CALLANG NATIONAL HIGH SCHOOL

District 4, San Manuel, Isabela

Detailed Lesson Plan in English 10

April 13, 2023
I. Objectives
Learning Competency
EN10LT-IIIa2.2: Explain how the elements specific to a genre contribute to the theme of a
particular literary selection

At the end of the lesson, the students should be able to:

a. distinguish the elements of the short story;
b. identify the elements of the short story in the material viewed through cooperative
learning;
c. explain the importance of elements of short story to the theme; and
d. create a story using the elements of the story.

II. Subject Matter

a. Topic: Elements of the Story (The Wedding Dance by Amador Daguio)
b. References:
https://www.studocu.com/ph/document/isabela-state-university/secondary-education-
in-english/dlp-1-elementf-of-a-short-story/27298452?origin=home-recent-1
https://www.storyboardthat.com/lesson-plans/wedding-dance-by-amador-daguio
c. Materials: Visual aid (laptop)

III. Method
Teacher’s Activity Students’ Activity
A. Preliminary Activities
i. Greetings
Good morning class! : Good morning, ma’am.

ii. Prayer
May I request Francis to lead us an opening prayer?
: (The student will lead the prayer.)
iii. Checking of Attendance Our Father who art in heaven…
Is everybody present today?
: Yes ma’am.
Very good.

iv. Review
Who can tell me about the discussion we had last meeting?

: Last meeting, we listened to a song entitled PARAISO,

What did you learn from that discussion? ma’am.

: I learned that we must protect and preserve our Mother

Excellent. I hope you learned a lot from the discussion Earth because we need it to sustain life here on earth.
yesterday.

B. Motivation
Grade 10, are you ready to learn?
Very good.
: Yes, ma’am.
Therefore, I want you to look under your desk.
What did you find under your desk? : (Everybody looks under their desk)
Correct. Now I want you to find your missing piece or your : A piece of a broken heart, ma’am.
other half. Everybody finds your half in 3… 2…. 1… GO!

Take note: Do not create noise while looking for your better
half. : (The students will find their behalf.)
(After 1 minute)
That was quick! Are you with your other half now? Could
you raise your hearts altogether?
Who among you did not find their other half?
: (The students will raise their hands.)

What did you feel? Did you feel frustrated? Sad? Happy? : Yes, ma’am.
Disappointed? : No, ma’am.

Very good class. Now, you might be wondering why I had :(Two students will share her/his feelings)
you all form a heart. First, what does a heart symbolize?
Yes, with that, together with your pair, find other pairs with
the same color of heart that you received. That will serve as
your groupings. Understood? : It symbolizes love, ma’am.

The broken heart paper we formed a while ago have

something to do with our topic today.

C. Presentation and Discussion : Yes, ma’am.

To dig deeper into our discussion, please read first
the learning objectives in chorus.

: At the end of the lesson, the students should be able to:

a. distinguish the elements of the story;

b. identify the elements of the story in the material
viewed through cooperative learning;
c. explain the importance of elements of short
story to the theme; and
d. create a story using the elements of the story.
Thank you so much. Be guided by our learning objectives
because these will help you better understand the lesson
today.

Yesterday, I gave you an assignment, right? I ask you to

read the short story “The Wedding Dance” by Amador
Daguio. I am expecting that you understand well the story.

Today, you will be going to read the summary of the story

so that you will remember the circumstances in it. Are you
now ready to listen?
: Yes, ma’am.
Motive Questions:
1. Have you already experienced to love and to be
loved?
2. Are there circumstances in your life that you need
to choose culture/beliefs over love?
3. Which is more important, your beliefs/culture or : (The students will answer the questions)
love? If so, how many percent are you going to
fight for your love?

"The Wedding Dance" by Amador Daguio

Summary

"The Wedding Dance" is a short story about a husband and

wife, Awiyao and Lumnay, who had been married for seven
years. In spite of being in love with his first wife, Awiyao
feels the need to marry again to produce children with his
second wife; if he doesn’t have a son to carry on his name,
Awiyao will feel shame from the entire tribe. At his second
marriage wedding feast, Awiyao goes to check on Lumnay
at his and Lumnay’s house, knowing she is upset. Awiyao
thought the answer to Lumnay's sorrow would be to have
her join the other women during the tribe’s custom wedding
dance, so he decides to personally inviter her. Lumnay was
in fact at his wedding, but left. She could not stand the idea
that her husband left and is marrying another woman
because she could not bear children.

Lumnay begs Awiyao to stay and she recalls fond memories

of them in their Philippine house, and in the mountain
province. Awiyao tells her to keep the house, but she
doesn’t want it. She says that she will go back and live with
her parents, where she will no doubt die from sadness and
the fact that she cannot be with the man she loves because,
the bitter truth is that her husband married someone he
doesn't love. Awiyao offers her beads that are worth 20
fields so that she may always have enough. Lumnay takes
the beads that he gives her, and Lumnay walks away to
mourn the end of her marriage.

Did you understand the story?

Question
 If you were the author of the story, how would you
end it to make the theme better?
Very good. Since you already remember and understand the
story, I will give you an activity. : Yes, ma’am.

Activity

Directions. Out of your understanding on the story, The : (The students will answer the questions)
Wedding Dance, you are going to identify the elements of
the story by the specific tasks given to you. After doing the
task, choose one representative from your group who will
discuss or explain your output. You are only given 5
minutes to do the activity.

Group 1(Yellow)- Identify the characters of the story and

their roles.

Group 2 (Violet)- Identify the setting of the story through

drawing.

Group 3 (Green)- Make a story mountain.

Group 4 (Orange)- Identify the main problem of the story.

Group 5 (Red)- Identify the theme of the story then answer

the following questions.
1. Why do you think the author chose to include the theme : (The students will do the activity)
in this story?
2. Was the theme of the story directly stated or was it
implied? How do you know?
3. What details or character from the story was most
integral to the theme of the story? Why?
Elements of the Story
Now, let’s answer the following questions.
From the task that was given to you;
1. What is character?
Very well said.
Character – A character is simply somebody in a story.
Characters can be humans, animals or creatures. Everyone
who appears in the story is character.
2. What is setting?
Nice answer!

Setting- It is all about “when” and “where”. Location, time : (The student will create their own meaning on the
of day, and weather are all part of a story’s setting. The best concept based on the activity.)
setting descriptions often include of the five senses: how a
place looks, how it smells, how it sounds, how it feels and
how it tastes.

3. What is plot?

Brilliant! : (The student will create their own meaning on the

concept based on the activity.)
Plot- This refers to the series of events. There are five parts
of plot according to Freytag’s pyramid.

: (The student will create their own meaning on the

concept based on the activity.)

Let’s discuss them one by one.

 Exposition- introduces the settings and characters.

 Rising action- this event creates the central conflict
or struggle.
 Climax- the high point of interest and suspense in
the story.
 Falling action- occurs after the turning point of the
climax and signifies that the story’s main conflict is
coming to a close. Ideally, it resolves any loose
ends in the plot and shows the aftermath of the
climax.
 Resolution- point at which the conflict is ended or
resolved.

4. What is conflict?

Excellent!
Conflict- It is the problem of a story.

5. What is a theme?

Correct.

Theme- This is the author’s message about the world. A

theme goes beyond the specific details of one story and is : (The student will create their own meaning on the
about universal topic, such as friendship, freedom or concept based on the activity.)
loneliness.

Is the discussion clear?

: (The student will create their own meaning on the
Very good. concept based on the activity.)

D. Application
Now, let’s have an activity again.

Directions. With the same group, each of you will be given

a differentiated task pertaining to the theme of the story.
After 10 minutes, choose two representatives to present
your output. : Yes, ma’am.

“LOVE AS SELF-SACRIFICE”
Group 1: Slogan
Group 2: Poster
Group 3: Letter
Group 4: Graphic Organizer
Group 5: Poem

E. Generalization

Directions: Answer the following questions.

: (The students will do the activity.)
What are the five elements of the story?

How do the elements of the story contribute to the theme of

a particular literary selection?

: (Students’ answer may vary.)

IV. Assignment
For your take-home activity, I want you to create a story that has characters, setting, plot, conflict and
theme. Make use of the knowledge you learned today in creating your own story.

Prepared by: Approved by:

MS. CECILLE HYACINTH N. YRA MS. ZENAIDA F.

CONCEPTION
Pre-Service Teacher Cooperating Teacher
 MS. ELIZABETH QUIBUYEN
Cooperating Teacher

RUBRIC FOR SLOGAN/POSTER MAKING

Criteria 4 3 2 1
Craftmanship The slogan/poster is The slogan/poster is The slogan/poster is The slogan is distracting
exceptionally attractive attractive in terms of acceptably attractive messy.
in terms of neatness. neatness. Good though it may be a bit
Well-constructed and construction and not very messy.
not messy. messy.
Creativity Slogan/poster is Slogan/poster is creative Slogan/poster is creative The slogan/poster does
exceptionally creative. and good amount of and some thought was not reflect any degree of
A lot of thought and thought was put into put into decorating it. creativity.
effort was used to make decorating it.
the banner.
Originality Exceptional use of new Good use of new ideas Average use of new ideas No use of new ideas and
ideas and originality to and originality to create and originality to create originality to create
create slogan/poster. slogan/poster. slogan/poster. slogan/poster.

RUBRIC FOR POETRY

Criteria 4 3 2 1
Poem Topic/Theme Appropriately focused Focused topic which A vague sense of the Lack of focus or
topic with a clear partially demonstrated purpose of the topic confused purpose, which
understanding of the intent understanding of the requiring the audience to results in confusion for
of the topic. Effectively intent of the topic. make assumptions. the audience. Does not
connects with audience Somewhat connects with Minimal effort to connect with the
through common themes. the audience through connect with the audience, and fails to use
Includes at least 3 literary common themes. audience through common themes. Does
devices Includes at least 2 common themes. not include any literary
literary devices. Includes 1 literary devices.
device.
Creativity Poems are creative and Poems are thoughtful and Most of the poems is Poems appear to be
original. It is evident that creative. A couple of creative but appears to be thoughtless. Work is
 the poet put thought into phrases and ideas maybe rushed. This appears in very repetitive and ideas
his/her words and uniquely revised, but the overall the poet’s redundancy. are unoriginal.
conveyed his/her ideas product is carefully
band emotions written.
Vocal Intonation Highly effective and Effective and expressive Moderately effective and Not effective; more
and Expression expressive intonation used intonation used to expressive intonation practice with intonation
to reinforce change in reinforce change in used with room for is strongly
mood, voice, setting, mood, voice, setting, improvement and recommended.
and/or characterization. and/or characterization. practice.

RUBRIC FOR LETTER MAKING

Criteria 4 3 2 1
Format Format is correct, One of the following Two of the following
including your address, parts is incorrectly parts are incorrectly Three of the following
date, inside address, formatted: your address, formatted: your address, parts are incorrectly
salutation, body, closing, date, inside address, date, inside address, formatted: your address,
and signature. salutation, body, closing, salutation, body, closing, date, inside address,
and signature. and signature. salutation, body, closing,
and signature.
Body (Content) Body includes at least two Missing one component Missing two components Missing three or more
complete paragraphs. A from the following: at from the following: at components from the
clear purpose is clearly least two complete least two complete following: at least two
stated and conveyed to the paragraphs, clearly stated paragraphs, complete paragraphs,
reader purpose clearly stated purpose clearly stated purpose
Grammar and Grammar and spelling are Grammar and/or spelling Several errors in Many errors in grammar
Spelling correct. errors are minimal (<2 grammar and/or spelling and/or spelling (>4
errors). (>2 errors). errors).

RUBRIC FOR GRAPHIC ORGANIZER

Criteria 4 3 2 1
Content Reflects essential Reflects most of the Contains extraneous Contains irrelevant
information; is logically essential information; is information; is not information; is not
arranged; concepts generally logically logically arranged; logically arranged;
succinctly presented; no arranged; concepts contains few spelling and contains numerous
misspellings or presented without too grammatical errors. spelling and grammatical
grammatical errors many excess words; errors.
fewer than three
misspellings or
grammatical errors.
Graphics Graphics used Graphics used Graphics used Graphics used
appropriately; greatly appropriately most of the appropriately and inappropriately and
enhance the topic and aid time; most graphics excessively; some excessively; graphics
in comprehension; are selected enhance the graphics poorly selected poorly selected and don’t
clear, crisp and well topic, are of good and don’t enhance the enhance the topic; some
situated on the page. quality, and are situated topic; some graphics are graphics are blurry and
in logical places on the blurry and ill-placed. ill-placed.
page.
Design Clean design; high visual Design is fairly clean, Design is fairly clean; Cluttered design; low in
appeal; four or fewer with a few exceptions; low in visual appeal; visual appeal; requires a
symbol shapes; fits page diagram has visual requires a lot of scrolling lot of scrolling to view
without a lot of scrolling; appeal; four or fewer to view entire diagram; entire diagram; choice of
color used effectively for symbol shapes; fits page choice of colors lacks colors lacks visual appeal
emphasis. well; uses color visual appeal and and impedes
effectively most of time. impedes comprehension. comprehension.

V.For your take-home

activity
VI. I want you to create a
story that
VII. has a Setting,
Characters, Conflict,
VIII. and Resolution.
IX. Make use of the
knowledge you
X.learned today in creating
your own
XI. story.
XII. I will be checking them
personally
XIII. next meeting.
XIV. Thank you class
see you next
XV. time.
XVI. For your take-home
activity
XVII. I want you to create
a story that
XVIII. has a Setting,
Characters, Conflict,
XIX. and Resolution.
XX. Make use of the
knowledge you
XXI. learned today in
creating your own
XXII. story.
XXIII. I will be checking
them personally
XXIV. next meeting.
XXV. Thank you class
see you next
XXVI. time.
XXVII. For your take-
home activity
XXVIII. I want you to
create a story that
XXIX. has a Setting,
Characters, Conflict,
XXX. and Resolution.
XXXI. Make use of the
knowledge you
XXXII. learned today in
creating your own
XXXIII. story.
XXXIV. I will be checking
them personally
XXXV. next meeting.
XXXVI. Thank you class
see you next
XXXVII. time.
XXXVIII. For your take-
home activity
XXXIX. I want you to
create a story that
XL. has a Setting,
Characters, Conflict,
XLI. and Resolution.
 XLII. Make use of the
knowledge you
XLIII. learned today in
creating your own
XLIV. story.
XLV. I will be checking
them personally
XLVI. next meeting.
XLVII. Thank you class
see you next
XLVIII. time.
For your take-home activity
I want you to create a story
that
has a Setting, Characters,
Conflict,
and Resolution.
Make use of the
knowledge you
learned today in creating your
own
story.
I will be checking them
personally
next meeting.
Thank you class see you
next
time