DETAILED LESSON PLAN (DLP)
DLP No.: Learning Area:
ENGLISH
Learning Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts/Understandings to be
Developed:
Domain
Knowledge
The fact or condition of knowing
something with familiarity gained
through experience or association
Skills
The ability and capacity acquired
through deliberate, systematic,
and sustained effort to smoothly
and adaptively carryout complex
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something
Attitude
Values
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity
10 minutes
Grade Level: Quarter: Duration: Date:
10 3 60 minutes 11/06/2018
 Appreciate overall artistic value of the structure Code:
and elements of the selection EN10RC-IIIa-22.1
(structuralist/formalist) EN10V-IIIa-13.9
 Give expanded definitions of words EN10LT-IIIa-2.2.1
 Express appreciation for sensory images used
 The artistic value of a piece can be more appreciated if one has gleaned its
structure or form. This is where the elements of a literary work come in and the
reader’s extra-task is to let these take his conscious self into the array of the
author’s thought while the latter effectively knits these in it.
 Getting the meaning of the word is not enough. One has to expand his
vocabulary bank in order to cope with comprehension.
 Sensory images are building blocks in bringing the text closer to the reader. It
makes a literary work realistic and provides the complete pack of a vicarious
experience.
Adapted Cognitive Process
Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Remembering
1. Give expanded definitions of chosen words based on the text.
Understanding
Applying
Analysing
2. Appraise the effectiveness of the identified sensory images used in
Evaluating
the text by drawing, acting, or producing a sound to emphasize it.
Creating
3. Appreciate the overall artistic value of the structure and elements
employed by the author in the text by religiously completing the
Valuing structural analysis table given.
4. Develop a deeper perspective of life by concretizing life-filled lines
in relation to one’s own life.
Compassion, Mercy, Service, Benevolence
Literature: “A Day In a Country” by Anton Chekhov
Sensory Images
Language: Giving Expanded Definitions of Words
 Celebrating Diversity Through World Literature (Learner’s Material),
pages 237-239
 https://www.slideshare.net/mobile/odesmd/module-3-lesson-1-
55104728
A. Mapping The Session Out (1 minute)
 Present the session map along with the objectives to help students keep
track of their progress in the particular hour.
B. Dare To Be HuLe (Human Letters) (7 minutes)
 Put to test class’s teamwork by making them human letters. Explain the
mechanics clearly before engaging them.
 With the aid of clues, presumably verses or few lines, the entire class
will form the letter implied by each. (See Appendix A for the clues)
 Additional challenge: The letters shall be formed without moving the
chairs or furniture inside the classroom within ten second from the
“GO” signal.
 Each correct answer is equivalent to plus one point otherwise, a
demerit.
C. Amalgamating Tenets
 Recall the letters being formed and emphasize its thought; COUNTRY
(SIDE).
 Ask: If you happen to have your own family and would choose your
manner of living, what will you prefer – city life or province? Synthesize
answers.
  Present the pros and the cons of city and province living using the
following fields:
Science – Cite the life expectancy
Health – Availability of Resources (Hospitals vs. Centers)
Economics – source of income/ earning
 Bridge these in doling out the next activity through motive questions
and lead-in statements.
4.2 Activity A. Vocabulary Detectives (7 minutes)
27 minutes 1. Twist chairs for grouping. See to it that learners are huddled to a group of 8
or 10 (making 5 groups in general).
2. Assign them a page on the learner’s material corresponding the text in focus
and set them to be vocabulary detectives.
3. Within 5 minutes, each member shall look for one unfamiliar word in the
page and with the aid of clues, will complete the necessary information to
be extracted on the activity (basically, giving expanded definitions to words).
(See Appendix B for the format)
4. Randomly call students (around 3 to 5) to share their output to the class.
B. Giving Lit a Life (20 minutes)
1. Twist grouping schemes again. This time, the language inclined learners are
set to be leaders and shall agree on the equal distribution of their
classmates. Here, they are set on a different grouping.
2. Explain the possible oral interpretation modes their group might be assigned
to. Set expectations and mechanics to the following:
 Radio Play
 TV Drama/ Teleserye
 Aural-Oral-Visual Interpretation
 Dramatic Monologue
 Dance the Lines Out/Kinesthetic Interpretation/El Gamma Without
Backlights
3. Give each group 10 minutes to do the task, and another 10 minutes (in total)
to present.
4. Synthesize the story.
4.3 Analysis A. Connect and Kinect (8 minutes)
18 minutes 1. Tell learners to go back to their original seating arrangement.
2. Share about Structuralism or formalism briefly. Connect the thoughts to
appreciation of the literary work and the previous activity.
3. In order to greatly appreciate the overall artistic value of the literary text,
learners are directed to answer the “Connect and Kinect” Task specifically
geared to stake out the elements of the short story discussed.
4. Learners are then given 7 minutes to complete the task.
C. Fellow Feeling (10 minutes)
1. Twist chairs again to create the third grouping (another set of 5 groups).
2. Review about sensory images.
3. Tell the groups to look for the images in the assigned page according to the
sense their group is named. They can either draw, ac, or produce a sound to
emphasize the imagery of the text.
4. The groups are as follows:
 Odor Group (sense of smell)
 Vision Group (sense of sight)
 Sensation Group (sense of touch or feeling)
 Flavor Group (sense of taste)
 Auditory Group (sense of hearing/sound)
4.4 Abstraction Summing it Up
7 minutes Students then answer the following key questions for summing up:
 Explain the relevance of the following lines from the text to your life.

“The grass and the trees are fed by the rain, as we are by bread. And as far as
thunder, don’t you be frightened, little orphan.”

“Why should it kill a little thing like you?”

 How can one expand his vocabulary?
 How do the elements of the story contribute to its overall beauty?
 What effects can sensory images create to readers like you?
4.5 Application Activities incorporated within 4.2 to 4.3 of this plan merits the application. The concepts
minutes were eventually applied into a performance and therefore concretizes the elements or
the ideas discussed.
4.6 Assessment a) Observation
minutes b) Talking to
Learners/Conferencing
c) Analysis of Learners’
 Products
d) Tests The performance tasks in 4.2 to 4.3 shall take up the
performance assessment for this session. Points
accumulated based on the set criterion are to be recorded
under Performance1 in the Class Record.
4.7 Assignment Reinforcing/strengthening
minutes the day’s lesson
Enriching/inspiring the day’s
lesson
Enhancing/improving the
day’s lesson
Preparing for the new lesson Research on Cases of Pronouns
4.8 Concluding Activity
minutes
5. Remarks
6. Reflection
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
B. No. of learners who require additional activities for D. No. of learners who continue to
remediation. require remediation.
E. Which of my learning strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Prepared by: Checked by:

Signature: Signature:
Printed Name: JONATER SIEMBRA DUMDUM Printed Name: BERNARDO B. MONTILLA
Position/Designation Teacher I Position/Designation Assistant Principal II
Contact No./Email 09950888972 Contact No./Email
Address: johnnyxavierd@gmail.com Address:
 Appendices
A. Human Letter Clues
1. What letter do you hear
In the gushing waves of the SEA
In the keenest sense of SEEING
And in the sprouting of a SEED
It could be a vitamin for energy and skin (C)
2. Row, row, row, your boat
What letter is common to the 5 words
Of the first line (O)
3. Your Face Sounds Familiar
What is the Third Letter
Of the third word in that
TV show title? (U)
4. To refuse is to say “No”
What first letter is emphasized
This manner of refusing? (N)
5. Tea-pot, tea-cup, tea-house
What letter is sounded in the word tea? (T)
6. Let’s go back:
Row, row, row, your boat
What letter marks the consonance of the line? (R)
7. The second from the last letter of the English
Alphabet is (Y)

B. Format- Vocabulary Expansion

A Tricky Word
The word ______________________
Page No. ______________________
Paragraph No. ______________________
I think it means ______________________
Clues ______________________
It reminds me of ______________________
It actually means ______________________
C. Connect and Kinect
Title: _________________________ Genre: _______________
Element Description
1. Character(s): Who are the characters in the story?
2. Setting: Where and when does the story take place?
3. Conflict: What is the main problem in the story?
4. Plot: What is happening in the story? What is the
story about?
5. Tone/Mood: What is the author’s attitude toward
the subject? What kind of emotion or feeling you
get after reading the story?
6. Point of View: Who is telling or narrating the story?
Is one character acting as a narrator (first person),
or someone telling what is going on (third person)?