Republic of the Philippines

CAPIZ STATE UNIVERSITY

Burias Campus
Mambusao, Capiz

A DETAILED LESSON PLAN FOR GRADE 8-ENGLISH

Name: Thea Lyn D. Salaya Critic Teacher: Mrs. Eva Camacho

I. Objective: At the end of the lesson, the students should be able to:
 EN8LT-IIIa-11.1: Identify the distinguishing features of short
stories.
II. Subject Matter:
a. Skills: (Literature)
 Identifying the distinguishing features of short stories.
b. Reference: Grade 8 Learning Package
 Teacher’s Guide Grade 8 (pp. 203-207)
 Internet: (https://www.youtube.com/watch?v=kK0RtedE3)
 Grade 8 CG
c. Materials:
 Teacher’s made visuals (power point presentation, mounted prints)
 Video clip
d. Values:
 Appreciating the importance of the elements of a short story.

III. Procedures:

Teacher’s Activity Students’ Activity

A. Preliminary Activities:
 Greetings (Good morning Good morning ma’am
class)
 Attendance will be based
on their list of names to
be submitted during group
activities.

B. Priming: “Picture-Story”
 Present pictures (projected Students guess the titles.
still) of famous fairytales and
movies and let students guess
their titles.
 C. Activity: “Sentence Story” Selected students do the activity.
 Select 6 random students and
give each one a piece of
paper.

 Instruct selected students to

answer the WH questions
given to them.
 Paste their answers on the
board.
 Allow students to read their
answers aloud
 Can you make a story out of
the sentence? Tell the story.

D. Analysis: Varied answers

 Ask students the following
questions:
 Did you enjoy the
activity?
 How do you feel about
the activity?
 What have you learned
from it?
 Is the activity useful in
our daily lives?
Note: Ask follow-up questions
applicable in the existing context.

E. Lesson Proper:
1. Introduction: “Picture
Story”
  Allow students to answer the Elements of a short story.
picture equation.

F. Abstraction:

 What is a short story? Short: Brief

A short story is a brief Story: Narrative
imaginative narrative, “Brief narrative with a single event”
unfolding a single
predominating incident and a
single or a few characters.

 What are the elements of a

short story?
Students read the projected elements
on screen.

1. Setting:

Students guess what element the given

pictures pertain.

 Setting is the time and place

of the story’s action. Setting
includes ideas, customs,
values, and beliefs.
 Show pictures that depicts
settings of a certain
story/movie.
 Allow students to tell the Students tell the settings.
setting of the pictures given.
2. Characters:
Students guess what element the given
pictures pertain.

 Characters are the actors in a

story’s plot. They can be
people, animals, or whatever
the writer chooses.
 Protagonist: main
character
 Antagonist: person in
conflict with the main
character
 Show pictures of characters in
famous movies.
 Allow students to guess the Students guess the characters role.
characters and their roles.

3. Point of view:

Students guess what element the given

pictures pertain

 Point of view refers to the

relationship of the narrator, or
storyteller, to the story.
 In first-person point of
view, the narrator is a
character in the story,
referred to as “I.”
 In third-person limited
point of view, the
narrator reveals the
thoughts of only one
character, referring to
that character as “he”
or “she.”
 In third-person
 omniscient point of
view, the narrator
knows everything about
the story’s events and
reveals the thoughts of
all the characters.
 Give examples of dialogues
showing the narrators
relationship to a story.
 Let students guess the type of Students guess the type of POV.
POV.

4. Plot:
Students guess what element the given
pictures pertain

 Plot is the sequence of events

in a story. Each event causes
or leads to the next.
 There are 5 stages of plot:
 Exposition introduces the
story’s characters, setting, and
conflict.
 Rising action occurs as
complications, twists, or
intensifications of the conflict
occur.
 Climax is the emotional high
point of the story.
 Falling action is the logical
result of the climax.
 Resolution presents the final
outcome of the story.
 Show the plot of the story of
Cinderella (present the graph)
 Ask students as to pinpoint Students pinpoint the different stages
the different stages of plot. of plot.
5. Conflict:
Students guess what element the given
pictures pertain

 Conflict is created when

characters don’t get along well
with each other.
 Internal: the character’s
struggle within one’s self
 External: Struggle with a
force outside one’s self
 Show conflict samples of
famous movies .
 Allow students to identify the Students to identify the types of
types of conflict depicted in the conflict depicted in the examples.
examples.

2. Theme:
Students guess what element the given
pictures pertain

 Theme is the central idea or

message of a story, often a
perception about life or human
nature.
 Stated themes are
directly presented in a
story.
 Implied themes must be
inferred by considering all
the elements of a story
and asking what message
about life is conveyed.
 Show pictures of famous
fairy tales and movies.
 Let students identify students identify whether such
whether such movie’s/story’s theme is stated or
movie’s/story’s theme is implied.
 stated or implied.

 Generalization:

 Do you believe that Yes ma’am, because a story won’t

elements are really make sense without it.
important in making a
short story?why?

“Match A with column B”

A B Students approach the board and
a. Plot a. Brief narrative answer the activity.
with one
complete event.
b. Conflict b. actors and
actresses
c. Short Story c. time and place
d. Characters d. narrator’s
involvement in
the story
e. Theme e. struggle
between forces
f. POV f. sequence of
events
g. Setting h. Central idea of
the story

G. Evaluation: “Let’s build a

story house”

 Instruction:
 Instruct students to sit with their Students work in groups.
established group.
 Present the Cinderella’s story (a
short video clip)
 While watching the story, allow
the groups to write details of the
elements assigned to them.
 Paste their answers of the board
and construct the story house.
  Allow students to read their
answers aloud.

Group # Task to answer

1 Setting
2 Characters
3 Point of view
4 Plot
5 Conflict
6 Theme

 Follow the following rubric in

grading students’ work:

Criteria Points
Content 10
Teamwork 5
Total 15

H. Assignment:

“ Roll-A-Story”

Instructions: Students will come-up

Students copy assignment.
with their own short story. Characters,
Setting and Conflict will be given
through a Roll-A-Dice chart.

 Look for a dice.

 Roll it thrice to have your
Characters, Setting and Conflict
from a Roll-A-Dice chart.
 Develop your data into a short
story. Be creative
 Roll-A-Dice
Rolled Character Setting Conflict
A two- Inside a Found an
headed hidden unlucky
monster cave penny
A fire- At a Was chased
breathing farm by a
dragon tornado
A beautiful By a Got lost in
princess lake space

An ugly In a hot Got separated

toad dessert from friends

A In a Ate a
handsome dark poisoned
knight forest berry
A grumpy At a Lost his/her
bear magical memory
castle

IV. Results:

V. Instructional Decision
 If objective is achieved,
do this follow-up activity:
 Read the story of snow
white and identify all the
details of the elements
present in the short story.
Put your answer in a self-
made graphic organizer.
Follow the format given.
  If objective is not
achieved, do the
following:
 Give each group a copy of
Snow white and the seven
dwarfs.
 Allow students to huddle
with their established group.
 Allow each group to
illustrate the details of the
assigned element to them.
 Illustration should have a
short caption.