DAILY LESSON PLAN IN ENGLISH 10

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve
as sources of wisdom in expressing and resolving conflicts among individuals, groups and
nature; also, how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
B. Performance Standards The learner skillfully delivers a speech for a special occasion through utilizing effective
verbal and non-verbal strategies and ICT resources.
C. Learning Competencies
Evaluate literature as a source of wisdom in expressing and resolving conflicts between
individuals or groups and nature.

Code/s EN10LT-IIIg20

Specific Objectives At the end of the session, learners are expected to:
1. analyze the elements of the story through Freytag’s Pyramid;
2. appreciate cultural significance of the story and how it reflects the social and cultural
context of its time and;
3. express their ideas and insight about the story through a written response.

II. CONTENT “The Necklace” by Guy de Maupassant

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages N/A
2. Learners’ Guide Pages N/A
3. Textbook Pages N/A
4. Additional Materials from LR
N/A
Portal
B. Other Learning Resources https://wheelofnames.com/
https://www.storyboardthat.com/my-account2
https://rookreading.com/
https://youtu.be/E9Bmp_Ce8zI

IV. PROCEDURES

INTRODUCTION
A. Review of the Previous Lesson or Never Have I Ever!
Presenting the New Lesson Instructions: Each learner takes a turn to pick a slip of paper from the jewelry box and
read out loud. If the learner has done what the statement says, they must put one finger
down. The game continues with each player taking turns reading a statement and putting a
finger down if they have done what the statement says.

Statements:
  Never have I ever borrowed something just to impress others.
 Never have I ever felt ashamed of my social status.
 Never have I ever been obsessed with material possessions.
 Never have I ever told a lie that ended up causing me more trouble than it was
worth.
 Never have I ever pretended to be someone I'm not to fit in.
 Never have I ever made a decision that I later regretted due to pride.
 Never have I ever judged someone based on their appearance or social status.
 Never have I ever placed too much value on external appearances rather than
internal qualities.
 Never have I ever been envious of someone else's possessions or status.
 Never have I ever prioritized social status over personal happiness and fulfillment.

B. Establishing a Purpose for the Spin Your Vocabulary!

Lesson Instructions: Each group will take a turn spinning the wheel, and then will be given a
vocabulary word to define based on where the wheel lands. Once the word has been
assigned, the group will have a set amount of time to provide a clear and accurate
definition. They can use any resources available to them, including dictionaries, online
sources, or prior knowledge.

 Dept
 Fake
 Social Class
 Upset
 Necklace
 Elegance

DEVELOPMENT
C. Presenting Examples/ Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills

https://youtu.be/E9Bmp_Ce8zI

Introduction to Freytag's Pyramid

Freytag's Pyramid is a literary device used to analyze

the structure of a story. It consists of five parts:
exposition, rising action, climax, falling action, and
resolution.

The purpose of Freytag's Pyramid is to help readers understand the progression of a story
and how each part contributes to the overall plot.

Exposition in The Necklace

The exposition of The Necklace introduces the main

character, Mathilde Loisel, and establishes her desire for
a life of luxury and wealth.

It also sets the stage for the conflict of the story, which
arises when Mathilde borrows a necklace from a friend
and loses it.

Rising Action in The Necklace

The rising action of The Necklace follows Mathilde as

she and her husband struggle to replace the lost
necklace without revealing their mistake.

This section of the story builds tension and suspense as

the couple falls deeper into debt and Mathilde
becomes increasingly desperate.

Climax in The Necklace

The climax of The Necklace occurs when Mathilde

discovers that the necklace was actually a fake and that
all of her suffering was for nothing.

This moment represents the turning point of the story and

forces Mathilde to confront the consequences of her
actions.
 Falling Action in The Necklace

The falling action of The Necklace follows Mathilde as

she and her husband work to repay the debt they
incurred trying to replace the lost necklace.

This section of the story serves to resolve the conflict

and bring closure to the narrative.

Resolution in The Necklace

The resolution of The Necklace sees Mathilde come to

terms with the reality of her situation and accept her place
in life.

This final section of the story offers a moral lesson about

the dangers of greed and the importance of appreciating
what one has.

ENGAGEMENT
E. Developing Mastery (Leads to Image Teller!
Formative Assessment) Directions: Arrange the images in a way that makes sense to you, such as by placing them
in chronological order. Think about the story you watched and the message you want to
convey with the images. Use the images to create a narrative that tells your story. You can
do this by writing a brief paragraph or sentence about each image, or by simply describing
what is happening in the picture.
ASSIMILATION
F. Finding Practical Applications of Story Structure Sprint
Concepts in Daily Living
Directions: Watch the video adaptation of "The Necklace" by Guy de Maupassant as a
group. Discuss the major events of the story and identify the exposition, rising action,
climax, falling action, and resolution. Using Google Docs or any other collaborative writing
tool, create a Freytag's Pyramid for "The Necklace". Each member should write a brief
summary of their assigned section and include an image or video clip that represents that
part of the story. Share the completed Freytag's Pyramid with the rest of the class using
the projector or TV screen.

Remind the students to avoid too much noise during the preparation of the tasks and the
most behaved group will be given additional points. Before the presentation, discuss to
them the rubrics on how their performance will be graded.

RUBRIC FOR GRADING:

Content – 40pts
Theme – 30 pts
Presentation– 20 pts
Creativity – 10 pts

After the presentation, give some feedback and comments about the presentation of each
group and evaluate them based on the rubric presented

G. Making Generalization and Encourage the class to express their newfound knowledge and understanding by having
Abstraction about the Lesson them answer the guide question below.

Guide question
1.How does the story reflect the social and cultural context of its time?
2. What themes and issues does the story address, and how do they relate to the cultural
context?
3. How does the story comment on gender roles, class, and social status?
4. What does the story reveal about the values and expectations of French society during
this time?

H. Evaluating Learning Have the students participate in a quiz provided below.

Quiz
Directions: Read each question carefully and select the best answer from the options
provided.
1. What is Freytag's Pyramid?
a. A type of mathematical equation
b. A type of architectural structure
c. A tool used to analyze the structure of a story
d. A type of musical instrument

2. Which part of Freytag's Pyramid involves the introduction of characters and setting?
a. Rising Action
b. Climax
c. Falling Action
d. Exposition

3. In "The Necklace," what is the main character's name?

a. Jeanne
b. Marie
c. Mathilde
d. Louise

4. Which part of Freytag's Pyramid involves the events that led up to the climax?
a. Rising Action
b. Climax
c. Falling Action
d. Resolution

5. What is the main conflict in "The Necklace"?

a. The main character is poor and wants to be rich.
b. The main character is unhappy in her marriage.
c. The main character is trying to solve a mystery.
d. The main character is fighting in a war.

6. Which part of Freytag's Pyramid involves the events that follow the climax?
a. Rising Action
b. Climax
c. Falling Action
d. Resolution

7. What is the climax of "The Necklace"?

a. When Mathilde loses the necklace.
b. When Mathilde borrows the necklace.
c. When Mathilde discovers the necklace is lost.
d. When Mathilde tells her friend the truth.

8. Which part of Freytag's Pyramid involves the resolution of the story?

a. Rising Action
b. Climax
c. Falling Action
d. Resolution

9. What is the theme of "The Necklace"?

a. The importance of honesty
b. The consequences of pride and materialism
c. The power of love
d. The struggle for survival

10. Which part of Freytag's Pyramid involves the turning point of the story?
a. Rising Action
b. Climax
c. Falling Action
d. Resolution

Key to Correction

1.c
2. d
3.c
4. a
5. a
6. c
7. c
8. d
9. B
10. b
 I. Additional Activities for Application Assignment:
or Remediation For this assignment, you are required to write a response to the story "The
Necklace" by Guy de Maupassant. Your response should include your own ideas and
insights about the story and how it reflects the social and cultural context of its time. It
should be written in a clear and concise manner. To complete this task, follow these steps:

1. Read the story thoroughly, taking note of key plot points and themes.
2. Formulate your own ideas and insights about the story, considering what you think the
author is trying to convey.
3. Write a clear and concise response that reflects your understanding of the story and
your personal interpretation.
4. Your response should be no less than 500 words, and must be submitted on time.
5. Remember to proofread your work before submitting to ensure that your response is
free of errors and accurately reflects your intended meaning.

Good luck and don't hesitate to reach out if you have any questions or concerns.

V. REMARKS

A. No. of learners who earned 80% on the formative assessment:

B. No of learners who require additional activities for remediation:

C. Did the remedial lessons work? No. of learners who have caught up with the lesson:

D. No. of learners who continue to require remediation:

E. Which of my teaching 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 material did I use/discover which I wish to share with other teachers?

Prepared by:
RENCEL S. HERNANDEZ
Student
Checked by:

GRACELYN B. AGBAN
Assistant Lecturer