Detailed Lesson Plan (DLP)

DLP No.: Learning Area: English Grade level: 12 Quarter:1st Duration: 60

mins.
Learning Competency/ies: Code:
(Taken from the Curriculum Guide)

Key Concepts / Understandings to be Developed Developing analysis skills through analyzing literary knowledge

Domain Objectives:

Knowledge Recall the basic elements and literary terms relayed to short story

Skills Analyze the plot and characters of a short story

Attitude Demonstrate mastery of short story elements

Values Identify the critical ideas, values, values and themes

2. Content Elements of a short story

3. Learning Resources https://www.prodigygame.com/main-en/blog/story-elements/?

fbclid=IwAR049OVfF1wdubxBNg1gEsSy3QlA9Fv94lpNPSosj8t09fDtZ8KGBvfYH5A

4. Procedures

4.1 Introductory Activity

● Preliminary Activities
- Greetings
- Prayer
- Classroom management
- Attendance check
- Exercises
 Teacher shows a picture of a heart and an airplane.

 What do you think is the connection between the two pictures?

 What do you think that a heart symbolizes?

4.2 Activity/Strategy  The teacher will a task to role-play a short story in title “Love is in the air”
 The teacher will divide the class into 2 groups.
 The teacher will give time to the students brainstorm and practice with the group.
 The teacher will ask questions.
-What makes your story unique from the other group?
-Where did your story happen?
-Why do you think a character is important in a story?
-Why did you choose him/her as your character?

4.3 Analysis (  The teacher will ask question to the students.

-Did you had a hard time thinking critically of how your story flows?
-What do you think is the main theme of the story since you were given a title?
-How did you come up the idea to create a cohesive and impactful story?
-Does a story be completed without a character?

4.4 Abstraction (10 minutes).

 As you observed in our activity a short story has its key elements which
are:

 Plot: The sequence of events that make up the story, including the
exposition, rising action, climax, falling action, and resolution.

-The plot provides structures and keeps the story moving forward.
 Character: The people or entitle involved in the story
-The character can be major or minor, static or dynamic, and they drive
 the plot and engage the reader.
 Settings: The time, place, and environment in which the story takes place
- Settings helps establish the mood, provides context, and can even acts
as a character in the story.

 Conflict: The struggle or the problem that the character face.

-Conflict can be internal (within a character) or external (between
characters or with the environment).

-it creates tension and drives the plot.

 Theme: The central meaning or message of the story.
-Themes can be explicit or implicit and often explore universal ideas about
life, humanity or society.

-they give the story purpose and allow readers to connect with the
characters and events on a deeper level.

4.5 Application  The teacher will divide the class into five groups and each group will create their own
story that contains the 5 elements of a short story.
 Let the students work with their group to brainstorm and gather all the ideas.

4.6 Assessment  Read the story in title “The yellow wallpaper” by: Chalotte Gilman and I want you to
identify each element.
1. Plot
2. Settings
3. Characters
4. Conflict
5. Themes

Assessment Method

a) Observation (Formal and informal

observations of learners’ performance or
behaviors are recorded, based on assessment
criteria)

b) Talking to Learners / Conferencing

(Teachers talk to and question learners
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

c) Analysis of Learners’ Products

(Teachers judge the quality of products
produced by learners according to agreed
criteria)

d) Tests
(Teachers set tests or quizzes to
determine learners’ ability to
demonstrate mastery of a skill or
knowledge of content)

4.7 Assignment ( 2minutes). Fill-in below any of the four purposes:

● Reinforcing / strengthening the day’s lesson

● Enriching / inspiring the day’s lesson

● Enhancing / improving the day’s lesson

 ● Preparing for the new lesson

4.8 Concluding Activity

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks

6. Reflections

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

B. No. of learners who require additional activities for remediation.

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 learning 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:
Name: Alimar P. Aurita School:

Position/Designation: Division:

Contact Number: 09556123749 Email address: auritaalimar@gmail.com