Lesson Plan

Teacher Princess Glyza P. Gallosa Subject English

Grade Level Grade 9 Date July 6, 2023
Topic Novel
(Character, Setting, and Conflict)

OBJECTIVE
Content Standard The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of
preserving unchanging values in a changing world; also how to
use the features of a full-length play, tense consistency,
modals, active and passive constructions plus direct and
indirect speech to enable him/her competently performs in a
full-length play
Performance Standard The learner competently performs in a full- length play through
applying effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice,
Delivery and Dramatic Conventions.
Learning Competency At the end of the lesson, the students should be able to:
 Develop and appreciation of the importance of the
elements of the novel to the whole meaning of the piece.
 Explain the various elements of a Novel, particularly the
character, setting, and conflict.
 Visually represent the characters, settings, and conflicts of
a novel through a creative project through a drawing, photo
editing, or any visual representations.

CONTENT
Topic Novel
Integration/Skill Reading, Writing, and Viewing
Strategies Class Discussion, and Inquiry-based Activity
Materials Laptop, TV, and PowerPoint Presentation (Pictures)

LEARNING RESOURCES
References Voyagers 9 pages. 203, 210, 221, 229-231, 244, 253, 262, 272-273

Types of Characters. Retrieved from:

https://learn.lexiconic.net/characters.htm

Types of Conflict. Retrieved from:

https://www.storyboardthat.com/articles/e/types-of-literary-
conflict

PROCEDURE
Preliminary Activities Prayer
 The teacher will ask everyone to rise and the teacher will lead
the prayer.

Checking of Attendance
 The teacher will ask the class Biddle to check the attendance
and ask if anyone is absent.
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Review
 The teacher will ask a volunteer from the class to give a brief
summary of the previous lesson

Motivation
 The teacher will be presenting various pictures (silhouette) to
the class. The students task is to guess the exact name of the
character and setting behind the silhouette.
 The teacher will use the fish bowl method in choosing the
names of the students to guess the pictures.

Activity/Strategy  The teacher will ask the following question afterwards

 What do the pictures represent in a novel?
 What do you think is our topic for today?
The teacher will then introduce the topic: Novel (Characters, Setting,
and Conflict)

Analysis  The teacher introduces the topic to the learners by using the
PowerPoint presentation as a guide for the lesson proper.

 Novel
A novel is a long narrative that usually runs from one hundred
to five hundred book pages. Like a short story, a novel
contains all the elements of storytelling.

 Elements of a Novel

 Character
Character refers to an individual found in a story.

Types of Characters:
1. Protagonist. The protagonist is the central person in a
story, and is often referred to as the story's main character.
2. Antagonist. The antagonist is the character(s) (or situation)
that represents the opposition against which the protagonist
must contend.
3. Anti-Hero. A major character, usually the protagonist, who
lacks conventional nobility of mind, and who struggles for
values not deemed universally admirable.
4. Dynamic. A dynamic character is a person who changes
over time, usually as a result of resolving a central conflict or
facing a major crisis.
5. Static. A static character is someone who does not change
over time; his or her personality does not transform or evolve.
6. Round. A rounded character is anyone who has a complex
personality; he or she is often portrayed as a conflicted and
contradictory person.
7. Flat. A flat character is the opposite of a round character;
he or she is notable for one kind of personality trait or
characteristic.

 Setting
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Setting is the time or location in which a story takes place.

Setting reveals important information about a character. It may
also include the environment of the story, which can be made
up of the physical location, climate, weather, or social and
cultural surroundings.
Example:
October arrived, spreading a damp chill over the grounds and
into the castle. Madam Pomfrey, the nurse, was kept busy by
a sudden spate of colds among the staff and students. Her
Pepperup potion worked instantly, though it left the drinker
smoking at the ears for several hours afterward. Ginny
Weasley, who had been looking pale, was bullied into taking
some by Percy. The steam pouring from under her vivid hair
gave the impression that her whole head was on fire.
- J. K. Rowling, Harry Potter and the Chamber of Secrets,
1999

 Conflict
Conflict is the literary element that refers to the struggle
between forces or characters in the story. It also creates the
tension that moves the plot of a story.
Two Categories of Conflict
1. Internal conflict. It is when the character struggles with
something within themselves. They may be struggling with
opposing desires, feelings, or beliefs.
2. External conflict. It is when the character struggles with
something that is outside of their inner self such as an
antagonist, weather, or other real world obstacles.

Types of Conflict
1. Man vs. Man. It is an external conflict in which two
characters or two or more characters are pitted against one
another in a battle, either literally or figuratively.
2. Man vs. Nature. It is when a character must face things
beyond their control in the natural world around them,
including storms, wild and dangerous animals, and even
disease or plague.
3. Man vs. Society. It occurs when a character goes against
the laws of their society, a tyrannical government, or an unfair
community mindset.
4. Man vs. Self. It is always internal, as the character is
always fighting a battle within themselves.
To analyze a conflict, remember the following:
1. A conflict is a problem encountered by a character.
2. The conflict has to do with the need to survive or overcome
pain, injustice, or danger.
3. The conflict is dealt with by the characters, and their
responses or reactions to it reveal who they are or say
something about their principles and convictions.
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4. The conflict conveys a message about the nature of society

– its strengths and weaknesses, or the opportunities for abuse
that are open to people.

Abstraction  The teacher will call for volunteers who will share their ideas
about the following questions:
 What is the definition of character, setting, and conflict in a
novel?
 How can understanding these elements help you to understand
the whole meaning of a novel?
 What character traits are essential for a compelling protagonist
in a novel, and how can those same traits be applied to real-life
situations?

Assessment Using the sample novel excerpt given by the teacher, the students
will answer the following questions:

1. Who is/are the character/s in the excerpt? Write the name/s and
label what type of character they are in the scenario (Ex.
Harold-Protagonist)
2. What is the setting of the scenario?
3. What type of conflict is present in the excerpt? Explain.

Novel Excerpt:
Title: “The Forgotten Key”

Sarah cautiously stepped into the grand entrance hall of the

forgotten mansion, her heart pounding with a mix of curiosity and
trepidation. The air was thick with dust, and the once ornate
chandeliers now hung precariously from the ceiling, casting eerie
shadows on the cracked marble floor.

As she ventured deeper into the mansion, Sarah's gaze fell upon a
peculiar keyhole embedded in the wall. It seemed out of place, a
glimmer of mystery in the decaying surroundings. Her fingers
trembled as she reached into her pocket and retrieved a worn key—
a relic of a forgotten past.
Her mind raced with conflicting thoughts. Should she unlock the
door and uncover the secrets hidden within? Or should she heed the
warnings of danger that whispered in her mind? Sarah knew that her
decision would shape the course of her adventure, but fear clung to
her like a heavy shroud.

Her heart yearned for the thrill of discovery, yet caution begged her
to turn away. With a deep breath, she steeled her resolve and made
her choice. The forgotten key slipped into the lock, and as the door
creaked open, Sarah crossed the threshold, her determination
overpowering the fear that threatened to hold her back.

REFLECTION
A. No. of learners achieve 80%
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B. No. of learners who require additional activities for remediation

C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson
E. No. of learners who continue to require remediation
F. Which of my teaching strategies worked well? Why?
G. What difficulties did I encounter? Why? How did I overcome it?
H. What innovations did I use/discover that I wish t share with other teachers?