School: PATROCINIO NATIONAL HIGH SCHOOL Grade Level: X

Teacher: REU P. CASIÑO Learning Area: ENGLISH

Teaching Date and Time: January 29, 2024 Quarter: SECOND

I. OBJECTIVES
Content Standards:
Performance Standards:
Learning
Competencies/Objectives:
Write the LC Code for each
The learner demonstrates understanding of how world literatures 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.
EN10LC-IIe-13.2
Evaluate and make judgments about a range of texts using a set of criteria e.g. comparing,
arguments on the same topic, critiquing a short story

At the end of the lesson, students will be able to:

a. Identify the characters presented in the story;
b. Express appreciation for human nature and their differences presented in the story;
c. Perform the given tasks based on the differentiated activities.
II. SUBJECT MATTER
Topic: The Hunchback of Notre Dame by Victor Hugo
References: Celebrating Diversity through World Literature Grade 10 Learner’s Module
Materials: Instructional materials, PowerPoint presentation, video clip, pictures,
Teaching Approach: Constructivist Approach
Teaching Method: Indirect Teaching Method
Teaching Strategy: Differentiated Instruction, 4 A’s
III. PROCEDURE

A. Preparatory Activities
Drill Last time we have discussed about identifying fact and opinion. Give examples of fact and opinion.

Review Provide activity about fact and opinion to deepen understanding about the topic previously
discussed.

Motivation What are the elements of a short story?

B. Developmental Activities
1. Presentation a. Setting of Standard (Unistructural level)

Our activity is entitled “People or People”. I have here a set of pictures of different individual or
people. Use the image as a prompt and ask students to individually jot down their initial thoughts
and feelings about it.
What can you say about the pictures?

2. Activity 1. Author Presentation

Victor Hugo – a French poet, novelist and dramatist, his full name is Victor Marie Hugo. He was born
on February 2, 1802 and died on May 22, 1885. He is considered one of the greatest and best
known writers. He is also a visual artist, statesman and a human rights campaigner. Out of France,
his novels Les Miserables and Notre Dame de Paris (The Hunchback of Notre Dame). Knowing he
loved architecture so much, explains why one of the major themes in The Hunchback of Notre Dame
was “Architecture is a reflection of society.”
 2. Unlocking of Difficulties
1. The teacher will present the unfamiliar words found in the story.
UNFAMILIAR WORD MEANING
1. Cathedral Main church of an area that is headed by a bishop.
2. Hunchback A person with a humpback.
3. Sanctuary A place where someone or something is protected or given shelter.
4. Parliament The group of people who are responsible for making the laws in some
kinds of government.
5. Vagabonds Moving from place to place without a fixed home.
3. Analysis a. Presentation of the story
Show the video about the story The Hunchback of Notre Dame and let the students answer the
questions.

(Multistructural level)
List down the characters of the story.

(Relational level)
2. After watching the video, let the students compare and contrast any two characters in the story
and explain their similarities and differences.
3. Explain how a character’s experience taught you about the value of accepting differences in
people.
4. Abstraction (Extended Abstract level)

4. Imagine that you are the author of the story, what changes would you like to happen in the story?
5. Application (ALL SOLO LEVELS) Differentiated Instruction

Students will be group into four (4) and then present their work in class.

Group 1 – Choose two characters from the story and identify their similarities and differences using
a Venn diagram.
Group 2 – When it comes to relationships, what is more important - love or physical appearance?
Group 3 – Dramatize the public humiliation, torture, and hatred faced by the main character due to
his physical appearance while being put on trial.
Group 4 – Compose a song about dealing with differences. Introduce the song and sing it
accompanied by a beat box or instrument.
C. Concluding Activities
1. Generalization
1. Does the story showed differences in people? How did the characters deal with those
differences?
2. Valuing
2. Name a social conflict that can be found in the story. What would you suggest to resolve
the issue?
IV. Evaluation

Direction: Identify the characters being describe in the following sentences.

_______________ 1. The beautiful young gypsy girl street dancer who is naturally compassionate
and kind.
_______________2. The bell-ringer and a barely half-blind hunchback.
_______________3. The main antagonist in the story and the Archdeacon of Notre Dame.
_______________4. The captain of the King’s Archers/Frollo’s soldier.
_______________5. He is elected as the King of Fools and humiliated for being ugly.
V. Additional Activity

In one whole sheet of paper, write about your experiences sacrificing for a loved one, whether it's
romantic or parental love. Reflect on what you learned from this experience.
Prepared by: Checked by:

REU P. CASIÑO JOSE L. AMBONGLAY, PhD

Teacher I School Principal II