilation The moment I stepped out of the parlor, I knew something

was amiss. I had my hair done because I was one of my best
friend’s bridesmaids and the wedding was a few hours. To my
horror, my hairdo was horrible.
Trying not to panic, I showed my problem to my younger
sister. My sister carefully evaluated the emergency with the
intensity of the chess grandmaster,
added some chips, tried something more hairspray and after
weighing the whole situation, she called “a spade a spade” and
proclaimed that it was hopeless. I screamed, slammed doors,
threw chips around and thought about not showing my face in
the wedding.

Thankfully, my other sister arrived and transformed the disaster

into something more presentable and offered this piece of
wisdom – “Your hair is fine, forget about it and do you job as a
friend. She’s counting on you”. I am ashamed to think that I
 almost let a superficial thing distract me from a more significant
event.
The cares of this world are nothing compared to some real
biggies...commitment, responsibility and friendship.

1. What was the setting of the story?

_________________________________________________
2. Who are the characters in the story?
_________________________________________________
3. What emotion was present in the first paragraph? (Encircle the
letter of your answer.)
A. Happy B. Amazed C. Surprised D. Hopeless
4. What made the character convinced that her hair was fine?
_________________________________________________
5. What lesson did you learn from the story?
A. Having sisters can be a big advantage.
B. Preparing for a wedding requires a lot of time.
C. One’s appearance is important in occasions like wedding.
D. Friendship is more significance than appearance.

V. REFLECTION The learners need to post a reflection guided by the following:

1. My journey through this lesson enabled me to learn

______________________________________________

2. It made me realize that

______________________________________________

3. I, therefore, commit to
______________________________________________

Prepared and Demonstrated: Checked:

LANIE H. BEATON NATIVIDAD JOENINE T. BILLONES

SST III Master Teacher 1

Date: December 16, 2020 Date:

Noted:

LOURDES R. TICOT
OIC- English Department