Literary Lesson on Struggles and Growth

Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
DIVISION OF PAGADIAN CITY
ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL
STA. MARIA DISTRICT, PAGADIAN CITY
LESSON PLAN IN ENGLISH 10

I. MOST ESSENTIAL LEARNING COMPETENCY/IES :
Critique a literary selection based on the following approaches - Moralist
Objectives:
1. define and differentiate theme from moral;
2. recognize the value of literary works concerning human experience;
3. create a poster showing solution/ treatment on the issues concerning human
experience.
II. LEARNING CONTENT

Subject Matter: Literary Appreciation: Technique in Deciding on How Effective
Treatment on Issues Concerning Human Experience (Moralist): Moral
Quarter and Week: Quarter 3 Module 4 – Week 4
Materials: PPT, handouts, activity sheets/ cards, game cards, laptop, projector, stereo
Page/s: TM: ______ LM: ______

Related Subject/s: (Biological Science/ ESP/ Social Sciences/ Mathematics)
References: SLM Quarter 3 Module 4
III - LEARNING ACTIVITIES: (Good for Three (3) 60 – minute sessions)
A. PRELIMINARY ACTIVITIES (5 minutes)
1. Prayer: Audio visual presentation

2. Checking of Attendance
3. Presentation of Class Rules: Audio visual presentation
4. Review
WORD-TO-MEANING! Types of writing technique.
Students determine types of writing technique by matching its definition.
- is intended to inform the reader about a given topic. Sometimes

Informative called expository or explanatory writing, it uses evidence and
Writing information from credible sources to support a focused and logical
explanation of the topic at hand
- the methods or strategies that writers use to take a stance on an

Persuasive Writing
issue, convincing their readers to agree with a certain idea or
opinion. Writers vary their persuasive techniques based upon their
audience, motives and writing genre
Argumentative - is a genre of writing that requires the student to investigate a topic;
Writing collect, generate, and evaluate evidence; and establish a position on
the topic in a concise manner
5. Motivation
Task 1: MY-STORY! (3 minutes)
Instructions:
ZSNHS - Junior
ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL-JHS
Department of Education, Region IX, Zamboanga Peninsula, Division of Pagadian City
Email address: 303910@deped.gov.ph // School telephone no.: (062) 301-6742
1. Present the situation to the class.

2. Let students answer the following questions: (Indicator 3: Applied range of
teaching strategies to develop critical and creative thinking, as well as other higher
order thinking skills.)
A. What do you think is the problem? Answer: Answer may vary.
B. If you were Michael, what would you do to help solve the problem?
Michael's parents were arguing loudly in the kitchen. He overheard them

discussing financial issues and how they were struggling to make ends meet.
Michael felt anxious and upset, as he didn't want his parents to worry about
money.
Details of the Task (Include possible answers if there are any)
B. DEVELOPMENT OF THE LESSON

A. Presentation of the lesson: Direct the students to the lesson by presenting the
situation.
B. Reading of Objectives: Allow students to read the learning objectives.
ACTIVITY: (“What to do” Phase)
TASK 2: CAROUSEL! (7 minutes)

Instructions:
1. Let the students watch a video: The Cocoon and the Butterfly. (Indicator 1: Applied
knowledge of content within and across curriculum teaching areas. Indicator 3: Applied
range of teaching strategies to develop critical and creative thinking, as well as other
higher order thinking skills.)
2. Sing a song familiar with the students.
3. While singing, let the students pass the questions placed inside an envelope.
4. When the song stops, have them hold and read the questions aloud.
5. Give time for the group to answer the questions.
Process questions Possible answers

1. How long did a cocoon of a butterfly 1. Several hours
struggle to force its body through a 2. Snipped off the remaining bit of the
small opening? cocoon using scissors.
2. What did the little girl do as it seemed 3. The butterfly spent the rest of its life
to stop making any progress? unable to fly, crawling around with
3. How did the butterfly spend the rest of tiny wings and a large body.
its life? Why do you think so? 4. It’s nature’s way of forcing fluid from
4. Why were the struggle and time the body of the butterfly into its wings
required for the butterfly? and prepare it for flying once it was
5. Describe the life cycle of a butterfly. out of the cocoon.
5. Answer may vary.
ZSNHS - Junior
ANALYSIS: (“Why Phase” – process of inquiry into the activity/ systematic

examination of the Activity Phase)
TASK 3: THE-COCOON! (5 minutes)

Instructions:
1. Benchmark: Based on the video: The Cocoon and the Butterfly, have students dig-
out the problem shown in the video and suggest other solutions.
(https://www.youtube.com/watch?v=BySzyJdKvwI). (Indicator 1: Applied
knowledge of content within and across curriculum teaching areas. Indicator 3:
Applied range of teaching strategies to develop critical and creative thinking, as
well as other higher order thinking skills.)

Let the students answer the question that follows.
1. Suggest other solution/s to help solve the problem.
2. What bigger issue was shown in the video and how it relates to the problem in
the society today?
Answer: Struggle: Struggles in life help us to grow.
ABSTRACTION: (“So What Phase”- Theory Inputs/Giving of Examples/ Mini-lecture/

discussions/summarizes the concepts and experiences learned/
inferential leap to life/ generalizations/ valuing)
- A theme is a central, unifying idea in a story. It's the bigger

THEME issue that emerges as the characters pursue their goals.
Examples:
 Beauty.
 Good vs. evil.
 Coming-of-age.
 Loyalty.
 Betrayal.
 Life and Death.
 Justice.
 Family.
- A ‘moral' is generally defined as message that is conveyed or a lesson

MORAL to be learned from a story or event.
Examples:
 Beauty comes in all shades.
 Don’t be greedy, be content with what you have.
 Think before you act.
 Remain calm and use the presence of mind to get out of
adverse situations.
 Death is as much part of life, as life itself.
 Hurtful words cause hurt feelings; Be yourself!
 Where there is a will, there is a way.
 Knowledge without common sense is useless.
ZSNHS - Junior
TASK 4: MI-FAVORITA! (10 minutes)

Instructions:
1. Group the class into 5.
2. Let students choose their favorite story/ selection posted on the board.
3. Read the short story silently.
4. After reading, share in class about its moral and include personal insights/ relevance in
today’s social issues. (Indicator 3: Applied range of teaching strategies to
develop critical and creative thinking, as well as other higher-order thinking skills.)
STORY MORAL
- Small act of kindness can

change the world.
- Let yesterday’s worries inspire

you to a productive day.
- Don’t chase happiness. Enjoy

your life.
- Worrying won’t solve your

problems, it’ll just waste your
time and energy.
- Take responsibility or you will

learn your lesson.
- Don’t value the things you have

in your life. But value who you
have in your life.

Resources:
https://inspirationalife.com/inspiring-moral-stories-for-adults/
https://wealthygorilla.com/best-short-moral-stories/
APPLICATION: (“Now What Phase”/Practical Synthesis/Apply generalizations to

work/Transfer of insights into real-life situations/cooperative learning)
ZSNHS - Junior
TASK 5: 2-DAY! (10 minutes)

Instructions:
1. Group the class into 5.
2. Let each group choose a task to work on.
3. Present social issues and suggests solution/ treatment. (Indicator 5: Managed learner
behavior constructively by applying positive and non-violent discipline to ensure learning-
focused environments. And Indicator 6: Used differentiated, developmentally appropriate
learning experiences to address learner’s gender, needs, strengths, interests, and
experiences.)
GROUP TASKS
Group 1 – BACK-TO-SCHOOL - Our world faces the most unseen and unfathomable fight
due to outbreak. As education redirects to full
implementation of face-to-face classes. Make a poster
showing support to the conduct of face-to-face classes.
Group 2 – GENDER-EQUALITY - In today’s way of life, many students face inequality
because of gender issues in school. Present a poster to
empower those students who experienced inequality at
school.
Group 3 – BULLYING - Teenagers most likely to suffer from bullying whether
verbal or online. At schools, students are experiencing this.
Present a poster demonstrating solution to end bullying at
school.
Group 4 – GANG - The present of gangs in schools is prevalent nowadays.
Present a poster that provides awareness and
understanding of gang issues. You may include statistics to
present valid arguments. (Indicator 2: Used a ranged of
teaching strategies that enhance learner achievement in
literacy and numeracy.)
Group 5 – POVERTY - Many students are struggling in going to school daily due to
lack of finances. Compose a poster that encourages
students to continue going to school.
Details of the Task (Include possible answers/ rubric if there are any)
See attached rubric.
IV – ASSESSMENT: (10 minutes)
ZSNHS - Junior
Instructions: Answer the following questions.
A. Read the following selections/passages and answer the questions that follow.
1. As used in the poem, what is the synonym for the underlined word?
A. clean B. still C. spilling D. pouring
2. What time of the day is referred to in the stanza?
A. after sunset B. after sunrise C. during sunrise D. during daylight
3. What feeling is expressed in the poem?
A. sadness B. confusion C. happiness D. appreciation
B. Read the following selections/passages and answer the questions that follow.
4. What can be inferred from the second paragraph?

A. It is enough to entrust everything to God since He will always provide.
B. Those who believe in God's presence are the only ones who will survive.
C. One must be religious to please God and attain salvation.
D. A strong faith in God is necessary to withstand the difficulties in life.
5. As the writer uses in the second paragraph, what does the phrase "the ebb and flow of
the tide of life" mean?
A. The various natural events which enrich life
B. The success or failure of our aspirations in life
C. The battle between good and evil in this life
D. The happiness we encounter in life
6. Select the theme:
A. You should be careful with peoples' feelings. C. Feelings can be hurt easily.
B. Emotions D. Happiness
7. It is a central, unifying idea in a story.
A. Trust no one! C. Moral
B. Theme D. Literary appreciation
8. Generally defined as message that is conveyed or a lesson to be learned from a
story or event.
A. Moral C. Literary devices
B. To be or not to be. D. Theme
9. Select a moral:
A. A friend in need is a friend indeed. C. Birds can fly.
B. To be or not to be. D. I love to sing and dance.
10. Which of the following is not a theme but a moral?
A. Love endures C. Love thy neighbor
ZSNHS - Junior
B. Love D. Love is challenging
Details of the Assessment (Include possible answers/ rubric if there are any)
V – ASSIGNMENT:
Instructions:
In celebration of Women’s Month, create a personal hashtag that promotes women
empowerment. Share your insights. Take a photo and post it in your social media
accounts.
Details of the Assessment (Include possible answers/ rubric if there are any)
REFLECTIONS:
Prepared by:
Mark Chris L. Ontolan

Teacher I
Mentored by: Checked and Reviewed by:
Daisy S. Alquino Mary Grace V. Fuerzas, EdD

MT - I HT - III
Noted:
Fe Alvarez – Bibanco, EdD

School Principal IV
POSTER MAKING RUBRIC
CATEGORY 6 5 4 3
ZSNHS - Junior
Required The poster includes All required elements All but 1 of the Several required
Elements all required elements are included on the required elements are elements were
as well as additional poster. included on the missing.
information. poster.
Labels All items of Almost all items of Many items of Labels are too small
importance on the importance on the importance on the to view OR no
poster are clearly poster are clearly poster are clearly important items were
labeled with labels labeled with labels labeled with labels labeled.
that can be read from that can be read from that can be read from
at least 3 feet away. at least 3 feet away. at least 3 feet away.
Graphics - All graphics are All graphics are All graphics relate to Graphics do not relate
Relevance related to the topic related to the topic the topic. One or two to the topic OR
and make it easier to and most make it borrowed graphics several borrowed
understand. All easier to understand. have a source citation. graphics do not have a
borrowed graphics Some borrowed source citation.
have a source citation. graphics have a
source citation.
Attractivene The poster is The poster is The poster is The poster is

ss exceptionally attractive in terms of acceptably attractive distractingly messy or
attractive in terms of design, layout, and though it may be a bit very poorly designed.
design, layout, and neatness. messy. It is not attractive.
neatness.
Grammar There are no There are 1-2 There are 3-4 There are more than 4
grammatical/mechani grammatical/mechani grammatical/mechani grammatical/mechani
cal mistakes on the cal mistakes on the cal mistakes on the cal mistakes on the
poster. poster. poster. poster
ZSNHS - Junior

Literary Lesson on Struggles and Growth

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Literary Lesson on Struggles and Growth

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Republic of the Philippines

LESSON PLAN IN ENGLISH 10

II. LEARNING CONTENT

Page/s: TM: ______ LM: ______

III - LEARNING ACTIVITIES: (Good for Three (3) 60 – minute sessions)

A. PRELIMINARY ACTIVITIES (5 minutes)

1. Prayer: Audio visual presentation

- is intended to inform the reader about a given topic. Sometimes

- the methods or strategies that writers use to take a stance on an

1. Present the situation to the class.

Michael's parents were arguing loudly in the kitchen. He overheard them

Details of the Task (Include possible answers if there are any)

B. DEVELOPMENT OF THE LESSON

ACTIVITY: (“What to do” Phase)

TASK 2: CAROUSEL! (7 minutes)

Details of the Task (Include possible answers if there are any)

Process questions Possible answers

ANALYSIS: (“Why Phase” – process of inquiry into the activity/ systematic

TASK 3: THE-COCOON! (5 minutes)

Details of the Task (Include possible answers if there are any)

ABSTRACTION: (“So What Phase”- Theory Inputs/Giving of Examples/ Mini-lecture/

- A theme is a central, unifying idea in a story. It's the bigger

- A ‘moral' is generally defined as message that is conveyed or a lesson

TASK 4: MI-FAVORITA! (10 minutes)

- Small act of kindness can

- Let yesterday’s worries inspire

- Don’t chase happiness. Enjoy

- Worrying won’t solve your

- Take responsibility or you will

- Don’t value the things you have

Details of the Task (Include possible answers if there are any)

APPLICATION: (“Now What Phase”/Practical Synthesis/Apply generalizations to

TASK 5: 2-DAY! (10 minutes)

See attached rubric.

IV – ASSESSMENT: (10 minutes)

Instructions: Answer the following questions.

4. What can be inferred from the second paragraph?

B. Love D. Love is challenging

Mark Chris L. Ontolan

Mentored by: Checked and Reviewed by:

Daisy S. Alquino Mary Grace V. Fuerzas, EdD

Fe Alvarez – Bibanco, EdD

POSTER MAKING RUBRIC

Attractivene The poster is The poster is The poster is The poster is

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Page/s: TM: LM: