A DETAILED LESSON PLAN IN ENGLISH

The Elements of a Short Story

Grade 10
Junior High School Department

I.OBJECTIVES
At the end of the lesson, the students are able to:
A. Identify and analyze the elements of a short story.
B. Evaluate the information contained in the material viewed for
literary criticism.
C. Retelling a story from a different point of view.

II.SUBJECT MATTER

TOPIC REFERENCE MATERIALS

The Elements English Communication Arts and Skills • Visual Aids

of a Short Story through World Literature, Lapid, Milagros
et al. pp. 202-244 • PowerPoint
Presentation

III. PROCEDURE

A. Preparation

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

1. Opening Prayer (One student will lead the prayer)

2. Greetings

“Good Morning class…” “Good morning Ma’am!”

3. Checking of ( Class President or any Class Officer will

Attendance tell who is absent for the day)

” How is your day today, “Its okay, Ma’am.”

students?”
“Its fine, Ma’am.

B. Review

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

“Let’s have a recap of what we have
learned in our previous meeting.”

“So, can someone tell me a brief

summary of the story, The
Necklace, by Guy de Maupassant
(Students participates)
that we had discussed last time?”

”Okay! Before starting this lesson, we ”Okay, Ma’am.”

are going to have an activity first.”

”Good. Let’s begin, shall we?” ”Yes, Ma’am.”

C. Motivation

The class will sing a motivational English song of their own choosing
before the activity starts.

“Happy” by Pharell Williams

It might seem crazy what I am 'bout to say

Sunshine she's here, you can take a break
 I'm a hot air balloon that could go to space
With the air, like I don't care, baby by the way
Huh (Because I'm happy)
Clap along if you feel like a room without a roof
(Because I'm happy)
Clap along if you feel like happiness is the truth
(Because I'm happy)
Clap along if you know what happiness is to you
(Because I'm happy)
Clap along if you feel like that's what you wanna do
Here come bad news talking this and that (Yeah)
Well give me all you got, don't hold back (Yeah)
Well I should probably warn you I'll be just fine (Yeah)
No offence to you don't waste your time
Here's why
Clap along if you feel like a room without a roof
(Because I'm happy)
Clap along if you feel like happiness is the truth
(Because I'm happy)
Clap along if you know what happiness is to you
(Because I'm happy)
Clap along if you feel like that's what you wanna do
Uh, bring me down
Can't nothing, bring me down
My level's too high to bring me down
Can't nothing, bring me down, I said
Bring me down, can't nothing
Bring me down
My level's too high to bring me down
Can't nothing, bring me down, I said
Clap along if you feel like a room without a roof
(Because I'm happy)
Clap along if you feel like happiness is the truth
(Because I'm happy)
Clap along if you know what happiness is to you
(Because I'm happy)
Clap along if you feel like that's what you wanna do
Clap along if you feel like a room without a roof
(Because I'm happy)
Clap along if you feel like happiness is the truth
(Because I'm happy)
Clap along if you know what happiness is to you
 (Because I'm happy)
Clap along if you feel like that's what you wanna do
Uh, bring me down (Happy, happy, happy, happy)
Can't nothing (Happy, happy, happy, happy)
Bring me down, my level's too high
To bring me down (Happy, happy, happy, happy)
Can't nothing (Happy, happy, happy, happy)
Bring me down, I said
Clap along if you feel like a room without a roof
(Because I'm happy)
Clap along if you feel like happiness is the truth
(Because I'm happy)
Clap along if you know what happiness is to you (ayy, ayy, ayy)
(Because I'm happy)
Clap along if you feel like that's what you wanna do
Clap along if you feel like a room without a roof
(Because I'm happy)
Clap along if you feel like happiness is the truth
(Because I'm happy)
Clap along if you know what happiness is to you (hey)
(Because I'm happy)
Clap along if you feel like that's what you wanna do

D. Activity

Group Activity: Assemble me!

Instructions: The class will be divided in 2 groups. Each group will be given an
envelope that contains letters that they will need to assemble to form a word or
group of words within the time limit. There are three rounds in the game: easy,
hard, and expert. The easy round will have 30 seconds while the hard round will
have a 120 seconds. On expert round, each group will be given a clue and there
is no time limit. However, the group who finishes the round first and answers the
puzzle correctly, wins.
 ROUND/LEVEL EASY HARD EXPERT

ELEMENTS OF
SHORT STORY

CLUE: The first

WORDS THAT
entails the other
NEED TO BE PLOT CHARACTER
name of the
SOLVED
periodic table
while the rest
tells the tale of a
measurement.

E. Abstraction

TEACHER STUDENT

”Now that we are done with the activity, does anybody Students answer
have any idea what is going to be our lesson today?” voluntarily.

”All of your answers are correct.”

“Everyone, I want you to open your book and turn it to Students do as

page 202.” instructed.

“Can someone read me the first paragraph found in this Student volunteers and
page?” reads.

“Thank you for that. So, this paragraph entails...”

(Proceeds to discuss the first paragraph.)

“Did you get that?” “Yes Ma’am.”

“Okay, now can someone give me the first element of a Student gives the answer
short story?” via recitation.

“That’s right!”

“The first element is the Character.”

(explains the first element)

“Good. Next is Setting…”

(Explains the next element.)

“Any questions so far?” “None, Ma’am.” Or

Students asks questions.

“Alright. Then we shall continue.” “Yes, Ma’am.”

(Continues to discuss the rest of the elements)

“Is everything I have discussed understandable?” “Yes, Ma’am” or Students

ask questions.

“Good! Just remember to ask anything about our topic Students answers.
that confuses you, okay?”

F. Application

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

“Remember the story I asked you to “The Necklace by Guy de Maupassant?”
have a brief summary of?”

“Yes. That one. We will use that

story and I want you to identify
the different elements and
analyze which one they are.”
“Yes, Ma’am.”
“Am I clear?”
“Who are the characters of the
(student answers)
story?”
“And the setting? Where do you think
(student answers)
it happened?”
 “What about the plot?” (student answers)
“Then, can someone explain to me
the conflict and the theme of the (student answers)
story?

IV. Assessment

Instructions: With a pair, make a short story of your own in English. You are free
to choose the topic of the story. However, it must have the contents of the elements of a
short story. Create a mini podcast or an audiobook using the story you have created.
The audio must be at least 3 minutes long and must not exceed beyond 10 minutes.
The deadline of the output is within two weeks. The audiobook must be submitted on or
before the due date. Failure to pass within the time frame will result in deduction of
points.

V. Assignment

Write 3 reasons why the elements of the story is important when making a
narrative in 5 sentences.

Prepared by: