Annex1B DepEd Order No 42, s.

2016

Grades 1 to 12 PANGASINAN STATE 10

School Grade Level
DAILY LESSON UNIVERSITY
LOG Rose Ann M. Balatico Learning English
Teacher
Areas
Teaching June 18, 2023 (9:00
Dates A.M –10:00 A.M) 4
Quarter
and
Time

I. Objectives
A. Content The learner demonstrates an understanding of how world literature and other text types
Standards serve as instruments to resolve social conflicts, also how to use the language of research,
campaigns and advocacies
B. Performance The learner competently presents a research report on a relevant socio-cultural issue.
Standards
C. Learning EN10VC-Ivd-29
Competencies/ Appraising the Unity of Plot, Setting, and Characterization in a Material Viewed to
Objectives Achieve Writer’s Purpose
Write the LC
code for each  Identify the elements of the story;
 Determine how the unity of plot, setting, and characterization contributes to
the effective development of the story;
 Create a plot based on the setting and characterization provided;
II. Content Elements of the Story
III. Learning
Resources
A. References
1. Teacher’s English 10 Quarter 4, Module 3
Guide Pages
2. Textbook Readings from World Literature pp,255-300.
pages
4. Additional Sources: https://www.prodigygame.com/main-en/blog/story-elements/
Materials from https://www.sparknotes.com/short-stories/the-lady-or-the-tiger/character-list/
Learning
Resource (LR)
portal
B. Other Laptop, PowerPoint Presentation, Projector, Television for multimedia presentation
Learning
Resources
IV.
PROCEDURES
A. Reviewing Review: The teacher will ask students about the last discussion and allow them to express
the previous their idea on the connection of it to today's lesson
lesson or
presenting the
new lesson
B. Establishing Motivation: The teacher will have a game entitled, Who Guesses Snap?"
a purpose for
the lesson
C. Presenting The teacher will explain the elements of the story in accordance with the assigned short
examples/ story and present images of it, where students will identify what elements of the story
instances of are in the given image.
the new lesson
D. Discussing The teacher will explain how important it is to understand the characterization of
new concepts characters, and learners will have an activity.
and practicing
new skills #1
Task 1. STEAL

E. Discussing The teacher will explain the five elements of the plot using Freytag’s Pyramid, and
new concepts learners will have an activity.
and practicing
new skills #2 Task 2. Read the following story and create a plot using Freytag’s Pyramid.

ORPHEUS

retold by Alice Low

There were nine goddesses called Muses. Born out of Zeus and Titaness named
Mnemosyne, each muse presided over a different art of science.

Calliope, one of these sisters, was the inspiration of poets and musicians. She was the
mother of Orpheus (a mortal because his father was one) and gave to her son a remarkable
talent for music.

Orpheus played his lyre so sweetly that he charmed all things on earth. Men and women
forgot their cares when gathered around him to listen. Wild beasts lay down as they
gathered around him as if they were tame, entranced by his soothing notes. Even rocks
and trees followed him, and the rivers changed their direction to hear him play.

Orpheus loved a young woman named Eurydice, and when they were married, they looked
forward to many years of happiness together. But soon after, Eurydice stepped on a
poisonous snake and died.

Orpheus roamed the earth, singing sad melodies to try to overcome his grief. But it was no
use. He longed for Eurydice so deeply that he followed her to the underworld. He said to
himself, “No mortal has ever been there before, but I must try to bring back my beloved
Eurydice. I will charm Persephone and Hades with my music and win Eurydice’s release.”

He climbed into a cave and through a dark passage that led to the underworld. When he
reached the river Styx, he plucked his lyre again, and Cerberus, the fierce three-headed
dog who guarded the gates, heard the sweet music and lay still to let him pass.

Orpheus continued to play his lyre tenderly as he made his way through the gloomy
underworld. The ghosts cried when they heard his

sad music. Sisyphus, who had been condemned to roll a rock uphill forever, stopped his
fruitless work to listen. Tantalus, who had been

sentenced to stand in a pool of receding water, stopped trying to quench his thirst. And
even the wheel to which Ixion was tied as punishment stopped turning for one moment.

At last, Orpheus came to the palace of Hades and Persephone, King and Queen of the
underworld. Before they could offer him to leave, he began his gentle song, pleading for
Eurydice.

When stern Hades heard Orpheus’ song, he began to weep. Cold Persephone was so
moved that, for the first time in all her months in the underworld, her heart melted.

“Oh, please, my husband,” she said to Hades, “let Eurydice be reunited with Orpheus.”
They summoned Eurydice, and the two lovers clasped each other and turned to leave.

“Wait!” said Hades to Orpheus. “Eurydice is yours to take back to earth on one condition.”

What is that?” asked Orpheus

“She must follow you, and you must not look back at her until you are on earth again.”

“I understand,” said Orpheus, and “and I am forever grateful.”

Orpheus and Eurydice left the underworld and made their way through the dark passage
that led to the upper world. At last they reached the cave through which Orpheus had
descended.

“I can see daylight ahead,” called Orpheus to Eurydice. “We are almost there.”

But Eurydice had not heard him, and so she did not answer.

Orpheus turned to make sure that she was still following him. He caught one last glimpse
of her arms stretched out to him. And then she disappeared, swallowed by darkness.

“Farewell,” he heard her cry as she was carried back to the underworld. Orpheus tried to
follow her, but this time the gods would not allow it. And so he wandered the earth alone.
He sang his sad songs to the trees and longed for when he, too, would die and be reunited
with his beloved Eurydice in the underworld.
F. Developing Task 3. Students will be paired, and they make a short story using the following
Mastery (Leads questions to guide them in detailing their story.
to Formative
Assessment 3) QUESTIONS FOR DEVELOPING A CHARACTER
1. What is the character’s identity (name, age, sex, nationality, era, and so on)?
2. What does the character look like? How does the character talk and move?
3. What are the character’s outstanding personality traits? What are his or her
strengths and weaknesses?
4. What are the character’s family and friends like? Should they be brought in to
clarify the main character?
5. What dominant impression should the character create?
QUESTIONS FOR DEVELOPING THE PLOT
1. Who are the characters, besides you, as the main one?
2. Where and when did that interesting story happen?
3. What was the problem that you encountered in that experience?
4. How did the story turn out to be very exciting?
5. How was the problem given a solution? Was it successful or not?
6. Can you share any related ideas about the story?
7. What lesson have you learned from the experience?

G. Finding Explain to learners that if they are watching a movie or reading a story, it is important to
practical know the unity of elements of the story, and by being equipped with this element, they
applications of can write a good story.
concepts and
skills in daily
living
H. Making Summarize the lesson’s key points and ask students to reflect on their learning.
generalizations
and
abstractions
about the
lesson
I. Evaluating A. Read each short passage carefully and answer the following questions.
learning
Exploring the Sea of Goodness
Lee Emm

1.) Do you believe that the sea of goodness is possible in this world?
2.) I always believe it is possible.
3.) Doing something good, no matter what the consequences are, will always make me
contented and secure. 4.) There are a lot of ways I can do such, especially in doing
something “good” for others.
5.) The steps are easy but zealousness, humility, and consistency are the subtle ways.
Here are the simple ones:
6.) The first one I imagine that I am in the place of the other person I’ll (Students will
answer) do good to.
7.) Next, I’ll imagine how she’ll feel and react.
8.) That way, I’ll think doing good to others will make me at least a better person.
9.) That will make me grateful that I have done something good.
10.) With these simple but notable ways I can prove to myself, to others, and to God that
I can explore the sea of goodness in this ever-changing world.
11.) How about you, can you explore it also?
12.) I bet you can!

1. The article’s main point is best expressed in sentence no.

a. 3 b.4 c. 10 d.12
 2. Exploring the sea of goodness means you are practicing
a. conscientiousness b. kindness c. humility d. sympathy
3. The word subtle is sentence no. 5 means.
a. clear b. refined c. practical d. strained
4. The kind of evidence used by the writer to support her stand is through.
a. anecdotes b. statistics c. examples d. video
5. The generalization or statement about the passage on life or human experience is to?
a. bring out the best in you b. Struggle against the odds c . stand up for one’s belief d.
Take strength to bear up
6. In which part of the key elements of a short story reveals the problem of the
characters
a. exposition b. theme c. characterization d. conflict
7. Which of these is the term for the “turning point of the story”?
a. exposition b. climax c. characterization d. conflict
8. When the author gives some background or needed details to the story this is known
as what term?
a. Characterization b. foreshadowing c. exposition d. point of view
9. The problem of the story also known as which story element?
a. character b. exposition c. conflict d.resolution
10. Which details the solution for the conflict of the story?
a. climax b. resolution falling action d. rising action
11. Who is the person with which the main character has a conflict?
a. antagonist b. principal c. bad guy d.
protagonist
12. What is the time and location in which a story takes place?
a. conflict b. point of view c. plot d. setting
13. The central main character of the story is called.
a. antagonist b. instigator c. investigator d.protagonist
14. What type of story element concludes a story?
a. climax b. resolution c. falling action d. rising action
15. What is a person or animal which takes part in the action of the story?
a. character b. resolution c. plot. setting

B. Complete the Plot Pyramid substantially and concisely on your worksheet. Imagine a
very short story where you are the main character. Now, tell us what happened in your
interesting story by filling in scenarios (1 to 2 sentences).
J. Additional A. Please choose only two of the given activities. Regarding your group in the role-
activities for playing and parody, I'll let you pick your groupmates
application or
remediation A. 1. Create a digital or written poster that illustrates the plot's parts. You can choose any
story.
2. Role play or video representing the story’s elements we discussed.

B. 1. The Little Women Parody represents the elements of the story that we discussed
2. Write your own short story

B. Read and analyze the different literary standards.

Here is the rubric we are going to use in scoring your outputs. Don’t forget to submit your
outputs next week.

Short Story and Poster

CRITERIA 3 2 1 SCORE
The content is The content is The content is
clearly focused on purposeful and related to the
CONTENT/IDEA the theme. It focused. The piece theme, with
holds the reader’s contains some quality
attention. details. paragraphs
Relevant details with little or no
enrich the details.
content.
The output The output The output
reflects an reflects a high reflects a small
CREATIVITY exceptional degree of degree of
degree of creativity. creativity. No
creativity. effort is shown.
VOCABULARY/ Effective and Purposeful use of It uses a
WORD CHOICE engaging use of word choice. variety of word
word choice. choices to
make the
output
interesting.
CONVENTIONS Uses consistent Consistent Maintains
agreement agreement agreement
between parts of between parts of between parts
speech. No errors speech. Uses of speech. Few
in mechanics. correct errors in
punctuation, mechanics.
capitalization, etc. Applies basic
Consistent use of grade level
spelling.
 spelling
strategies.

TIMELINESS The output is The output is The output is

submitted on or submitted after submitted after
before the given the deadline but the quarter.
deadline. within the same
quarter.
TOTAL SCORE:

Video and Parody

CRITERIA 3 2 1 SCORE
The The content is The content
content is purposeful and is related to
CONTENT/IDEA focused on focused. The the theme,
the theme. piece contains with little or
It holds the some details. no details.
audience’s
attention.
Relevant
details
enrich the
content.
The output The output The output
reflects an reflects a high reflects a
CREATIVITY exceptional degree of small degree
degree of creativity. It of creativity.
creativity. slightly evokes No effort is
It evokes an existing shown.
an existing work while
work while being
being noticeably
noticeably different from
different it.
from it.
VOCABULARY/ Respectful Purposeful use It uses a
WORD CHOICE and of word choice. variety of
engaging word
use of word choices to
choice. make the
output
interesting.
TECHNICALITIES Impressive Slightly smooth Disturbing
transitions transitions transitions
and throughout the throughout
lighting video, the video,
throughout appropriate overpowered
the video lighting, and a lighting, and
and a lack few glitches, some
of glitches but they are glitches
where can understandable where
captivate for the mislead the
the audience. audience.
audience.
.
TIMELINESS The output The output is The output
is submitted after is submitted
submitted the deadline after the
on or but within the given week.
before the week
given
deadline.
TOTAL SCORE:
 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 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 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:

ROSE ANN M. BALATICO

Student Teacher