School: Liceo de San Jacinto Grade: 10

Foundation Inc.
Daily Lesson Plan Teacher: Mark Joseph A. Almonte
Angel Plarisan
Romson Reymond Don
Teaching Date and Time
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how world literature serves as a way of
expressing and resolving one’s personal conflicts through using strategies in linking,
textual information, repairing or enhancing communication, and crafting
formal/informal word definitions; the ethics and strategies of public speaking; and
using of emphasis markers in persuasive texts
The learner transfers learning by composing short persuasive texts using a variety
Performance Standard of techniques/devices and words and expressions that emphasize a point,
particularly modals and reflexive and intensive pronouns.

EN10VC-Ic-1.4/2.4: Determine how connected events contribute to the totality of a

material viewed

C. Learning Competencies/ 1. Identify the plot, setting and characterization through viewing.
Objectives 2. Create connections to determine the author’s purpose through viewing.
3. Appraise the plot, setting, and characterization to achieve the author’s
purpose.

II. CONTENT Plot, Setting, and Characterization in a Material Viewed

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Material from
other learning resources
portal
Short film “Piper” by Disney Pixar Animations
https://www.youtube.com/watch?v=vPuRBiBCxyk
B. Other learning resources Short film “Hair Love” by Sonny Pictures Animations
https://www.youtube.com/watch?v=kNw8V_Fkw2k
Materials: mobile phone, television, chart, markers, colored paper, printed pictures
IV. PROCEDURES
A. Reviewing previous Task 1: Recall and Tell!
lesson and activating prior Recall about the lesson discussed last meeting and ask the students some
knowledge questions about the past topic.
B. Establishing purpose of Task 2: Show and Tell!
the lesson. Ask the students the following questions based on the popular movie posters
provided.
1. •Based on the poster, where do you think the movie took place?
•What does this picture tell you about the girl?
•How does this picture make you feel?

2. •Do the characters in this picture have a special relationship?

•Why are they at sea? Where do you are they going?
•What does this picture tell us about their personality?
C. Presenting a purpose for Task 3: Watch and Learn!
the lesson. Tell the students to watch the 4-minute film titled Piper by Disney Pixar Animations
and they should be able to answer the following questions after viewing.
1. When and where did the story take place?
2. Who are involved in the story? What is the film all about?

https://www.youtube.com/watch?v=vPuRBiBCxyk

If the video can not be accessed, show another similar short film.
D. Discussing new lessons Task 4: From What We Have Seen!
and practicing new skills Ask the following questions based on the viewed short film
#1 1. Who are involved in the story
2. Where did the story take place?
3. What is the movie all about?
4. What is the author’s purpose?
5. How did the location, characters, and the sequence of events help achieve
the author’s purpose?

Discuss about Setting, Characterization, and Plot

When we talk about when and where the story is set, it is called the setting. It
deals with both the physical location and also the time (i.e. past, present, future)
and the social and cultural conditions in which the characters exist.
In the short film Piper, the movie is set at the seashore giving us the idea that
the character’s struggle would involve water.
A person or animal or anything that is personified is called a character. There
can be one main character or many, and often there are secondary characters, but
not always. Characterization is also used by the writers to highlight and explain the
details about the character in a story. Oftentimes, it talks about how the character
behaves.
In the film Piper, the main character was described as someone who is afraid of
the water but eventually overcomes this fear.
The series of events that happen in a story is called a plot. It includes an
introduction, rising action, a climax, the falling action, and a resolution. Plot is
often represented as an arc.In a narrative or creative writing, a plot is the sequence
of events that make up a story, whether it’s told, written, filmed, or sung. The plot
is the story, and more specifically, how the story develops, unfolds, and moves in
time. Plots are typically made up of five main elements:
1. Exposition. At the beginning of the story, the characters, the setting, and the
main conflict are typically introduced.
2. Rising Action. The main character is in crisis and events leading up to facing the
conflict begin to unfold. The story becomes complicated.
3. Climax. At the peak of the story, a major event occurs in which the main
character faces a major enemy, fear, challenge, or other source of conflict. The
most
action, drama, change, and excitement occurs here.
4. Falling Action. The story begins to slow down and work towards its end, tying
up loose ends.
5. Resolution. Also known as the denouement, the resolution is like a concluding
paragraph that resolves any remaining issues and ends the story.
E. Discussing new lesson
and practicing new skills Task 5: Fill it in!
#2 Provide strips of paper containing the scenes from the previously watched short
 film titled Piper. Call random students to come in front and place the scenes on
their respective places on the plot diagram model.
Continue with the discussion about plot and plot diagram.

F. Developing Mastery Task 6: It’s All Connected!

Divide the class into 3. Each group will decide a movie they will use (preferably a
movie all members have already watched) Roll a dice to determine which part of
the story each group will be working on. They will then present their work
afterwards and answer the question “How does it help convey the author’s
purpose?”

•Characters and their distinguishing traits

•Drawing the setting
•Plot diagram

G. Finding practical
application of concept and Task 6: In Life!
skills in daily living Show the students the picture and ask them questions. Students may answer orally

1. How would you describe the situation? The residents? What

do you think are they feeling?
2. Do you think the residents’ actions have something to do why
undesirable things are happening?
3. How would address this situation?
4. What’s your purpose?

H. Making generalizations Task 7: All’s in the Bag!

and abstractions about Ask the students the following questions:
the lesson 1. How were you able to identify the setting and characterization?
2. What are the significance of setting, characterization, and plot in conveying
the author’s purpose?
3. Provide your insight and learning in one sentence. Be sure to begin with “I
have learned that”

I. Evaluating learning Task 8: What’s in the movie?

Show the students the award-winning short animated film titled Hair Love by
Sonny Pictures Animation. Let the students copy the questions first, then after
viewing, let them answer the questions.

https://www.youtube.com/watch?v=kNw8V_Fkw2k
1. What were the characters' distinguishing traits?
2. Where did the film took place?
3. What was the mood of the film?
4. What was the author’s purpose? How did the setting, characterization, plot
help convey the author’s purpose?
5. How did the setting shape the characters and plot of the story?
J. Assignment/ Additional
activities for application or Assignment:
remediation Ask the students to watch a film of their choice then create a plot diagram of its
story.
V. REMARKS

VI. REFLECTION