LESSON PLAN IN ENGLISH 9

I. OBJECTIVES
At the end of the lesson, students are expected to:
1. define the different elements of the story; and
2. identify the different elements of the story.

II. SUBJECT MATTER

Topic:
Analyzing a Story in Terms of its Elements

Reference:

English 9 Quarter 4, Module 3: Analyzing a Story in Terms of its Elements

Retrieved from: https://read.gov/aesop/010.html
https://www.waterford.org/resources/6-strategies-for-teaching-story-
structure/

Visual Materials:
Visual Aids, and reading materials

III. PROCEDURE
A. Routine Activities
 The teacher will ecstatically greet the students.
 The teacher will ask the students to stand for a short opening prayer.
 The teacher will instruct the students to take their seats and to sit down properly.
 The teacher will ask someone to check the class attendance.

B. Motivation
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
The teacher will divide the class into two The students will listen attentively to the
teams, each team will select five players to teacher’s instructions and participate actively.
play the game relay called Write me Down!
wherein the teacher will asks random
questions and then they have to write down
the answer.
1. Who are the main characters from the
famous Disney movie entitled Frozen?
2. Complete the passage. Don’t _______
the book by its ________.
3. I’m in a place where people who are
ill or injured are treated and taken care
of doctors and nurses. Where am I?
4. Who is the antagonist of the epic
poem Beowulf?
5. In the epic poem Beowulf, he is the
king of the Danes and the Lord of the
great hall, Heorot.

C. Presentation/Discussion

Elements of the Story

1. Setting. It refers to the time and place in which the action of the story happens.
Example:
In Romeo and Juliet, the story takes place in the city of Verona.

2. Character. It refers to a person, an object, an animal, or imaginary creature personified

in the story. There are two types of characters: the protagonist and the antagonist.
Example:
In the story Romeo and Juliet the main characters or the protagonists of the story are
Romeo Montague and Juliet Capulet and the antagonist of the story is Juliet’s cousin
and Romeo’s rival, Tybalt Capulet.

3. Theme. It refers to the central idea or message of a story.

Example:
In Romeo and Juliet, love is naturally the play’s dominant and the most important theme
of the story. In Romeo and Juliet, love is a violent, ecstatic, overpowering force that
supersedes all other values, loyalties, and emotions.

4. Plot. The plot relates to the events that happen in a story or what is the story about.
 Example:
In the story Romeo and Juliet begins as the Chorus introduces two feuding families of
Verona: the Capulet’s and the Montagues. It ends with, Romeo returns to Verona
because he believes Juliet is dead. Moments later Juliet wakes up and found Romeo
dead, she then kills herself with Romeo’s dagger.

5. Point of View. This is the angle of narration or the perspective from which the story is
told.
Example:
In Romeo and Juliet, the story was told by the narrator.

D. Application

Thank You, Ma'am

by Langston Hughes

It is eleven o’clock at night as a large woman carrying a large

purse slung over her shoulder walks down a deserted city
street. Suddenly a boy dashes behind her and with one tug jerks
the purse from her. Its weight throws him off balance and he
falls, legs flying up.

The woman calmly kicks him.Pulling the boy up by his shirt

and shaking him, the large woman demands that he return her
pocketbook. When she asks if he is ashamed, the boy finally
speaks. He answers yes and also denies that he meant to snatch
the purse. Not deceived, the woman tells him that he lies,
discovers that he has no one at home, and drags him off.
Frightened, the boy begs to be released, but the woman simply
announces her name: Mrs. Luella Bates Washington Jones. The
now sweating boy struggles desperately but finds the woman’s
half nelson difficult to resist.

As they enter her furnished room, Mrs. Luella Bates Washington Jones leaves the door open. She
asks the boy’s name; he replies that it is Roger. Calling him by name, she tells him to wash his
face, then turns him loose—at last. Roger looks at the open door and looks at the large woman;
he chooses to wash.

When the woman asks if he took her money because of hunger, the boy replies that he wanted
blue suede shoes. The woman only says that she has done things that she would tell no one.
Then, leaving him alone by her purse and the open door, she steps behind a screen to warm lima
beans and ham on her gas plate. The boy does not run; he does not want to be mistrusted.

While they eat, the woman asks no questions but talks of her work on the late shift at a hotel
beauty shop. After they share her small cake, she gives the boy ten dollars for some blue suede
shoes and asks him to leave because she needs her rest.
Mrs. Luella Bates Washington Jones leads Roger to the barren stoop and says that she hopes he
behaves himself. He barely manages to say thank you before the large woman shuts the door. He
never sees her again.

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

The teacher will divide the class into five The students will listen to the instructions of
groups and each group will be given a the teacher, and they will go to their
different task, where the students will respective groups and they will help each
examine the story they read and extract the other to accomplish the activity. Then, they
information related to each element. The are going to present and discuss their work to
students will be given a brown envelope, the class.
inside of the brown envelope are the materials
they can use.
The students will be given five minutes to
work with their activity and after that each
group will choose a representative/s to
present their work in front of the class.

Group 1- Characters
(Who are the characters of the story? How
would you describe them?)

Group 2- Setting
(When and where does the story takes place?)

Group 3- Plot
(How did the author begin the story? What is
the main problem in the story and how did it
solved? How the story ended? Would you
have ended it the same? Why or why not?)
Group 4- Theme
(What lesson does the story have that
resembles life?)

Group 5- Point of view

( Whose point of view is the story told by?)

Rubrics for Group Activity (Group ____)

CRITERIA 5 4 3 2 1
Collaboratio
n
Organization
Time Frame
Presentation
Total

E. Generalization
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
The teacher will ask the students to enumerate The students will answer, and their answers
the elements of the story. may vary.

The teacher will ask what elements of the The students will answer, and their answers
story they like the most. may vary.

IV. EVALUATION

Direction: Read the story of The Owl & the Grasshopper. Complete the
table below.

The Owl & the Grasshopper

The Owl always takes her sleep during the day. Then after sundown, when the rosy light fades
from the sky and the shadows rise slowly through the wood, out she comes ruffling and blinking
from the old hollow tree. Now her weird "hoo-hoo-hoo-oo-oo" echoes through the quiet wood,
and she begins her hunt for the bugs and beetles, frogs and mice she likes so well to eat.

Now there was a certain old Owl who had become very cross and hard to please as she grew
older, especially if anything disturbed her daily slumbers. One warm summer afternoon as she
dozed away in her den in the old oak tree, a Grasshopper nearby began a joyous but very raspy
song. Out popped the old Owl's head from the opening in the tree that served her both for door
and for window.

"Get away from here, sir," she said to the Grasshopper. "Have you no manners? You should at
least respect my age and leave me to sleep in quiet!"

But the Grasshopper answered saucily that he had as much right to his place in the sun as the
Owl had to her place in the old oak. Then he struck up a louder and still more rasping tune.

The wise old Owl knew quite well that it would do no good to argue with the Grasshopper, nor
with anybody else for that matter. Besides, her eyes were not sharp enough by day to permit her
to punish the Grasshopper as he deserved. So she laid aside all hard words and spoke very kindly
to him.

"Well sir," she said, "if I must stay awake, I am going to settle right down to enjoy your singing.
Now that I think of it, I have a wonderful wine here, sent me from Olympus, of which I am told
Apollo drinks before he sings to the high gods. Please
come up and taste this delicious drink with me. I know it
will make you sing like Apollo himself."

The foolish Grasshopper was taken in by the Owl's

flattering words. Up he jumped to the Owl's den, but as
soon as he was near enough so the old Owl could see him
clearly, she pounced upon him and ate him up.
 Character/s Setting Theme Plot Point of View
Who are the When and What lesson does How did the author Whose point of view is
characters of the where does the the story have that begin the story? the story told by?
story? How would story takes resembles life? What is the main
you describe them? place? problem in the
story and how did it
solved? How the
story ended? Would
you have ended it
the same? Why or
why not?

V. ASSIGNMENT
Direction: Look for a story and identify its elements. Do this in a one whole piece of paper.

Title: ________________________________________________

Setting: ________________________________________________

Characters: ________________________________________________
Point of View: ________________________________________________

Plot

Beginning: _________________________________________________

Middle: _________________________________________________

Ending: _________________________________________________

Theme: _________________________________________________

Prepared by:

Annie B. Azarcon
Demonstrator

Noted by:

Mrs. Ma. Christina A. Soriano

Cooperating Teacher