GRADE 10 LESSON PLAN

Quarter: FOURTH
Theme: Approaching Differences

I. Objectives

A. Content standard The learner demonstrates understanding of how

world literature and other text types serve as
instruments to resolve social conflicts, also how to
use the language of research, campaigns and
advocacies.
B.

C. Performance Standard The learner competently presents a research

report on a relevant socio-cultural issue.
D. Learning Competencies 1. Give expanded definitions of words (EN10V-IIIa-
13.9);
2. Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection (EN10LT-IVa-2.2); and
3. Express appreciation for sensory images used
(EN10LT-IVa-2.2.1).
II. Learning Content: The Little Prince by Antoine De Saint-Exupery

III. Learning Resources

A. Reference English G-10, K to 12, LM pp. 410-415

B. Other Resources Literary Devices Definition and Examples of

Literary Terms (www.literarydevices.net/fable)
IV. Procedure

Teacher’s Activity Student’s Activity

A. Presenting the new lesson

 Daily Routine Good morning too, ma’am!
Good morning, class!

May we all stand for the prayer. Prayer (Students stand and pray.)
leader today, please lead us.

Before taking your seat, kindly pick up

the litters around you if there is and
align your chairs.

Class secretary, please note of the

names of those who are absent

Are you ready for today’s lesson, Yes, ma’am!

class?

 Motivation
To start the lesson, we will have an Profile 1
activity called “Swipe Left, or Swipe
Right.”
Little Prince, 8
Mechanics:
1. A profile will be posted on the
board.
2. Students will swipe left if they do
not want the person or swipe right
if they do.
3. A question shall be asked. Profile 2

1
 Hunter, 40

Profile 3

Fox, 5

Question:
1. Will you swipe left or right on the: I will swipe right to the Little Prince because he is
a. first profile like my younger brother. I want to be close to him.
b. second profile? I will swipe left to the hunter because he is a killer
Why? of animals. I do not want to associate with him.
I will swipe right to the Fox because I want to
befriend the fox.

B. Establishing purpose for the lesson

Today we will find if your decision to swipe
left or right is correct as we proceed in our
discussion.
 Expand the meaning of words found in the
selection;
 Identify the genre and the theme of the
story;
 Enumerate the elements of a fable;
 Answer the guide questions;
 Draw out message and insights from the
selection read; and
 Identify sensory images used in the
selection.

 He is a French writer and an aviator.

C. Presenting examples/ instances of the
new lesson
Before we totally indulge ourselves in the
lesson, let us first get to know the author
of “The Little Prince.”
 He joined French air force in 1921.
 Some of the books he wrote are Southern
Mail, Night Flight and The Little Prince.
 In 1994, his plan was lost in the and the
remains of the aircraft were only found in
2004.

By the end of the discussion, you shall

answer this question: with the advent of
technology has the meaning of friendship
became superficial?

Column A Expanded Column B

Meaning
Unlocking of difficulties 1. Tame no longer wild A. to take a
Now that we know who the author is, let deep audible
us now expand the meaning of words breath
found in the excerpt in an activity called 2. Neglect to fail to give B. no longer
Word Map. the proper wild
care or
Instructions: attention
2
 1. Match the words under column A with 3. Sigh to take a deep C. to fail to
its proper expanded meaning in audible give the
column B. breath proper care or
2. Use the words correctly in a sentence. attention
4. Burrow a hole dug as D. a
a living space ceremonial
by small act
animals
5. Rite a ceremonial E. necessary;
act important
6. Essential necessary; F. a hole dug
important as a living
space by small
animals
G. a pointless
star

1. The Little Prince was able to tame the fox.

2. The fox said taming is an act often
neglected by men.
3. He sighed in relief when he realized that
his rose is unique.
4. The fox lives in a burrow.
5. He learned the rite of coming on time to
meet the fox.
6. Friendship is essential in our life.

Background check
D. Discussing new concepts and practicing Statement Agree/Disagre Page
new skills # 1 e
 Reading The fox Disagree 412
I gave you a reading task and an activity to immediately
answer as an assignment yesterday. Kindly becomes a
bring out your assignment and let us check friend of the
it. Little Prince.
The Little Agree 413
Prince is
willing to
tame the fox.
The Fox Agree 413
instructed the
Little Prince
about the
“rite” that he
must
perform.
The fox cried Agree 413
when the
Little Prince
left.
Once a Agree 414
person tames
something, it
becomes
special.
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  Processing questions
To check your understanding of the story,
we will have an activity called Recitation
Race: House Mates Scores.

Instructions:
1. Work in 5 groups.
2. Assign a group leader and a
secretary.
3. After the question is read, you
must raise your hand before the
other groups to be given the
privilege to answer.
4. Correct answer will merit the
house 2 points, and inadequate answer 1
point.

1. Who are the characters in the story?
Describe each.
The Little Prince. He is child-like and friendly.
The Fox. It is wise, approachable and very pretty to
look at.
Men. They have guns and they hunt.
Roses. They are beautiful but empty.
The Little Prince’s rose. It is unique and important.

2. Where do you think is the setting of

the story? In the field.

3. How important is the “rite” or “ritual”

of taming in the friendship of the Little
Prince and the Fox? Why?
4. What made the roses that the Little
Prince saw beautiful but empty?
5. How can one say that someone is
already especial for him or her?
6. How can you show responsibility to
someone or something that you have
tamed?
7. Explain the line, “what is essential is
invisible to the eye,” in your own
words.
It is very important because through those rite and
rituals, the Fox and the Little Prince learned to
know, trust and respect each other.
The fact that they never tamed anyone made them
beautiful but empty.
One can say that someone is already special for
him or her if that someone reminds him or her of
the things one used to find ordinary.
I can show responsibility by constantly
communicating to that person, making sure that I
contribute to his or her growth, and never leaving
that person behind.
This line means that the important things, persons,
and life lessons invisible to the eye. We cannot see
what is essential just by using our eyes. We also
need to feel and internalize with our heart.

E. Discussing new concepts and practicing

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 new skills # 2
This time, we will use not just our sight but
also all our other senses in doing an
activity called Sensations.
Instructions:
 Work in pairs.
 Describe the Little Prince and the
Fox by writing a sentence that
would appeal to senses.
 Use words that will create pictures
in the minds of the readers.
F. Developing mastery
To test your understanding of the story,
we will have another activity called, “Am I
First? Am I Last?”
Instructions:
 Bring out one fourth sheet of
paper.
 Work individually.
 Arrange the following statements
chronologically.
 Write 1st if the statement comes
first and so on.
 Place your answer in the space
before the number.
G. Finding practical applications of concepts
The following are some striking lines in the
story. I want you to pick one line and
explain what it means.
1. Words are the sources of
misunderstanding.
2. It is only in the heart that one can see
rightly, what is essential is invisible to the
eye.
3. There’s no shop anywhere where one
can buy friendship.
H. Making generalizations and abstractions
With the characters of the story, what can
you conclude about the genre of the
story?
What do you think are the characteristics
of a fable?
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The Little Prince
1. Hearing: his voice is so tender like a child
and he speaks softly like a lullaby.
2. Sight: he is petite and his hair is golden like
the grain of the wheat.
3. Smell: like a child’s natural sweet scent
mixed with sweat after playing in the field,
his smell is not so appealing to the nose.
4. Touch: his skin is soft like a cotton.
The Fox
1. Hearing: his footsteps are audible when he
runs, and his mewl sounds friendly for the
Little Prince.
2. Sight: the fox is a reddish four-legged
animal
3. Smell: he smells like the burrow the lives
in, he smells like the earth
4. Touch: his fur is thick and it feels like
cushion in the palm.
2nd 1. The Fox taught the Little Prince how to
establish ties.
5th 2. The Fox shared his secret to the Little Prince.
1st 3. The Fox said that he is under the apple tree.
3rd 4. The Little Prince saw the roses and said that
they are beautiful but empty.
4th 5. “I shall cry,” said the Fox when the hour of
departure drew near.
1. Words can make you or destroy you. If you do
not say what you mean properly, it will cause
misunderstanding.
2. It is through our eyes that we see the physical
world but it is only with our heart that we can
appreciate and perceive the importance of
someone or something.
3. Friendship is important and hard to find. You
cannot buy real friendship.
It is a fable.
 The characters involve an animal.
 Fables personify animal characters.
 It provides a moral at the end.
 What is the theme of the excerpt?
How did the elements of the fable
contribute to the exposition of the theme
of the excerpt?
With the advent of technology has the
meaning of friendship became superficial?
I. Evaluating learning
May I request the group leaders to go in
front and get the task envelopes of the
group.
6
The theme of the excerpt is forming friendship
through respecting differences.
The main characters different in nature and in
characteristics. The elements of a fable
contributed to the exposition of the theme by
showing how two different things agreed to trust
and respect each other to form friendship.
Technology brought us closer. Maybe some of us
found internet friends and communicate with non-
internet friends using the Wi-Fi or data
connection. With these, I think friendship has not
become superficial because of the advent of
technology. Technology serves its purpose of
connecting people. But still, it is a case to case
basis. The meaning of friendship becomes
superficial if one destroys the image of his or her
friend after having a misunderstanding and if one
abandons his or her friend when trying time
arrives.
Task context:
The English Department is having a friendship
week wherein the highlight is the story of the Little
Prince and the Fox. They are conducting a talent’s
show to test the understanding of the student of
the story.
Task Instruction:
1. Stay with your group
2. The group leaders will get the task envelope.
3. Work on the task collaboratively and silently for
15 minutes.
4. Present your output for 3 to 5 minutes.
Group 1: Sing it to Explain It
Select a popular song which exudes the theme of
the excerpt. After selecting a song, sing it in front
and explain how the song is related to the excerpt.
Group 2: Recite me like one of your favorite verse
Write a poem which consists of one stanza with
four lines and two pairs of rhyming words. Recite
it in front of the class afterwards.
Group 3: Comics me up
Draw a comics strip with four panels to summarize
the important events in the story. Explain your
 output in front of the class afterwards.

Group 4: Lights, Camera, Action!

Create a script portraying a true to life situation
which will explain the line, “Words are the sources
of misunderstanding.” Act is out in front
afterwards.

Group 5: Story Grammar

Fill out the information needed to complete the
story grammar.

J. Additional activities for application or

remediation

Assignment
Follow-up:
Write an essay with three paragraphs about the
importance of friendship based from the selection.
Rubric : Content - 10
Relevance - 5
Grammar - 5
Total - 20 pts

Advanced:
Read about the techniques on writing a cohesive
essay on page ___ of your book and answer
activity ___ on page _____.

K. REMARKS

L. REFLECTION
A. No. of learners who earned 80% in the

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evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.
C. Did the remedial lesson work? No. of
learners who have caught up with 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/supervisor can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers.