LESSON PLAN IN ENGLISH 10

School Patria National High School Grade Level & Section 10

Teacher Shellah Rose F. Dujali Quarter 1
Learning Area English Teaching Dates & Duration Up to 4 days
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts and how to use strategies in linking textual information.
Performance Standards The learner composes an essay describing how discovering
personal challenge can help in understanding oneself better.
Learning Competencies/Code - Appraise the unity of plot, setting and characterization in
a material viewed to achieve the writer’s purpose.
Objectives
 Knowledge - Identify the plot, setting and characters of a given selection.
 Skills - Tell the author's purpose in writing the text.
 Attitude -Display the value of love and compassion for others through
writing an essay.
II. CONTENT APPRAISING THE UNITY OF THE PLOT, SETTING AND
CHARACTERIZATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning SDO NegOr Self Learning Module for Quarter 1-Module 2 about
Resource (LR) portal Textual Aids written by Evely C. Amante, Dev.Ed.D.
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of the crossword puzzle
IV. PROCEDURES
A. Review/Introductory - The teacher asks the students to review their past lesson on the elements of a
Activity short story by completing a crossword puzzle. (The teacher may present an
enlarged version of the puzzle and post it on the board.)
- The teacher says:
Complete the puzzle by reading the clues then putting in the correct
responses in the appropriate boxes.

B. Activity/ Motivation - The teacher presents three photos for the students to observe.
- Ask the following questions:

1. What do you see from each picture?

2. What is picture #1 all about? What does it tell you?
3. What about picture #2 and #3? What do they tell you?
4. Do you think these pictures are connected with each other?
5. Are they relevant to our lesson for today?

- The teacher facilitates the sharing of responses. ‘

C. Analysis/Presenting -
examples of the new -
lesson where the
concepts are clarified

-
- The teacher tells the class that the sentences they are about to encounter
contain unfamiliar words found in the selection that they are about to read.
Instruct the class to determine the meaning of the underlined words through
context clues.

1. Cosette's thin and sickly face was vaguely outlined by the livid light in the

sky.

a. not clearly perceived in mind/dark, bluish appearance

b. clearly/very angry

c. seriously/pale

2. From time to time she raised her eyes towards the man, with a sort of

tranquillity and an indescribable confidence.

a. stupidity

b. peacefulness
c. noisiness

3. Another pause ensued. Cosette lifted up her voice.

a. stopped

b. continued

c. followed

4. The man had ceased to ply her with questions, and now preserved a gloomy

silence.

a. to persist in offering something to

b. to embarrass

c. to entertain

5. As they approached the tavern, Cosette timidly touched his arm.

a. the house / loudly

b. the inn/ shyly

c. the bar / angrily

D. Abstraction - The teacher presents an excerpt from Chapter VII of the Les Misérables. In
here, Jean Valjean will be seen fulfilling his promise to the dying Fantine to
find her daughter and take care of her. As they read the excerpt, inform the
students to notice and take down notes about the behavior of the characters as
well as the experiences that they will share through their dialogue.
- After introducing the excerpt, the teacher presents the following ideas:

Les Miserables was considered as the greatest novel in the 19th

century. It was played in broadway as a musical and was also made into a
movie. In Les Misérables, Hugo asserts that love and compassion are the
most important gifts one person can give another and that always displaying
these qualities should be the most important goal in life.
 Plot, setting, and character are deep topics with many facets.
 Characters are a central part of any short story, novel, screenplay,
or stage play—they drive the conflict and provide the point of view for the
story. Characters are the beings, the actors, of story. They can be
human, animal, mechanical, or any combination thereof. Readers typically
search for a character they can identify with to better relate to a story. Two
essential types of characters to understand when writing an interesting
story are dynamic characters and static characters. Static character is a
character who remains the same throughout a narrative. Static characters
do not develop or change beyond the way in which they are first presented.
A dynamic character undergoes substantial internal changes as a result of
one or more plot developments. The dynamic character's change can be
extreme or subtle, as long as his or her development is important to the
book's plot or themes.
  Characterization is the way an author or
an actor describes or shows what a character is like. Writers and readers
expect a story to take place somewhere and at some time. They recognize
that setting affects mood and event possibilities and character
temperament. Setting is a necessity, but it doesn’t necessarily attract
readers the way plot and character do.
Without intimate knowledge of character, a reader can’t get involved in
the events happening to him. Connection with character gives a reader a
stronger connection to the story. The character drives the story events. The
plot directs the character. Story requires memorable characters to engage
the reader (or viewer).

 Plot is the whole of the events of the story. This is the action
(action includes dialogue), the part of story that answers the question what
happened. Plot unfolds through scenes, through story events and dialogue.
Plot events can take place right in front of the reader or be related to him
through flashback or by exposition. Plot is concerned with events that
happen to the main characters and that have an impact on their decisions.
Setting is the place of story. It answers the questions where and
when. Setting influences character type, word choice, pace, tone, even
genre. Setting enhances story by enfolding plot and character in a place
where they fit, where their strengths can best be highlighted. It is an
essential characteristic. Oftentimes, changing the setting will drastically
impact the story.
So how does the setting influence the plot and the characters?
Setting wraps the story in a package that provides plot & character clues
and motivations and instigators that hold the story elements together in a
cohesive unit.

Why do you think an author would write a certain text? What are the
different purposes for writing a text?

Key Points on Writer's Purpose:

• Authors and writers have a purpose in writing specific texts.

• Authors use literature and texts to persuade, entertain or inform their
readers.

Example:

Most newspaper articles and textbooks are written to provide information.

Novels and fiction are usually written to entertain readers.
Press releases and advertisements are written to persuade or convince
readers.

▪ Take note, in reading pieces of texts, it is important to understand the

author's purpose. That way, one can have a deeper understanding of
the text.

E. Valuing: Finding
Practical - The teacher instructs the class to group into three and gives each group
Applications of corresponding situation to brainstorm and answer.
 Concepts and Skills
in Daily Living

F. Generalization - The teacher instructs the students to make a journal on the lessons about
Appraising The Unity Of The Plot, Setting And Characterization. Then,
they will be asked to write their reflection in their notebook by completing the
statements below.
I have learned that ___________________________________________________
___________________________________________________________________

I have realized that ____________________________________________________

____________________________________________________________________
I will apply ___________________________________________________________
____________________________________________________________________
G. Assessment - The teacher gives the following instructions:

V. REMARKS
VI. REFLECTIONS
A. No.of learners
who learned 80% on the
formative assessment
B. No.of learners
who require additional
activities for
remediation.
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
work?
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?