Republic of the Philippines

Department of Education
Region XI – DAVAO REGION
SCHOOLS DIVISION OF DAVAO ORIENTAL
PUROK JASMIN 1, KINABLANGAN, BAGANGA, DAVAO ORIENTAL
GRADE 10 School DR. BEATO C. MACAYRA NATIONAL HIGH SCHOOL

DAILY LESSON LOG Teacher BUDDY ROY D. IBAÑEZ

Teaching Dates and Time OCTOBER 3, 2023 @ 2:00PM

I. OBJECTIVES RPMS: KRA’S &

OBJECTIVES

A. Grade Standards The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of World Literature, including
Philippine Literature.

B. Learning Appraise the unity of plot, setting and characterization in a material viewed to achieve the
Competencies/Objectives writer’s purpose EN10VC-IVc-29
Objectives: At the end of this lesson, students will be able to:
1. identify the five key elements of a plot in a story: exposition/introduction, rising
action, climax, falling action/denouement, and resolution
2. appreciate the significance of the elements of plot in storytelling by expressing their
thoughts or feelings about how plot elements can impact their enjoyment of a story
3. demonstrate their ability to create a basic plot diagram for a short story, correctly
labeling each element within a given timeframe.
II. CONTENT Elements of Plot

III. LEARNING
RESOURCES

A. References K to 12 BEC/ENGLISH/Self-Learning Module

English 10 Quarter 1-Module 3/ Internet websites
1. Teacher’s Guide K to 12 BEC/ENGLISH/Self-Learning Module
pages English 10 Quarter 1-Module 3/ Internet websites

2. Learner’s K to 12 BEC/ENGLISH/Self-Learning Module

Materials pages English 10 Quarter 1-Module 3/ Internet websites

3. Textbook pages

4. Additional
Materials from Learning
Resource (LR) portal

B. Other Learning Youtube.com & Google

Resources

IV. PROCEDURES

A. Reviewing previous A. Prayer KRA 2:

lesson or presenting the
new lesson
B. Greetings
C. Checking of Attendance Objective 5. Established
D. Classroom Rules safe and secure learning
environments to
The teacher will impose the following rules for smooth discussion enhance learning
through the consistent
 Maintain cleanliness and orderliness inside the classroom.
implementation of
 Raise your hand if you want to answer and do not answer in chorus.
policies,
 Be polite and respectful the opinions of others.
 Observe precautionary measures in case of emergency brought to us by natural guidelines and
/man-made hazards.
 procedures
E. Review
The students will give a recap about the previous lesson. (Principle of
Questions to be asked: preparedness: the
1. What are the elements of a Short Story? student must be
2. Why do these elements necessary? physically and
mentally prepared)
F. Pre-Test
Inquiry-based learning
1. Which part of the plot involves the highest point of tension and the story's turning is an approach to
point? learning that emphasizes
o a) Exposition the student’s role in the
o b) Rising Action learning process. Rather
o c) Climax than the teacher telling
o d) Falling Action students what they need
2. The part of the plot where the story's central conflict is resolved is called: to know, students are
o a) Climax encouraged to explore
o b) Falling Action the material, ask
o c) Exposition questions, and share
o d) Resolution
ideas.
3. What is the purpose of the "Rising Action" in a plot?
o a) To introduce the main characters
o b) To provide background information
o c) To build tension and conflict
o d) To resolve the story's conflict
4. Which element of the plot introduces the setting, characters, and initial situation?
o a) Climax
o b) Falling Action
o c) Exposition
o d) Rising Action
5. The part of the plot that ties up loose ends and provides closure is called:
o a) Climax
o b) Falling Action
o c) Exposition
o d) Resolution

B. Establishing a MOTIVATION: (LET US TRY) Discovery Learning

purpose for the lesson 1. Class, what is your favorite story? What makes it interesting? ( the teacher leads the
2. What certain part of the story do you like most? students to discover the
3. How did you understand or get the idea in the story? new lesson of the day)
4. Is there any element you considered in understanding the flow of the story?
Extrinsic motivation re
fers to behavior that is
driven by external
rewards. These rewards
can be tangible, such as
money or grades, or
intangible, such as
praise or fame.

Richard Ryan, left and

Edward Deci, developed
the Self-Determination
Theory (SDT) of
motivation, which
toppled the dominant
belief that the best way
to get human beings to
perform tasks is to
reinforce their behavior
with rewards.

C. Presenting A. Presentation of the Learning Objectives KRA 1: Objective 4.

examples/instances of the
new lesson
1. identify the five key elements of a plot in a story: exposition/introduction, rising
action, climax, falling action/denouement, and resolution Displayed proficient use
2. appreciate the significance of the elements of plot in storytelling by expressing their of Mother Tongue,
thoughts or feelings about how plot elements can impact their enjoyment of a story Filipino and English to
3. demonstrate their ability to create a basic plot diagram for a short story, correctly facilitate teaching and
labeling each element within a given timeframe. learning

B. Presentation of the Lesson English- Plot

C. Unlocking of Difficulties Filipino- Balangkas
(LET US STUDY)
 Bisaya- Struktura/Plano
Plot is a fundamental element of storytelling in literature, film, and other forms of narrative
art. It refers to the sequence of events that make up a story and how they are organized to
create a cohesive and engaging narrative. The plot is what gives structure and shape to a
KRA 1: Objective 1
narrative, guiding the audience through a series of events and character developments. It
helps to create tension, build suspense, and engage the audience's emotions. A well-crafted Applied knowledge of
plot is essential for a compelling and satisfying storytelling experience. content within and
across curriculum
1. Exposition: This is the introductory part of the plot where the setting, characters,
teaching areas
and initial situation are introduced. Readers or viewers are provided with essential
background information to understand the story's context. Learning Across
2. Rising Action: The rising action consists of a series of events that develop the Discipline (LAD)-
central conflict or problem in the story. Tensions and conflicts increase as
characters face challenges or obstacles. This part of the plot builds anticipation and Science- The Elements
sets the stage for the story's climax. of Nature are fourfold,
3. Climax: The climax is the story's turning point or highest point of tension. It's the Wind/Air, Water, Earth
moment when the central conflict reaches its peak, and the outcome becomes & Fire. Without these,
uncertain. The climax is often emotionally charged and pivotal to the story's
the world could not
resolution.
function in the perfect
4. Falling Action: After the climax, the falling action follows. In this part of the plot,
the story begins to wind down as the consequences of the climax are explored. and orderly fashion that
Loose ends are tied up, and the story moves towards its resolution. it does.
5. Resolution: The resolution, also known as the denouement, is the final part of the
English Language Arts
plot where the central conflict is resolved. Questions are answered, and the story's
(ELA) / Literature: This
outcome becomes clear. The resolution provides a sense of closure and may offer
insights into the characters' futures. is the most natural fit for
exploring the elements of
plot. Students can read
various literary works
(novels, short stories,
plays) and analyze them
by identifying and
discussing the plot
elements.

Social Studies: In social

studies, students can
 explore the plot
structure of biographies
or historical accounts,
helping them
understand the narrative
arc of a person's life or a
historical period.

D. Discussing new Activity (25 minutes): 4. Divide the class into small groups or pairs.
concepts and practicing
new skills #1  Distribute a short story to each group and a plot diagram worksheet.
 Instruct students to read the story together and work as a team to identify the KRA 1: Objective 2.
elements of plot in the story.
 Have each group complete the plot diagram, labeling each element with details Used a range of teaching
from the story. strategies that enhance
 Circulate among the groups to provide guidance and answer questions. learner achievement in
literacy and numeracy
skills.

KRA 2: Objective 5.
Established safe and
secure learning
environment to enhance
learning through the
consistent
implementation of
 policies and guidelines.
Group Presentation: Plot Diagram Rubric

Criteria Excellent (4) Proficient (3) Basic (2) Limited (1)

KRA 2:
Content Demonstrates a Shows a solid Demonstrates a Demonstrates
Knowledge deep understanding basic little or no Objective 6. Maintained
understanding of the plot understanding understanding learning environments
of the plot elements and of the plot of the plot
that promote fairness,
elements effectively elements but elements, and
respect and care to
(exposition, communicates may not their relevance
rising action, their relevance effectively to the story is encourage learning
climax, falling to the story. communicate unclear.
action, their relevance
resolution) and to the story.
effectively
communicates
how they apply
to the story.
Organization Presentation is Presentation is Presentation is Presentation
and Clarity exceptionally well-organized, somewhat lacks
organized, clear, and organized and organization
clear, and follows a clear but may and clarity,
follows a logical lack a clear making it
logical sequence. sequence or difficult to
sequence. Transitions smooth follow the
Transitions between plot transitions sequence of
between plot elements are between plot events.
elements are generally elements.
smooth, smooth.
enhancing
overall
understanding.
Presentation Group Group Group Group
Skills members members members members
engage the engage the engage the struggle to
audience audience well, audience engage the
effectively, maintain eye adequately, but audience, with
 maintain eye contact, use an there may be frequent lapses
contact, use appropriate occasional in eye contact,
appropriate tone and lapses in eye tone, or clarity.
tone and volume, and contact, tone, Visual aids, if
volume, and speak clearly. or clarity. used, do not
speak Visual aids are Visual aids are enhance
confidently. mostly somewhat understanding
Visual aids effective. effective.
(e.g., plot
diagram
visuals) are
professional
and enhance
understanding.
Collaboration All group Most group Some group Few or no
and members members members group members
Participation actively actively actively actively
contribute to contribute to contribute to contribute to
the presentation the presentation the the
and and presentation, presentation,
demonstrate demonstrate but there are and
teamwork. teamwork. noticeable collaboration is
They work There may be issues with lacking.
together minor issues collaboration
seamlessly to with and teamwork.
present the plot collaboration.
diagram.
Overall The The The The
Effectiveness presentation is presentation is presentation is presentation is
exceptionally informative, somewhat ineffective in
informative, engaging, and informative and conveying the
engaging, and effectively engaging but plot diagram's
effectively conveys the may lack depth elements and
conveys the plot diagram's in explaining their
plot diagram's elements and the plot significance in
elements and their diagram's the story.
their significance in elements.
 significance in the story.
the story.
The story of Orpheus is a classic tale with clear plot elements:

1. Exposition:
o The story is set in ancient Greece, where Orpheus, a gifted musician and son
of Zeus and Calliope, falls deeply in love with Eurydice, a beautiful wood
nymph. They marry, and their love is profound (deep).
2. Rising Action:
o Tragedy strikes when Eurydice is bitten by a snake and dies. Orpheus,
consumed by grief, decides to journey to the Underworld to retrieve her.
3. Climax:
o The climax occurs when Orpheus finally meets Hades and Persephone, the
queen of the Underworld. He begs them to release Eurydice, and they agree
with one condition: Orpheus must lead her out of the Underworld but must
not look back at her until they have reached the world of the living.
4. Falling Action:
o As Orpheus and Eurydice journey back to the surface, he can't resist the
urge to look back to make sure she's following. This moment of doubt and
curiosity leads to a tragic consequence.
5. Resolution:
o The resolution is heartbreaking. Orpheus, by looking back, breaks the
condition set by Hades and Persephone. Eurydice is lost to him forever,
returning to the Underworld.

E. Developing Mastery LET US PRACTICE KRA 1: Objective 3.

(leads to Formative Applied a range of
How are you doing so far? teaching strategies to
Assessment)
Analysis (10 minutes): Bring the class back together for a discussion. develop critical and
1. Can you share, how did you identify each element in the story? creative thinking, as well
2. How the elements of plot contribute to the development of a story and create as other higher-order
suspense or excitement.
thinking skills.
(During discussion the
teacher must find a way
to make the topic easier)
 Critical Thinking:
Analyzing and
understanding the elements
of plot require students to
think critically, make
connections, and evaluate
the significance of each
element in a narrative. This
fosters a habit of critical
thinking that can be applied
to various aspects of life.

Creativity: Learning
about plot structure can
inspire creativity in students
when they create their own
stories. Encouraging them
to think outside the box and
come up with unique
narratives can promote
imaginative and creative
thinking.

Communication:
Discussing and presenting
the elements of plot in a
group or classroom setting
helps students improve their
communication skills,
including verbal expression
and active listening.
Problem Solving:
Analyzing the plot often
involves identifying and
solving problems within a
narrative. This can translate
 into problem-solving skills
that students can apply in
various real-life situations.
F. Finding practical LET US PRACTICE MORE
applications of concepts
Application (5 minutes)
and skills in daily living
How are you doing so far?
Are you learning from your exercises?
This time, I want to challenge you by applying what you've learned by creating your own
short story outline on a blank plot diagram worksheet.

 Encourage them to think about how they can use the elements of plot to structure
their own narratives.

G. Making LET US REMEMBER

generalizations and
abstractions about the Today, we embarked on a journey through the fascinating world of storytelling, exploring
lesson the complicated 'Elements of Plot.' Just like a blueprint guides the construction of a
building, these elements serve as the essential framework for constructing captivating
narratives.

We began by understanding that a story's plot consists of five key components: the
'Exposition,' where we meet the characters and set the stage; the 'Rising Action,' where the
start of conflict build; the 'Climax,' the story's exciting moment; the 'Falling Action,' as the
tale winds down; and finally, the 'Resolution,' where loose ends are tied up.

Through engaging activities and discussions, we explored into the cognitive aspect, gaining
a deeper knowledge of these plot elements. We also explored the affective side,
understanding how these elements can spark emotions and affect our enjoyment of stories.

Moreover, in the psychomotor domain, we developed practical skills by creating our very
own plot diagrams, solidifying our understanding of how these elements come together to
craft compelling narratives.

In essence, today's lesson emphasized that the 'Elements of Plot' are not just theoretical
concepts but the very foundation upon which stories are constructed. By untying these
 elements, we have gained a valuable insight into the intricate art of storytelling, allowing
us to appreciate and analyze narratives with a newfound depth. Now, armed with this
knowledge, you are better equipped to explore, enjoy, and create stories that captivate the
imagination and touch the heart. Thank you for your engagement and participation in
today's exploration of storytelling's fundamental structure.
H. Evaluating learning Multiple Choice Questions: CORE VALUES

1. What is the first element of a plot? Resilience: Many stories

involve characters facing
o a) Climax challenges and setbacks. By
o b) Exposition analyzing these stories,
o c) Falling Action students can learn about
o d) Resolution resilience and the
importance of perseverance
2. Which part of the plot involves the highest point of tension and the story's turning in the face of adversity.
point? Teamwork: Collaborative
a. a) Exposition activities, such as group
b. b) Rising Action discussions or projects
c. c) Climax related to plot analysis,
d. d) Falling Action promote teamwork and the
3. The part of the plot where the story's central conflict is resolved is called: ability to work effectively
a. a) Climax with others to achieve
b. b) Falling Action common goals.
c. c) Exposition Self-Reflection: Through
d. d) Resolution discussions and activities
4. What is the purpose of the "Rising Action" in a plot? related to plot, students may
a. a) To introduce the main characters reflect on their own
b. b) To provide background information experiences, values, and
c. c) To build tension and conflict personal growth, leading to
d. d) To resolve the story's conflict self-awareness and self-
5. In a plot diagram, which element comes immediately after the "Climax"? improvement.
a. a) Exposition
b. b) Falling Action
c. c) Resolution
d. d) Rising Action
6. Which element of the plot introduces the setting, characters, and initial situation?
 a. a) Climax
b. b) Falling Action
c. c) Exposition
d. d) Rising Action
7. The part of the plot that ties up loose ends and provides closure is called:
a. a) Climax
b. b) Falling Action
c. c) Exposition
d. d) Resolution
8. What is the primary purpose of the "Climax" in a story?
a. a) To introduce the conflict
b. b) To provide background information
c. c) To resolve the story
d. d) To create the story's peak tension
9. The part of the plot that follows the climax and leads to the story's resolution is
known as:
a. a) Exposition
b. b) Rising Action
c. c) Falling Action
d. d) Denouement
10. What is the last element of a plot that provides the final outcome of the story?

 a) Climax
 b) Exposition
 c) Falling Action
 d) Resolution

Essay Question:

Explain the significance of understanding the "Elements of Plot" in analyzing and

appreciating literature or creating compelling stories. Provide examples to support your
explanation.

ANSWERS:

1. What is the first element of a plot?

o Answer: b) Exposition
 2. Which part of the plot involves the highest point of tension and the story's turning
point?
o Answer: c) Climax
3. The part of the plot where the story's central conflict is resolved is called:
o Answer: d) Resolution
4. What is the purpose of the "Rising Action" in a plot?
o Answer: c) To build tension and conflict
5. In a plot diagram, which element comes immediately after the "Climax"?
o Answer: b) Falling Action
6. Which element of the plot introduces the setting, characters, and initial situation?
o Answer: c) Exposition
7. The part of the plot that ties up loose ends and provides closure is called:
o Answer: d) Resolution
8. What is the primary purpose of the "Climax" in a story?
o Answer: d) To create the story's peak tension
9. The part of the plot that follows the climax and leads to the story's resolution is
known as:
o Answer: c) Falling Action
10. What is the last element of a plot that provides the final outcome of the story? *
Answer: d) Resolution

I. Additional activities for

application or remediation

I. REMARKS

II. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up in 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
used/discover which I
wish to share with other
teachers?
Prepared by:

BUDDY ROY D. IBAÑEZ

Teacher I

Inspected by:
RAYMUNDA A. LUMAYA
Head Teacher II

Verified by:
DARLENE F. PACATANG
Principal II