Detailed Lesson Plan in English (Grade 8)

(KPUP Using Four-Pronged Approach)

I. Objectives: At the end of the period, the students are expected to:
1. share knowledge and thoughts about happiness and contentment; (knowledge)
2. read the story in comic strip aloud; (process)
3. answer the process questions; (process)
4. compare the values learned in the story through localization in the story “Si Pagong
at Si Matsing”; (process)
5. identify the plot of a short story focusing on the rising action and climax; (process)
6. match the strips of paper to where it belongs either to rising action or climax; and
(understanding)
7. write a story based on the given picture and identify the rising action and climax.
(product)
II. Subject Matter: The Necklace-by: Guy de Maupassant
Skill Focus: Identifying Rising Action and Climax of the Story
Learners: Grade 8 Students
Time Frame: 1 Hour
Reference: https://www.storyboardthat.com/storyboards/rebeccaray/-the-necklace---plot-
diagram
Materials: Charts, Hand-outs, Speaker

III. Procedures:
Preliminaries
Prayer
Attendance Check
Review
Teacher’s Activity Students’ Activity
A. Knowledge
Activity 1– Room Tour

Good morning, class.

Good afternoon, ma’am.

Today I am your teacher, I am teacher

 Mickee and we will have a new lesson.
But before that, let’s have first a game.
The title of this game is “Room Tour”. I
have here crumpled papers merged into
one which contains questions. All you
have to do is to pass the object to your
seatmate as the music plays and if the
music stops the student will pick a
question and share her ideas about it.

Am I understood class?
Yes, ma’am.

If your friends invite you for a trip but you

don’t have money, will you insist asking
money to your parents or be contented to
stay?
For me, if I don’t have money, I will not go. I
will not ask money from my parents just for
that trip.
What do you need to make you happy?
I will be happy if I can finish studying and get
a stable job so I can help my parents.
Do these material things give you a long-term
happiness? Why do you say so? No ma’am. Because happiness for me is not
about the material things it’s about the love
and care that I receive from my parents and
friends.
How can you be happy when you don’t have
anything? Happiness is not about things. I can be happy
just by spending time with my family and
friends.
Are you happy of what you have right now?
Why or why not? Yes ma’am. Because I still have a complete
and supportive family and trustworthy friends
Is it good to want more than what you have?
Why? No, you should be contented of what you
have.
Are material possessions important in a
relationship? No, as long as you love each other that’s what
matters most.
What would you do if you borrowed
something from a friend and you lost it? I’ll tell her that I lost it to avoid complications
and apologize for what I did.

So, if you are contented, what do you feel?

Happy ma’am.

What is happiness to you?

Happiness is when I’m contented.

Very good, class!

If you are contented then you are happy.
Happiness is an elusive quality---one that
cannot be achieved by seeking it. however,
when we place ourselves in the hands of God,
happiness will find us. On the other hand,
when we dovetail our lives with God’s plans,
regardless of how much or how little we
possess, we will discover happiness and we
could feel contentment within ourselves for
trusting God and believing in ourselves.

What you have shared is related to the story

that we will read this morning. The story is
titled “The Necklace” by Guy de Maupassant.

B. Process
Activity 2: Reading of the Story in Comic
Strips
 The Necklace
By: Guy de Maupassant

Activity 3- Process Question

Who is Mathilde Loisel? Use five adjectives

to describe her. Mathilde Loisel is the main character of the
story. She is beautiful, selfish, attention-
seeker, boastful and egoistic.

Do you think Mathilde and her husband are

rich? They are not rich but they could suffice all
their needs.
After the necklace was lost, what happened to
the couple? After that incident, they suffered and couldn’t
even afford to buy their needs.

Do you think the situation made Mathilde a

better or worse person? Why? It helped her become a better person because
she finally learned her lesson to be contented
of what she had.

If you were Mathilde, would you also follow

what she did? No ma’am.
Why or why not? I have to be true to myself and tell my friend
directly that I lost her necklace.

What lesson did you learn from the story? I learned that we must be contented of what
we have and if we borrowed something we
must take care of it and if that thing was lost,
we must tell the owner immediately to avoid
complications and misunderstandings.

Very good class!

It is okay to aim for anything but you should

work hard in order to achieve it. For the mean
time, we must be contented of what we have.
Just like what happened to Mathilde, due to
her selfishness and ambition, they suffered a
lot in paying for their debts for not being
contented of what her husband gave her.
Although we crave for many things yet we
must limit or set boundaries within our level
because if we insist on making things go in
our way even if we don’t have something to
offer, we might end up being ruined and
frustrated. We must learn to value the things
that we have right now because we don’t
know what tomorrow brings.
Localization

Class, are you familiar with the story “Si

Matsing at Si Pagong”? Yes ma’am.
Can you recall what happened in that story?
It is about a monkey and a turtle. They found
a banana tree and decided to divide it. The
monkey took the branch with the leaves while
the turtle took the roots of the banana tree.
Can you site an event in the story where the
characters were discontented? When Matsing took the chance to eat the
bananas in the tree when he was invited by
Pagong to harvest it and instead of sharing
those with Pagong, he ate all the fruit from
the tree.
How do you think is the story “Si Pagong at
Si Matsing” related to the story “The
Necklace”? It teaches the same values which is to be
contented of what we have.

Very good class!

The monkey and Mathilde possess the same

characteristic which is they are both selfish
and boastful. They are not contented of what
they have and it makes their lives even worst
because time will avenge them in the end. So,
it is important to be satisfied and be thankful
of what we have.

Activity 4: Skill Discussion

Class, in the story what event is leading to the

thrilling part? When Mathilde borrowed the necklace from
her friend and she was able to go at to the
party.
In the plot diagram, based on your schema
what do you call the part where the event
leads to the thrilling part. Rising Action, ma’am.
Very good!

Class, in the story, what event is the most

interesting or thrilling part? When Mathilde lost the necklace that she
borrowed from her friend.

What part of the plot diagram do you think is

the interesting or thrilling part? Climax, ma’am.

Very good!

Today, we will discuss our new lesson which

is about the plot diagram focusing on Rising
Action and Climax.

Class, I have here definitions of Rising Action

and Climax. Everybody read.

Rising Action
It occurs when a series of events build up to
the conflict. The main characters are
established by the time the rising action of a
plot occurs and at the same time, events begin
to get complicated. It is during this part of a
story that excitement, tension or crisis is
encountered.
The rising action exists to pique the reader’s
interest and develop conflict and characters
before the climax, which is the most
interesting point in the text or the turning
point in the text.

The Function of Rising Action

The rising action exists to “unravel” the plot.
The exposition introduces characters and
conflict. The rising action develops and
deepens the relationships between, among, or
within characters. Furthermore, the rising
action creates interest and suspense as the plot
builds to the climax.
Conflicts should not be resolved during the
rising action because the rising action builds
to the height of the conflict(s).
There is no set “length” to rising action; its
length depends on where the climax occurs.
For traditional texts, the climax is either in the
middle or middle-end of the text. Some texts
end shortly after the climax which means
most of the text is rising action.

Climax
The third element of a plot is known as the
climax or the main point of the plot. This is
the turning point of the story and is meant to
be the moment of highest interest and
emotion. The reader wonders what is going to
happen next.
The Function of Climax
A climax, when used as a plot device, helps
readers understand the significance of the
rising action earlier to the point in the plot
where the conflict reaches its peak. The
Climax of the story makes readers mentally
prepared for the resolution of the conflict.
Hence, climax is important to the plot
structure of a story. Moreover, climax is used
as a stylistic device or a figure of speech to
render balance and brevity to speech or
writing. Being properly employed, it qualifies
itself as a powerful tool that can instantly
capture the undivided attention of listeners
and readers alike. Hence, its importance
cannot be underestimated.
Class, do you have questions?
Now, to measure your understanding, we will
have an activity.

C. Understanding
Activity 5– Matching Time!
We will give you strips of paper which
contains the definition or characteristic a
rising action and climax. You will identify
where it belongs and tap it on the board under
its element of the plot.

RISING ACTION

CLIMAX
It exists to “unravel” the plot.
It develops and deepens the relationships
between, among, or within characters.
It creates interest and suspense as the
plot builds to the climax.
It is during this part of a story that
excitement, tension or crisis is
encountered.
The main point of the plot.
This is the turning point of the story.
It is meant to be the moment of highest
interest and emotion.
It helps readers understand the
significance of the rising action
D. Product
Class, we will have another activity.
Suppose that the school will celebrate
English Festival. Each section will have
an entry on Story-Writing Contest with
the theme “To be happy is to be
contented”. You will be divided into two
groups according to your nametags. All
you have to do is make a story out of the
given pictures and point out the rising
action and the climax. You will be given
5 minutes to do the task and afterwards
you choose a representative to discuss
your output.

Your work will be rated based on the

following performance standard.

Content- 30%
Accuracy- 30%
Organization- 20%
Presentation- 20%
Total- 100%

Am I understood class? Yes, ma’am.

Your time starts now.
Group 1
 Group 2

G.R.A.S.P.S
GOAL The students will be able to make a story out from the given pictures and
identify the rising action and the climax.
ROLE The students will work as one to contribute ideas as to how are they going to
form a story out from the pictures given.
AUDIENCE Grade 8 Students
SITUATION The class will write a story with the theme ““To be happy is to be contented”
as entry to the Story-Writing Contest during the English Festival.

PERFORMANCE The expected output will be a story made by the students and a creative
presentation or discussion about the story the made.
STANDARD The students will be grade based on:
Content- 30%
Accuracy- 30%
Organization- 20%
Presentation- 20%
Total- 100%

RUBRICS

Outstanding 30% Admirable 28% Amateur 26%

Accumulation of errors in
Uses language very well; Few grammatical errors;
Content sentence structure, word
clearly delivered their part clearly delivered their lines
choice
 Completely accurate; the Mostly accurate; a few
Completely inaccurate; the
theme is suited to the given inconsistencies or errors in
Accuracy facts in this project were
topic; can be understood information. The message is
misleading to the audience.
clearly. almost clearly conveyed.

Organization Extremely well-organized; Transition was easy to follow And confusing; transition
flowed smoothly from one but sometimes not organized were abrupt and not so well
idea and cleverly organized
conveyed/expressed

Captures the interest of the Well done and interesting to Was at times interesting and
Presentation audience and maintain this the audience; presented in did not capture the interest of
throughout the presentation unique manner the audience
 Philippine Normal University
Mindanao
The National Center for Teacher Education
Prosperidad, Agusan del Sur

Detailed Lesson Plan

in Practice Teaching (PT01)

Presented to:
Mrs. Ma. Delia D. Estillore
Cooperating Teacher

Presented by:
Gladys Faye P. Castromayor
Mickee Rose B. Legaspi
Mona Liza V. Manguiran
Ronelyn E. Monsalud
Student Teachers