OPTACIANO HILAY NATIONAL HIGH SCHOOL
Manambulan, Tugbok, Davao City
SY 2023 - 2024
DAILY LESSON PLAN
ENGLISH
Teacher: MICHAEL L. MUEGA Grade Level: GRADE 10
Inclusive Date: SEPTEMBER 14, 2023 Section: MAHOGANY
Quarter: FIRST QUARTER Time: 07:45 AM - 08:45 PM
LESSON PARTS
At the end of the lesson, the students should be able to:
identify and analyze individual plot elements;
I. OBJECTIVES craft an impromptu short story within the session;
cultivate an appreciation for how plot elements influence emotional engagement; and
collaborate effectively within the group activity.
A. Most Essential Appraise the unity of plot, setting and characterization in a material
Learning Competencies viewed to achieve the writer’s purpose
II. CONTENT Elements of A Plot
III. LEARNING
RESOURCES
A. Reference English 10 Quarter 1 Module 3
B. Other Learning The teacher will make use of cut-out letters, activity sheets, analytical rubrics and a
Resources slideshow presentation.
IV. PROCEDURES
Greetings
Prayer
Classroom Routine
Cleaning of Classroom
Arranging of Chairs
Yes, No, Stand up!
Rules Overview: Explain that participants will take turns asking yes/no questions to
each other. Questions must be based on the previous lesson: Elements of a Story/
Fiction.
Response Options: If someone asks a question, the respondent can reply with only:
"Yes"; "No"; "Stand Up"
o Correct Responses: If the respondent answers correctly with a "Yes" or "No"
A. Recall (Elicit)
based on the question, the game continues.
o If the respondent answers incorrectly or hesitates, they must say "Stand Up"
and vacate their seat.
Seat Change: The person who asked the question will then try to quickly take the
vacated seat while the person who stood up finds a new seat in the circle.
New Questioning: The game then continues with the person in the new seat asking
the next question, and the cycle repeats.
Game End: The game can continue as long as 10 minutes.
B. Motivation (Engage) Plot Puzzle
Setup (1 minute):
o Get into groups and give each group the five pictures.
o Explain: "Put these pictures in the order they tell a story. Start with the
beginning and end with the ending."
Group Work (2 minutes):
o Work together to arrange the pictures in what seems like the correct order
for a story.
Explanation (2 minutes):
o Choose someone to share why your group put the pictures in that order.
o Explain briefly why you think that's the right sequence for the story.
Did You Know?
The teacher will ask the students “Did you know that each of the pictures the you are
holding represent an element of a plot?” and will proceed to discuss the elements of a
plot via the powerpoint presentation:
A plot is the sequence of events that make up a story, typically including five key
elements:
Exposition: The beginning of the story that introduces the characters,
C. Discussion of Concept
setting, and basic situation.
(Explore)
Rising Action: Events or complications that build tension and develop the
conflict, leading toward the story's climax.
Climax: The turning point and most intense moment of the story where the
conflict reaches its peak.
Falling Action: Events that occur as a result of the climax, leading the story
towards its resolution by unwinding the tension.
Resolution: The conclusion of the story where the conflict is ultimately
resolved, providing closure to the narrative and often establishing a new
equilibrium.
Story Cube
D. Application and Group the students into 4 groups.
Generalization (Elaborate) Provide each group with three story cubes: Character, Setting, and Object.
Instruct students to roll the cubes individually to select one character, one
setting, and one special object.
Encourage students to take turns sharing parts of a story, incorporating the
elements rolled on the cubes.
Emphasize creativity, asking them to weave cohesive narratives using the
character, setting, and object they rolled.
Prompt collaborative storytelling, where students build upon each other's
contributions within their groups.
Guide the process, ensuring all students participate and fostering engagement
and teamwork.
Highlight the activity's benefits in sparking creativity, teamwork, and
communication skills.
E. Evaluating Learning
(Evaluate) Analyzing Elements of a Plot
Students will be working with the same group they were assigned to earlier.
They must identify the different elements of the plot from the stories provided.
In choosing a story to analyze, representative from each group will draw lots.
The group must organize their answer in a plot diagram.
They must write it on a manila paper and present it to the class afterwards.
Plot Diagram:
Stories to choose from:
F. Additional activities for
application or remediation Performance Task: Plot Diagram
(Extend)
Direction: Each student must individually create a plot diagram for the story below:
Prepared by: Checked by:
MICHAEL L. MUEGA JEANA M. MEQUIABAS
Subject Teacher School Head