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School: San Miguel Rural Development High School Grade Level: Grade 8
DAILY LESSON LOG
Teacher: JOANNA KAYE T. PUBLICO Learning Area: ENGLISH
Teaching Dates and
Time: March 6, 2023 Quarter: Third

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Southeast Asian literature as mirror to a shared
heritage; coping strategies in processing textual information; strategies in examining features
of listening and viewing material; structural analysis of words and propaganda techniques;
and grammatical signals for opinion-making, persuasion, and emphasis,
B. Performance Standards The learner transfers learning by composing and delivering a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical
signals for opinion-making, persuasion, and emphasis, and appropriate prosodic features,
stance, and behavior.

C. Learning Competencies / Objectives At the end of the discussion, the students should be able to:
Write for the LC code for each  Define the elements of a short story
 Identify the elements of a short story from the given examples
II. CONTENT Elements of a Short Story
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource Bunsoy, Y. (2014). Elements of a short story.Lesson Plan. SlidShare.
(LR) portal https://www.slideshare.net/buyayenbells/elements-of-a-short-storylesson-plan
Setting. Literary Terms. https://literaryterms.net/setting/
Character. Literary Terms. https://literaryterms.net/character/
Parts of the plot. https://www.juicyenglish.com/blog/parts-of-the-plot
Kittelstad, K. Plot of a Story Examples. YourDictionary.
https://examples.yourdictionary.com/reference/examples/plot-of-a-story-examples.html
MasterClass. (2021, September 29). What is Conflict in Literature? 6 different Types of
Literary Conflict and how to Create Conflict in Writing. MasterClass.
https://www.masterclass.com/articles/what-is-conflict-in-literature-6-different-types-of-literary-

B. Other Learning Resources
IV. PROCEDURES
Before the Lesson
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
conflict-and-how-to-create-conflict-in-writing
Foronda, G. Detailed Lesson Plan in English (Grade 10). Studocu.
https://www.studocu.com/ph/document/isabela-state-university/secondary-education-in-
english/dlp-1-elementf-of-a-short-story/27298452
Smart TV, Laptop, PowerPoint Presentation, videos, articles
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Good morning class! How is everyone today? Good morning, Ma’am! We’re fine po.
Let us pray first.
I will check the attendance first…
Last week, during your class with Ma’am Maricel, you
had an overview about a short story. So, can
someone from the class share what a short story is? A short story is a prose narrative that is shorter than
a novel and that usually deals with only a few
characters.
Before we proceed, we will first have an activity.
Activity #1 – “Elements Assemble”
1. You will be divided into 5 groups.
2. You will be given an envelope containing
puzzle pieces
3. After you have assembled the puzzle pieces,
you are going to identify if the image is
‘character, setting, conflict, plot, or theme’.
4. After that, you are going to give a short
description about the words.
5. Identify a representative in the group to
present your output.
Group 1 - character

Group 2 – plot

Group 3 – setting

Group 4 – theme
 Group 5 – conflict

C. Presenting Did you enjoy the activity class?

examples/instances of the new What do you think are these words? How is it related
lesson to our topic today? These words are what make up a short story. We are
going to talk about the elements of a short story.
That is correct! Today we are going to talk about the
elements of a short story.

Today’s objectives are for you to define each element

of a short story and identify the elements of a short
story.
During the Lesson (flashes PowerPoint presentation)
D. Discussing new concepts and Elements of a short story
practicing new skills #1
The first element is setting…
The setting is when and where the story is taking
place. Here is an example of a setting:
The setting is about “when” and “where”. The
location, time of day, and weather are all part of a
story’s setting. The best setting descriptions often
include details that use at least some of the five
senses: how a place looks, how it smells, how it
sounds, how it feels (mood), and in some cases if
the setting is a castle with candy walls- how it
tastes.

As the sun set in the evening sky, Malcolm slowly turned

and walked toward his home. All was silent and still.
Through the window, he could see his older brother James
watching a football game on the TV. James was home
from his first year of college in the city. It was lonely at
times, but Malcolm felt it was rather nice to not be in
James’ shadow during his senior year of high school.
(adapted from Literary Terms)

What is the time/when in the short passage? Evening, during senior year of high school, modern
times
What about the where/place?
Malcolm’s home

The next element is character.

A character can be a protagonist or an antagonist.
What is the difference between the two?
The plot is…
A character is a person, animal, being, creature, or
thing in a story. Writers use characters to perform
the actions and speak dialogue, moving the story
along a plot line.
A protagonist is the main character or hero, often
representing the good; the antagonist is the villain
or the one who causes conflict.
 The plot is the logical order in which events happen
in the story. From this order of events, we learn
more about the characters, the setting, and the
theme/s.

Parts of a plot:
1. Introduction or exposition – this is the start
of the story, where we meet the main
character or characters, understand the
setting, and deduce the conflict.
2. Conflict – the primary problem that drives
the plot of the story, often a main goal for
the main character to achieve or overcome.
3. Rising Action – the story becomes
complicated. The main character is in crisis
and there are moments of conflict that
escalate and create tension
4. Climax – the peak of the action. At this point,
the main character confronts the big conflict.
5. Falling action – the conflict that arose as a
result of the climax can start being resolved.
The story begins to slow down.
6. Denouement or Resolution - The resolution
is the end of the story and it brings the story
to its happy or tragic ending. The conflict
from the climax has been resolved. There is
a sense of finality and closure here, making
the reader feel that there is nothing more
Here is an illustration of the plot of the Three Little they can learn or gain from the narrative.
Pigs.

E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
Another element is the conflict.
Conflict has four types…
The last element is the theme…
A way for you to identify the theme in any given
literary text is to look at the main event/s, the
characters, and the characters’ goals. Then use these
story elements to make inferences or educated
guesses.
To further extend your knowledge about the different
elements, we will be doing an activity.
The conflict is the problem in a story. It is the
struggle between two opposing forces. Conflict
provides crucial tension in any story and is used to
drive the narrative forward.
1. Character vs. Self – this is an internal
conflict in which the character is fighting
against themselves.
2. Character vs. Character – the most common
type of conflict in which a character is
against another character.
3. Character vs. Nature – the character is set
in opposition with nature. This can mean the
weather, the wilderness, or a natural
disaster.
4. Character vs. Society – this is an external
conflict in which the protagonist is placed in
opposition with the government, cultural
tradition or societal norm.
The theme is the central idea, message, or purpose
in a short story. A theme can be expressed as a
general statement about people or life. It is NOT a
plot summary.
Activity #2 – Read and Respond.
You will read a short passage and then answer the
following question.

It was my first day

walking the
tightrope at the
circus. As I
stood on the
platform, high The answer is letter C.

above the
audience’s heads,
I
felt a slight, cold
breeze from
the open flap of
the circus tent.
Up that high, I The answer is letter A because it describes the
fairytale’s conflict, climax, and resolution. It contains

could only the disagreement, the exciting point that the story
builds up to, and how the conflict ends.

faintly smell the

popcorn and
cotton candy
for sale down The answer is letter C.

below. I heard
the crowd
chanting for me to
begin, and I
stuck one toe
out to feel the
thin tightrope
wire. I
swallowed--it felt
like I could
almost taste my Letter C is the correct answer.

nervousness. I
took a deep breath
and let the Letter C is the answer.

air fill my lungs. I

stepped out
on to the wire
It was my first day Letter B.

walking the
tightrope at the
circus. As I
stood on the
platform, high
above the
audience’s heads,
I
felt a slight, cold
breeze from
the open flap of
the circus tent.
Up that high, I
could only
faintly smell the
popcorn and
cotton candy
for sale down
below. I heard
the crowd
chanting for me to
begin, and I
stuck one toe
out to feel the
thin tightrope
wire. I
swallowed--it felt
like I could
almost taste my
nervousness. I
took a deep breath
and let the
air fill my lungs. I
stepped out
on to the wire
It was my first day walking the tightrope at the circus.
As I stood on the platform, high above the audience’s
heads, I felt a slight, cold breeze from the open flap of
the circus tent. Up that high, I could only faintly smell
the popcorn and cotton candy for sale down below. I
head the crowd chanting for me to begin, and I stuck
one toe out to feel the thin tightrope wire. I swallowed
—it felt like I could almost taste my nervousness. I
took a deep breath and let the air fill my lungs. I
stepped out on to the wire.
Which of the
following details
contains a
description of
the
story’s setting?
1. Which of the following details contain a
description of the story’s setting?
a. “I swallowed…”
b. “… like I could almost taste my nervousness”
c. “… on the platform, high above the audience’s
heads”

A young boy named Jack trades his only cow for

beans that he’s told contains magic. When he brings
the beans home, his mother doesn’t believe that they
are magical and becomes angry with Jack. Against
his mother’s advice, Jack plants the beans. A huge
beanstalk grows. Jack climbs it and finds a giant’s
house full of treasure. He takes the treasure from the
house and runs away as the giant chases him down
the beanstalk. Jack reaches the ground and is able to
chop down the beanstalk. He keeps the treasure.
 2. Choose the best summary of the fairytale’s
plot.
a. After climbing a magic beanstalk, Jack takes
treasures from the giant’s house, is chased
down a beanstalk and chops it down before
the giant can catch him.
b. Jack trades his only cow for magic beans and
plants them. They grow into a beanstalk.
c. Jack’s mother sends him out to sell their only
cow, becomes angry that her son trads the
cow for beans and scolds him.
d. Jack loves his only cow but chooses to believe
that the beans he trades for are magic.

Why is the answer letter A?

The main character is the most important character in

a story. There are also secondary characters. The
action doesn’t revolve around them, but they can
often be the most memorable.

3. According to this passage, secondary

characters…
a. Can never be animals
b. Are the most important characters in a story
c. Doesn’t provide a lot of information about a
story.
d. Can be memorable

Sylvia found her Aunt Caroline especially

aggravating. So, when Sylvia was told that she would
have to spend Thursday afternoon with her aunt, she
was peeved. She had wanted to go skating. Sylvia
had been looking forward to it all week, earning to
glide and spin around the rink hearing only the sound
of the blades of her skates over the ice. “But Aunt
Caroline never has visitors,” Sylvia’s mother
reminded her, and Sylvia supposed this was true.
Aunt Caroline’s house was large and drafty with a
big, overgrown garden at the edge of town.

“She doesn’t have any visitors because she doesn’t

want them,” Sylvia told her mother.

“Sylvia, don’t be rude,” her mother said.

But it was true: Caroline discouraged most visitors.

Besides Sylvia and her mother, the only person who
visited Aunt Caroline was the mailman. “The worst
part,” Sylvia grumbled to herself, “is Blinkers.”
Blinkers was Aunt Caroline’s very old and very
crabby cat. When Sylvia visited, she wasn’t even
allowed to play in the garden. She had to quietly sit in
the living room, watching Blinkers nap. “And I don’t
even like cats!” Sylvia groaned.

4. Which of the following best describes the

conflict in this passage?
a. Aunt Caroline is often lonely.
b. Sylvia’s mother wants to visit her Aunt
Caroline
c. Sylvia would like to go to ice skating, but has
to visit Aunt Caroline.
d. Blinkers the cat want to escape from Aunt
Caroline’s house

5. From the given choices, which of the following

characters would be facing an internal
conflict?
 a. A character whose beloved pet dog has gone
missing
b. A person who tries to climb the world’s tallest
mountain
c. A character who must decide if he should
share his sister’s secret with his parents.
d. A character whose car breaks down during a
road trip

After they lose their parents in a tragic shipwreck,

three children are orphaned and go to live with their
strange aunt in a small town in Nebraska. At first,
they feel lost and lonely, but eventually, they come to
understand their aunt and each other.

6. Which of the following statements might

describe the theme of the story?
a. Childhood is a time of great imagination
b. With the love of family, we can overcome grief
c. Success requires hard work as well as luck
d. Face your fears and you can defeat them
G. Finding practical applications Why do you think are these elements important in
of concepts and skills in daily writing or in reading stories? The elements are important because a story would
living be incomplete if an element is missing; a story would
not be considered a story. It is also for us to better
enjoy and understand the story we are reading.
After the Lesson If you have a classmate who is absent today, what
H. Making generalizations and will you say to him/her if he/she asked you what our
abstractions about the lesson lesson was? Our lesson was about the elements of a short story.
There are five elements namely; setting, character,
plot, conflict, and theme.
I. Evaluating learning On a ¼ sheet of paper, read the question and choose
the correct answer. You will be given five minutes to
answer.
1. Which of these is an example of an internal
conflict?
 a. A strong storm is heading to the island
where the main character lives
b. The main character fights with her older
sister about everything
c. The main character tries to escape from
prison
d. The main character needs to decide if she D.
will tell her family her secret.
2. Choose the best words that best describe
setting.
a. Who, why
b. Where, when
c. Where, why B.
d. Why, when
3. Sarah described the events that happened in
the beginning, middle, and end of the book she
just read. This means that Sarah described the
. C.
a. Character
b. Conflict
c. Plot
d. Theme
4. Which of these might be an example of a
story’s theme?
a. Staying true to yourself is important
b. Your best friend A.
c. Your parents separated
d. A boy finds out he has superpowers

J. Additional activities for As your assignment, you are going to research about
application or remediation the cultures and traditions of Laos and Thailand.
V. REMARKS

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

B. No. of learners who require additional activities for

remediation who scored below 80%.

C. Did the remedial lessons 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 this work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other teachers?

Prepared by:
JOANNA KAYE T. PUBLICO
Practice Teacher