Detailed Lesson Plan in English 10

I. OBJECTIVES

At the end of the lesson, the students, with 85 % mastery, are able to:

A. appraise the unity of plot, setting, and characterization in a material viewed;

B. relate the importance of fulfilling one’s promises in establishing connection; and

C. craft creative presentation of the events in the story.

II. SUBJECT MATTER

Topic: Cossette Side by Side with the stranger in the Dark (Excerpt from Les

Miserables by Victor Hugo.

Reference: Celebrating Diversity through World Literature: English Learner’s

Material pp. 442-446

Materials: video presentation of the excerpt of the story, pictures/images of the

characters and importance scenes of the story, improvised template of the plot, strips

of the papers with the story.

III. PROCEDURES

Teacher’s Activity Student’s Activity

A. Preliminary Activities

 Prayer

“Everybody please stand.”

“Student A, go in front and lead the prayer.” “Classmate, are you ready to Pray?”

“Let us pray.”

“Angel of God

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 My guardian dear

To Whom His love

Commits me here

Ever this day

Be at my side

To light and guard

To rule and guide. Amen”

 Greetings

“Good Afternoon Class!” “Good afternoon, Sir. Calubayan”

“Before you take your seat, please pick up all (students pick up the pieces of paper and

the pieces of trashes under your chair and arrange the chairs properly)

arrange the chairs properly.”

 Checking of Attendance

“Do we have absentees today?” “Yes, Sir.”

“Ms. Secretary, please write the names of those

absentees on a ¼ sheet of pad paper”

B. Backgrounding

“What is the promise of Jean Valjean to dying

Fantine? “He promises to look and to take care of

Cosette, Sir.”

“Okay, that’s very good.”

“Class, would you think that this promise will

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be fulfilled?”

“Maybe Sir.”

“Let’s find out as we discussed it later on.”

C. Lesson Proper

Activity

a. Author’s Biography

“And now, let us proceed with the biography

of the author so that we could know more

about him by answering the following

questions.”

 State some biographical Trivia about

Victor Hugo.

 Cite a famous literary work he had written.

 What were the challenges that Hugo had

encountered while writing Les Miserables?

“Now, after knowing Hugo’s Biography and its

famous literary work which is Les Miserables,

what does Les Miserables all about? “Les Misérables employs Hugo’s style of

imaginative realism and is set in an artificially

created human hell that emphasizes the three

major predicaments of the nineteenth century.

Each of the three major characters in the novel

symbolizes one of these predicaments: Jean

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 Valjean represents the degradation of man in

the proletariat, Fantine represents the

subjection of women through hunger, and

Cosette represents the atrophy of the child by

darkness. In part, the novel’s fame has endured

because Hugo successfully created characters

that serve as symbols of larger problems

without being flat devices.

b. Unlocking of Difficulties

“And now, for you to better understand the

story, let us unlock difficult words first.”

“You are going to match each pair and

afterwards, you will use it in a sentence or

demonstrate it to check if you really

understand each word."

Match the words under column A with the definitions under column B.

A B
1. Vaguely A. sad or dark
“Yes we do”
2. Seized B. peace and calmness
3. Tranquility C. unclear
4. Inn D. grabbed and took control of
5. Gloomy E. a hotel
F. able to see

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 c. KWL

“In preparation for reading Les Miserables,

complete the table by writing what you already

know about the text in the first column, what

you want to know about it in the second

column, and after you have read the story,

write what you learned in the third column.”

LES MISERABLES by Victor Hugo

KNOW WHAT LEARN

“You have 3 minutes to do that.”

“Time’s up.”

“Ms. Montalan, I want you to share your

answer to the class.” “Sir, I already know that Jean Valjean was a

convict imprisoned for stealing a loaf of bread,

is released from prison after nineteen years.”

“Yes, that is true Ms.Montalan”

“What about the things that you want to

know?” “I want to know Sir if how he changed his life

after he released from prison.”

“That’s a nice question. Let’s find out as we

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discuss the text.”

“Now, Did you read the text at home class?

“Yes, we do.”

“For you to visualize the story, I have here a

video presentation on what happen on the text.

“But before I play it, I want you to familiarize

yourself first with the following guide

questions.”

Guide Questions

1. Who are the characters in the excerpt? Describe both of them.

2. What is the little girl doing in the forest at that time of the night?
3. When the little girl told the man of her name, the man seemed to feel
an electric shock, what do you think is the reason for this?
4. Why do you think the little girl’s mistress treat her cruelly?
5. After fulfilling the promise of Jean Valjean to dying Cosette, What
do you think will happen in the next scene?
6. If you were Jean Valjean would you also help Cosette?

“Did you understand the video class?”

Abstraction

“If you really understand the story, let’s check

your understanding by answering the following

guide questions."

“Let’s answer the first question.”

“Who are the characters in the excerpt?

Describe both of them.”

“Give me one, Ms. Padilla “Jean Valjean, a respectable looking man with

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 a very deep voice.

“That’s correct.”

“What about the other one?”

“Ms. Melindo, please stand and answer the

question.” “Sir, Cossette, a courageous child who has

seen challenging experiences.”

“That’s very good.”

“Okay, question number two.”

“What was the little girl doing in the forest at

that time of the night?”

“Cossette fetched water from the well.”

“Very good, Mr. Del Rosario.”

“Next, who wants to answer the third

question?”

“When the little girl told the man of her name,

the man seemed to feel an electric shock, what

do you think is the reason for that?”

“I want you to stand and answer question

number three Mr. Gacal.”

“Jean Valjean felt an electric shock because he

has been searching for Cossette to keep his

promise to the child’s mother.”

“You got it right Mr. Gacal.”

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“Take your seat now.”

“Let’s proceed with the next question.”

“Why do you think the Thenardiers treat

Cosette cruelly?”

“Maybe Sir, It’s because the Thenardiers

doesn’t like Cossette and they also hate the

child’s mother.”

“That’s very good Ms. Melindo.”

“You may now take your seat.”

“After fulfilling the promise of Jean Valjean to

dying Cosette, What do you think will happen

in the next scene?” (Answers may vary)

“If you were Jean Valjean would you also help

Cossette?” (Answers may vary)

Values Integration

“Cite some reasons why relationships break

apart?” “Based on my experience, Yes, Sir, it is

because of the misunderstanding”

“Another answer?”

“Yes Mr. Dela Cruz.” “Sir, relationships break because of the things

that we fail to do or a promise we fail to

fulfill.”

“Okay, That’s right!”

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“Cite particular promise you have told them?”

“With regards to friendship, I always told them

that we will stay strong and fight despite the

challenges that may come.”

“That’s Very good.”

“Now I want you to think if this.”

“How could those promises help you to

establish connection with other people?

(Answers may vary)

“Just always remember class that a promise is a

promise. Don’t make promise you cannot keep

and don’t say something unless you mean it.”

“Did you understand the story class?” “Yes. We do.”

“And now with your respective group, you will

be having our next activity.”

Application

“Today, you will be doing a Small

Differentiated Group Activity or SGDA that

cater you multiple intelligences.”

“You are assigned to do certain activities

according to your multiple intelligences and

you are going to create a one-minute

presentation. You should be creative in

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presenting your work.”

“Are we clear with that?” “Yes, we are.”

“Any questions and clarifications? “None Sir.”

“In five minutes, work with your group and

complete that task assigned to you.”

Group 1. (The Artists) Draw the scene where

two characters meet.

Group 3. (The Storytellers) Create a dialogue

on the scene when Eponine and Zelma bullying

Cossette.

Group 2. (The Actors) Act out the scene when

Eponine and Zelma bullying Cossette.

Group 4. (The Singers) Choose and present a

song portraying the theme of the text.

Group 5. (The Dancers) Make an

interpretative dance of an orphan who suffers

due to lack of parental love and concern.

“Your work will be guided with this Rubric”

Rubrics.

Criteria Points
Creativity 5 points
Relevance 5 points
Organization 5 points
Teamwork 5 points
Total 20 points

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“I will be giving you 5 minutes working time

and when the time ends,go back to your

respective seats and enjoy the performances of

each group.”

“Do you have any questions with our activity

Class? “None Sir.”

“Time starts now.” (Students collaboratively do their task)

“Okay, Time’s up.”

“Present your chosen work in front.”

(Students present their work in front)

“You are all very good, please give yourselves

a round of applause.”

(Students applause)

“Have you learned something from today?”

“Yes Sir.”

“Mr. Espinosa, Please stand and say something

that you have learned.”

“I learned that one way to resolve conflict is

through fulfillment of our promises on others.

“Ms. Mojica, what about you, what have you

learned today?”

“I learned that the end does not justify the

means. Don’t judge a person based on what he

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 did before. Just like Jean Valjean, he fulfilled

his promise to Fantine, and this one indicator

that Jean Valjean really changed his life to a

better one.

“That’s very good.”

IV. ASSIGNMENT

“Before anything else, here is your

(Students copy their assignment)
assignment.”

Module 4 Lesson 3 Task 9 on page 447.

Musical Feast

Secure a copy of Les Miserables and invite your parents to watch it with you. After
watching the movie, discuss the following questions with them and list down the
answers on the appropriate column in the table.

1. What is the best part of the movie for you?

2. Who is your favorite character in the movie?
3. What feelings do you share with any characters in the movie?
4. If you have a chance to ask a character from a movie, who could it be and
what would be your question?
5. If you were the author, would you change the ending? What changes would
you do with the story?

Question Name of Family Member Response

1
2
3
4
5

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“Is there any questions about your assignment?

“None Sir”

“Okay, Let’s call it a day, Good bye class.”

“Good bye and thank you Sir. Calubayan.”

Prepared by:

FRANCIS S. CALUBAYAN
Practice Teacher
CvSU – Imus Campus

Checked by:

MS. LEA E. ORDOÑEZ

Cooperating Teacher
English Department

Approved:

DR. HARRIS S. MALANG

Head Teacher III, English Department

Noted:

MR. ARTURO P. ROSAROSO, JR.

Principal IV
Imus National High School-Main

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