Lesson Plan in English G10
COT 1
A. Content Standard:
The learner demonstrates understanding of how world literature and other text types serve as a way of expressing and
resolving personal conflicts, also how to use strategies in linking textual information, repairing, enhancing communication
public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
B. Performance Standard:
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
C. Competency: Explain how the elements of a plot contribute to the theme of a particular literary selection.
I. Objectives: a. Enumerate and discuss the parts of a plot.
b. Classify the events in the story under each part of the plot.
c. Appreciate the theme of the story.
II. Content: Myth, Orpheus
III. Learning Resources: Celebrating Diversity Through World Literature
LM pp.53-58
TG pp. 39-41
IV. Procedure:
Preparatory
Reminders: 1 min
1. Be attentive and follow instructions rightly. In a group, the following points are given:
5 – all members show desirable behavior (DB)
3 – one to three don’t show DB
1 – four or more don’t show DB
2. Be participative in all activities.
5 – all are participative
3 – one to three aren’t participative
1 – four or more aren’t participative
3. Finish the given task promptly.
5 – finish task before time
3 – finish task on time
1 – finish task beyond time allotment
A. Review.
What are the lessons we learned from the story, Daedalus and Icarus? 2 mins
Expected Answers:
Choosing what is right over choosing what makes you happy.
It is always wise to follow the parents’ advise.
Treat others the way you wanted them to treat you.
Cruelness brings destruction; therefore, be kind always.
B. Motivation.
Task 1: PICK & MATCH (Assignment Check) 5 mins
Each envelope has a blue strip with a description. Raise your strip if you think it fits to the picture.
You have only one chance.
Indicator #4. Managed classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
C. Presentation
a. Define what a plot is and discuss each part of the plot.
b. Classify the events in the story under each part of the plot.
c. Appreciate the theme of the story.
D. Lesson Development 5 mins
Activity 2. WHERE DO I BELONG?
Indicator #1. Applied knowledge of content within and across curriculum teaching area.
Indicator #4. Managed classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
Directions: Get the strips containing events from the story, Orpheus. Arrange the events as they appear in
the story and post it on the board.
CHECKING
G-1
Orpheus was born with a remarkable talent in music.
He charmed all things by playing his lyre.
He married Eurydice whom he loved so much.
G-2
Eurydice stepped on a poisonous snake that caused her death.
He longed his wife so he decided to follow her underworld though he knew no mortal has been there.
He faced the fierce three-headed dog.
He encountered the ghosts, Sisyphus, and Tantalus.
G-3
At last, Orpheus came to the palace of Hades and Persephone, King and Queen of the underworld.
He began playing his gentle song pleading for Eurydice.
Hades weep and Persephone’s heart melted that they summoned Eurydice.
The two lovers clasped each other.
G- 4
An order not to look back was given to Orpheus.
The couple left the underworld.
Orpheus turned to make sure Eurydice was still following her.
G- 5 And, Eurydice disappeared.
Orpheus tried to follow her but the gods did not allow him this time.
He long for the time he too would die and be reunited with his beloved.
Discussion: 10 mins
All events are now in sequence. What do you call the sequence of events in the story? Can you define
now what a plot is?
Look at the set of events in Gr.1. where can we find these events in the story? What do they give us?
Do these events give us an introductory situation of the story? What part of the plot are the events
that found in the beginning and give us the introductory situation? Can you now define what an
exposition is?
Look at the set of events in Gr.2. where can we find these events in the story? What do they give us?
Do these events present the conflicts or problems of the story? Do these events hold our interest?
What part of the plot are the events that show the series of conflicts and hold the interest of the
reader? Can you now define what a rising action is?
Look at the set of events in Gr.3. Where can we find these events in the story? What do they give us?
Do these events present the highest point of interest of the story? What part of the plot are the
events that show the highest point of interest? Can you now define what a climax is?
Look at the set of events in Gr.4. Where can we find these events in the story? What do they give us?
Do these events present attempted solution to the problem of the story? What part of the plot are the
events that present the attempted solution? Can you now define what a falling action is?
Look at the last event. Where can we find it in the story? Does it present the ending of the story? of
the story? What part of the plot that brings closure to the story? Can you now define what a
denouement is?
Understanding more on the story 5 mins
Indicator #3. Applied a range of teaching strategies to develop critical and creative thinking as well as
other higher-order thinking skills.
Indicator #1. Applied knowledge of content within and across curriculum teaching area. (Science
)
1. What is the cause of Eurydice’s death?
How can a doctor make a pronouncement on the death of a person?
How would you define the word, death?
Can you name the vital organs of the body? (brain, heart, kidneys, liver and lungs)
What are its functions?
2. Why did Orpheus decide to follow his wife in the underworld?
3. If you were Orpheus would you do the same? Why?
4. What reasons might the gods have at first for allowing Orpheus and Eurydice to be reunited?
5. What is the theme of the story?
6. Do you like the theme of the story? Why? Why not?
Activity 3 – DIFFERENTIATED ACTIVITIES 10 mims
Indicator #6. Used differentiated developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests, and experiences.
Gr.1- Sketch the exposition.
Gr. 2 & 3- Role play the rising action up to the climax
Gr. 4 & 5- Broadcast the falling action up to the denouement
Rubrics
a. Performance
Excellent 10 Task is exhibited beyond expectation.
Proficient 8 Task is appropriately exhibited.
Nearly proficient 6 Task needs improvement.
Developing 4 No performance.
b. Promptness
Before time 5 Finish the task ahead of time.
On time 3 Finish the task on time.
Beyond time 1 Time is extended to finish the task.
c. Participation
Best 5 All members show 100% participation.
Better 3 1 =3 show no participation
Needs improvement 1 Majority show no participation.
E. Generalization/Application 2 mins
Indicator #3. Applied a range of teaching strategies to develop critical and creative thinking as well as
other higher-order thinking skills.
For now, whom you consider the love of your life?
To what extent would you use your strength to save the person you love?
F. Evaluation 5 mins
Indicator #7. Planned, managed, and implemented developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts.
a. Match col. A with the description given in col. B.
Col. A Col. B
1. Exposition a. the final outcome, the ending
2. Rising Falling action b. the beginning situation or the introduction of the story
3. Climax c. the series of conflicts that hold the reader’s interest
4. Falling Action d. the highest point of interest
5. Resolution e. the attempted solution
b. From the story Orpheus, identify what element of plot are the following events.
1. The two lovers clasped each other and turned to leave.
2. He long for the time he too would die and be reunited with his beloved.
3. Orpheus was born with a remarkable talent in music.
4. He encountered the ghosts, Sisyphus, and Tantalus.
5. The couple left the underworld.
Getting the MPS (Mean Percentage Score) 5 mins
Indicator #2. Used a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills.
V. Agreement. List stories you read or movies you watched with the same theme as the story, Orpheus.
From the list, choose one to tell to the class.
VI. Remarks
No. of students in mastery level-
No. of students needing remediation –
VII. Reflection
Note: Indicator#5. Managed learner behavior constructively by applying positive and non-violent discipline to
ensure learning focused environments. (It can be observed at any learning episode/s.)
G-1
Orpheus was
born with a
remarkable
talent in
music.
He charmed
all things by
playing his
lyre.
He married
Eurydice
whom he
loved so
much.
G-2
Eurydice
stepped on a
poisonous
snake that
caused her
death.
He longed
his wife so
he decided
to follow her
underworld
though he
knew no
mortal has
been there.
He faced the
fierce three-
headed dog.
He
encountered
the ghosts,
Sisyphus, and
Tantalus.
G-3
At last,
Orpheus
came to the
palace of
Hades and
Persephone,
King and
Queen of the
underworld.
He began
playing his
gentle song
pleading for
Eurydice.
Hades weep
and
Persephone’s
heart melted
that they
summoned
Eurydice.
The two
lovers
clasped each
other and
turned to
leave.
G- 4
An order not
to look back
was given to
Orpheus.
The couple
left the
underworld.
Orpheus
turned to
make sure
Eurydice was
still following
her.
G- 5
Eurydice
disappeared.
Orpheus
tried to follow
her but the
gods did not
allow him this
time.
He long for
the time he
too would
die and be
reunited with
his beloved.
